Session Information
06 SES 10, Teacher's Perspective on Technology-Enhanced Learning
Paper Session
Contribution
From a European viewpoint it has become increasingly common with one-to-one laptops in upper secondary schools during the last decade. With expectations of effective learning, and in particular increasing motivation among students, schools provide their students with laptops (Fredriksson, Gajek, & Jedeskog, 2009), but also to contend with the outcome of the PISA-evaluation (Solhaug, 2009). In the same way there are in Sweden one-to-one laptop initiatives, and ongoing projects in upper secondary schools to provide students with laptops to use daily (Tallvid, Björn, Lindström, & Lundin, 2010). More seldom research considers teachers’ own thoughts and beliefs in teaching in a new technology environment (Ertmer, 2005). The aim of this paper is to illuminate different ways of upper secondary school teachers’ approaches concerning the selection of digital resources in a changing educational environment.
This paper is a part of an on-going PhD-project. The PhD-project has the purpose to provide an understanding of how Swedish teachers think when they select between different digital resources. The informants are teachers in the social studies programme at two public secondary schools. During the autumn 2010 all their students were provided with free laptops which led to a new technological teaching environment for the teachers.
This paper presents one of the teachers and is to be understood as a case study. The aim is to get a holistic and deep understanding of the teacher in a complex school context (Stake, 1995). This teacher’s subjects are social science and history. She has during several years been teaching with ICT in computer labs once or twice a week. New in her teaching environment are the one-to-one laptops every student brings to all lectures. The laptops bring problems as well as possibilities for both students and teachers. So which ways of thinking constitute the basis of her selection of digital resources? The preliminary interpretation indicates a few things. For instance, the teacher is talking about learning to see when the need for computers exists in teaching. In a time when there is always shortage of time she found her selection more resting on her experiences than on a search for development. There is not really time to seek new resources on the Internet, instead she often get to know new resources by reading the students’ essays. One of her major problems is to compete with Facebook and Google. She responds to this by teaching on criticism of resources. She is also concerned about what abilities the students may lose in the one-to-one laptop system. In this paper these outcomes will be discussed from a phenomenological life world perspective as aspects of teachers’ approaches to teaching and to digital learning resources.
Method
Expected Outcomes
References
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. Fredriksson, U., Gajek, E., & Jedeskog, G. (2009). Ways to use ICT in schools to optimize the impact on teaching and learning. Acta Didactica Napocensia, 2(4), 21-31. Heidegger, M. (1993). Varat och tiden. Göteborg: Daidalos. Kusenbach, M. (2003). Street phenomenology. The go-along as ethnographic research tool. Ethnography, 4(3), 455-485. Merleau-Ponty, M. (1999). Kroppens fenomenologi. Göteborg: Daidalos. Solhaug, T. (2009). Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment. Journal of Computer Assisted Learning, 25(5), 411-422. Stake, R. E. (1995). The art of case study research. Thousand Oaks (CA): SAGE. Tallvid, M., Björn, K., Lindström, B., & Lundin, J. (2010). One-to-one. A model for transformation of ICT-use in Swedish schools. Paper presented at the CITE Research Symposium 2010- e-Lerning Design and Designs for Learning, 4-6 March, 2010 Hong Kong. van Peursen, C. A. (1977). The Horizon. In F. A. Elliston & P. Mc Cormick (Eds.), Husserl : Expositons and Appraisals (pp. 182-201). Notre Dame: University of Notre Dame Press.
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