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Use of Digital Technologies in Education: The Complexity of Teachers' Everyday Practice
Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för informatik (IK).ORCID-id: 0000-0001-7427-9444
2016 (engelsk)Doktoravhandling, monografi (Annet vitenskapelig)Alternativ tittel
Användning av Digital Teknik i Skolan : Komplexiteten i Lärares Vardagspraktik (svensk)
Abstract [en]

In this dissertation the complex, dynamic, contextual and multi-dimensional practice of teachers’ use of digital technologies in their everyday work has been illustrated and presented. The research draws upon the experience of teachers and school leaders from two compulsory schools as well as representatives from the municipal Department of Education and IT-unit within a municipality in the south of Sweden.

A focused ethnographic approach has been undertaken and applied observations and interviews. Systems Thinking, specifically Soft Systems Methodology in combination with Cognitive Mapping have been applied to analyze the empirical material.

The theoretical foundation builds upon teachers’ worldview towards digital technologies, because it is noted that teachers more easily adopt and use innovations that are in accordance with their personal thoughts and beliefs about teaching and learning. Further, teachers’ attitude and perception towards use of digital technologies are addressed as well as the role of school leadership. Additionally, importance of context, teachers’ knowledge and pedagogics have been discussed referring to various frameworks.

The dissertation aims to illuminate the complex nature of teachers’ everyday practice. To gain understanding of the situation as a whole, there is also need to shed light on various aspects and underlying perspectives. Thus, this research aims to illuminate and advance the understanding of the complexity of compulsory school teachers’ everyday work practices using digital technologies.

The outcome of this dissertation illustrates the complexity of teachers’ everyday practices as well as additional issues adding to the complexity, and shows that these complex issues are worthy of further study. Among the issues emerged from this dissertation are differences in regard to how the complex situation is understood because different actors have multiple and sometimes conflicting worldviews. Ambiguities in core objectives and relevant concepts were found. Additionally, a pervasive lack of understanding about the realities of daily education and teaching practices, including variances in worldviews and mindsets was found adding to the complexity of teachers’ everyday practice using digital technologies.

sted, utgiver, år, opplag, sider
Växjö: Linnaeus University Press, 2016. , s. 317
Serie
Linnaeus University Dissertations ; 264/2016
Emneord [en]
Cognitive Mapping, compulsory school education, digital technologies, focused ethnography, teachers, Soft Systems Methodology, Systems Thinking
HSV kategori
Forskningsprogram
Data- och informationsvetenskap, Informatik
Identifikatorer
URN: urn:nbn:se:lnu:diva-57421ISBN: 9789188357397 (tryckt)OAI: oai:DiVA.org:lnu-57421DiVA, id: diva2:1039657
Disputas
2016-11-03, Homeros, House F, Växjö, 13:15 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2016-10-25 Laget: 2016-10-16 Sist oppdatert: 2024-02-14bibliografisk kontrollert

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Sadaf Salavati, Doctoral Thesis(13815 kB)69421 nedlastinger
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