| 1. |
- Jahnke, Isa, et al.
(author)
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Digital Didactical Designs of Learning Expeditions
- 2014
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In: Open Learning and Teaching in Educational Communities. - Cham : Springer International Publishing. - 9783319111995 ; , s. 165-178
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Conference paper (peer-reviewed)abstract
- Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions – most of the designs boost learning, others restrict learning.
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| 2. |
- Norqvist, Lars, 1973-, et al.
(author)
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The Learners' Expressed Values of Learning in a Media Tablet Learning Culture
- 2014
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In: Open Learning and Teaching in Educational Communities. - Cham : Springer International Publishing. - 9783319112008 - 9783319111995 ; , s. 458-463
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Conference paper (peer-reviewed)abstract
- What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally "see" a perceived value for them as individuals, then they label the situation as learning. This study's findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door for developing alternative ways for evaluating projects in schools that integrate educational technology.
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| 3. |
- Pareto, Lena, 1962-, et al.
(author)
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Can teachers’ fragmented work situation jeopardize professional development of future teaching practices?
- 2014
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In: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Cham : Springer International Publishing. - 9783319111995 ; , s. 464-469
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Conference paper (peer-reviewed)abstract
- Digitization of schools has been on the political agenda for decades, but despite all reforms, technology investments and professional development initiatives, the goals are not yet reached. We have examined how teachers? perceive their working situation in order to explore if the conditions are suitable for learning and novel teaching practices. 18 interviews with Swedish primary school teachers were conducted and transcribed, from which 330 excerpts were extracted and divided in two characterizing categories: fragmentation reflecting working rhythm and density reflecting working tempo. The working condition had char-acteristics known to cause stress and less wellbeing, which counteracts teachers? sensitiveness to adapt to novelties and a reflective practice. This may jeopardize future professional development and thus digitalization of schools.
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