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Possibilities and challenges for TEL from a student perspective through the uptake and use of digital technologies in a 1:1 initiative
Umeå University, Faculty of Social Sciences, Department of Education.
2013 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4, 629-647 p.Article in journal (Refereed) Published
Abstract [en]

The uptake and use of digital technologies in the classroom is studied in Unos Umea°, a jointOne-to-One (1:1) project between Umea° University and the Municipality of Umea° in Sweden. Thispaper presents the results of a survey completed by upper secondary students (N923), focusgroup interviews (N7) and classroom observations (N22). Students see possibilities inaccessing information, text skills, and work variation, while the challenges they see are difficultiesin focusing on the task at hand, technical problems, and the lack of alignment between students’and teachers’ skills in Information and Communication Technology (ICT). Using the Ecology ofResources Model (Luckin 2010), these challenges can be interpreted as the manifestation of filtersin the learning environment. How collaborative learning environments are created, the lack ofalignment between teachers’ and students’ ICT skills and how everyday use of computers in theclassroom develops will hold implications for Technology Enhanced Learning (TEL) in theclassroom.

Place, publisher, year, edition, pages
Co-Action Publishing , 2013. Vol. 4, no 4, 629-647 p.
Keyword [en]
1:1, digital technologies, TEL, learning, students
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-83875DOI: 10.3402/edui.v4i4.23223OAI: oai:DiVA.org:umu-83875DiVA: diva2:677810
Available from: 2013-12-10 Created: 2013-12-10 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Conditions for Technology Enhanced Learning and Educational Change: a case study of a 1:1 initiative
Open this publication in new window or tab >>Conditions for Technology Enhanced Learning and Educational Change: a case study of a 1:1 initiative
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. In this thesis the uptake and use of digital technologies is studied from the student, teacher and school leader perspectives in order to through this gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. In the Unos Umeå research project the uptake and use of digital technologies in two schools, an upper secondary school and a compulsory school, was studied. A research design involving a case study approach (Yin, 2003, 2009) was used to study a 1:1 initiative. The methods of data collection were surveys, interviews and classroom observations. To explore, identify and describe conditions for TEL and educational change the data collected were used to map the initial expectations regarding the uptake and use of digital technologies from the start of the initiative as well as to follow the development of teaching and learning activities related to the uptake and use of digital technologies in the 1:1 classroom over a period of two years. The Ecology of Resources Model (Luckin, 2010) was used as a theoretical framework including the use of the concept of filters. Regarding the conditions for TEL, the results show that the uptake and use of digital technologies provides possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support and follow-up of students and teachers, creating a unified vision of the work with digital technologies, and collaboration and sharing within the schools as an ecology of resources. The challenges seen from the student, teacher and school leader perspectives were related to use, technical support and optionality. If the possibilities are to be achieved, there is a need for continued professional development for teachers and school leaders. Further, clear directives through policy will be of importance. In the short term, the practical implications of the uptake and use of digital technologies, specifically in 1:1 initiatives, seem to be strongly connected to sustainability in schools. In the long term, if sustainable conditions for TEL and educational change in the 1:1 classroom can be created and upheld, the practical implications may for example be teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices and an increase in equality of digital competence between students, between schools and between classrooms in the same school.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015. 107 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 114
Keyword
digital technologies, ICT, laptops, one-to-one, school development, school leaders, students, teachers, teacher professional development, TEL
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-109887 (URN)978-91-7601-357-1 (ISBN)
Public defence
2015-10-30, Norra Beteendevetarhuset, NBVH 1031, Umeå universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2015-10-09 Created: 2015-10-08 Last updated: 2015-10-08Bibliographically approved

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