| 1. |
- Lundmark, Sofia, PhD, et al.
(author)
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Didactical dilemmas with mobile phones in vocational educational classrooms
- 2021
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In: INTED2021 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409276660 ; , s. 8476-
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Conference paper (peer-reviewed)abstract
- This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.
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| 2. |
- Mozelius, Peter, Dr. 1959-
(author)
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A Set of Theoretical Assumptions for Evaluation and Redesign of Teacher Training Courses on Programming
- 2021
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In: The 15th International Technology, Education and Development Conference. - Valencia : IATED Academy. - 9788409276660 ; , s. 2249-2257
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Conference paper (peer-reviewed)abstract
- Investment in teacher professional development is an essential activity for enhancing the curriculum with 21st century skills. An ongoing process in Sweden is to introduce computer programming as a new tool to reinforce the learning and understanding of technology and mathematics in K-12 settings. Lessons learnt from the first batches of teacher training highlights the need of a modified course design that better suits the target group. Universities have a tradition of designing programming courses for Bachelor and Master programmes where students develop a proficiency for future work in the industry or as researchers in academia. K-12 teachers are in several ways a different target group with different needs, both for didactic design and for course content. The aim of this paper is to present and discuss a set of theoretical assumptions that could be useful for evaluation and redesign of teacher training courses on programming. A narrative literature review was conducted to summarise a particular area of research that could meet the research aim. This type of review is useful to gather a volume of literature in a specific subject area and to synthesise it for future work. A narrative literature review is typically selective in the material it uses, in a strive to synthesise a purposeful body of literature that later can be further explored. Results from a thematic analysis have been combined to a set of theoretical assumptions that could be used for evaluation and redesign of teacher training courses on computer programming. Findings contain a wide variety of interesting concepts that have been compiled into a set of theoretical assumptions. The most interesting found theories and concepts were Adult learning, Andragogy, The Self-determination theory, Blended communities of practice, Feedforward assessment, Game-based learning, Pair programming, Mob programming, and Software visualisation. A set of theoretical assumptions that all will be discussed with K-12 teachers for a future course redesign and curriculum development.
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| 3. |
- Mozelius, Peter, Dr. 1959-
(author)
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Deep and Shallow Gamification in Higher Education, what is the difference?
- 2021
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In: The 15th International Technology, Education and Development Conference. - Valencia : IATED Academy. - 9788409276660 ; , s. 3150-3156
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Conference paper (peer-reviewed)abstract
- Discussions on gamification are sometimes far from consensus, and there seems also to exist different opinions on how gamification affects learner motivation. What increases the complexity is also the distinction between deep gamification and shallow gamification. On one hand there are claims that deep gamification has a stronger impact with a more long-lasting motivation. On the other there are studies reporting that there is no significant difference in between motivation induced by deep gamification and motivation induced by shallow gamification. The aim of this study was to analyse the difference between deep and shallow gamification, and discuss how this difference might be related to learner's motivation in higher education. Important research questions to answer were: RQ1: "What are the important differences between Deep gamification and Shallow gamification? ", and RQ2: "What in these differences might be the main barriers for a wider use of Deep gamification in higher education? ". A literature study was conducted to meet the aim and to answer the research questions. To retrieve a relevant result set the selection criteria were set to exclude duplicate articles, and to exclude articles without a serious research method and a reliable publishing channel. The search string that was used in this study was "Deep Gamification" AND "Shallow Gamification" AND ("Higher education" OR University"). Furthermore, parts of articles that contributes to answer the research questions have been selected in a so called 'backward search', a technique that has been defined as "reviewing older literature cited in the articles yielded from the keyword search". Findings show a clear distinction between Deep gamification, that interacts with the core learning processes, and Shallow gamification that is implemented as a thin layer on top of the core processes. Furthermore, findings confirmed the relationship between Deep gamification and intrinsic motivation, and the relation between Shallow gamification and extrinsic motivation. There are for several reasons interesting to strive for a use of Deep gamification, but in most university courses today, students are engaged by a mix of intrinsic and extrinsic motivation with traditional rewards such as grades. Finally, the recommendation is to not add superficial gamification layers for the sake of gamification, since the current generation of students is a gaming one with high demands on gaming and game mechanisms.
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| 4. |
- Schnaider, Karoline, et al.
(author)
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Meaning-making in technology-enhanced learning activities : a composite perspective of technologies and their properties and users' representations
- 2021
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In: INTED2021 Proceedings. - Valencia : IATED. - 9788409276660 ; , s. 1526-1535
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Conference paper (peer-reviewed)abstract
- Technology use in school settings tends to look at various technologies solely as a mediator for production and work, rather than to relate them to the patterns of thinking and learning. Some technologies and representations are more overrepresented than others that signals a more monotonous use (Schnaider et al., 2020). However, recent research indicates that meaning-making in connection with technology use is characterized by a higher level of variety and multiplicity across technologies, their properties, and the users (Djonov & van Leeuwen, 2018; Schnaider, Gu & Rantatalo, 2020; Vigild Poulsen, 2018; Vigild Poulsen & Kvåle, 2018). There is a need to explore and gain insights into how multimodal technology use can be understood and supported from a more comprehensive perspective. From a multimodal layer approach (Schnaider et al., 2020), this study aims to examine technologies’ use (hardware and software in combination) in students’ sign-making activities in Swedish schools. The research questions are: What functions and semiotic properties of the technologies are prompted and drawn upon in use, and how are transitions made between technologies, properties, and users? What representations are made by individuals in connection to the prompted sign-systems?The multimodal layer framework was used as a vehicle for data gathering and analysis from its five components: technologies, technologies’ functional properties, technologies’ semiotic properties, modes of representation, and activities. Empirical data consisted of 8 hours of classroom video recordings and observations on students’ use of technologies in their learning activities, and 6 hours of interviews with the students have been observed. All data were transcribed into texts, for instance, by using word-processing software and the video annotation software Transana, for subsequent quantitative content analysis (Bell, 2011). The layers were used as the first coding categories in processing the transcriptions and as variables in the analysis. The second step of coding was based on keywords (the values – subcategories to the layers) by using software nCoder. Finally, program Epistemic Network Analysis (ENA) was used to visualize the connections between the layers (Eagan, Brohinsky, Wang & Shaffer, 2020; Shaffer, 2017).The ENA result indicates that some functional properties were more frequently used at specific mediating levels when using certain combinations of technologies and had stronger connections to modes of representation and activities than others. Moreover, some functional properties tended to remain at the same mediating level between technologies, while others were entirely altered or even eliminated. The investigations also showed that some categories of technologies and properties were more frequently drawn upon, reflected in the users’ modes of representations. In some activities and combinations of technologies, the transitions in the various functions to the semiotic properties were more complicated and had little influence on individuals’ meaning-making, shown in weak ENA connections. These findings have implications for technology design and implementation by clarifying how technologies benefit particular sign-making activities.
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| 5. |
- Willermark, Sara, 1988-
(author)
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Understanding the Meaning of Digitally Competent Leadership in Schools : a Review of Research
- 2021
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In: INTED2021 Proceedings. - : IATED. - 9788409276660 ; , s. 3095-3103
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Conference paper (other academic/artistic)abstract
- The digitalization of schools is a multi-dimensional process, spanning many different areas from infrastructure and administrative routines to pedagogical issues, competence development, and student learning. Recently, digital leadership has been emphasized as crucial to reaching a fruitful digitalization in schools [1, 2]. However, there is a lack of systematic knowledge of what competencies are needed to lead such strategic work [3]. This study is a systematic review of research about digital leadership in schools in studies published from 2009 to 2019. The search was conducted using three databases to cover a board spectrum of relevant publication outlets including; ‘Education Resources Information Center’ (ERIC), Academic Search Premier, and Business Source Premier. Broad search terms were used to get a comprehensive search result, focused on locating results from different perspectives in the educational research field. The findings stress the importance of concretizing policies, having a coherent educational vision, and organizing for school development as key factors for cultivating the digitalization of schools. However, research that addresses what competence school leaders need to lead this strategic work remains limited. The contribution of the paper includes theorization about the meaning of digitally competent leadership in a school context, and future directions for research are discussed.
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