Conditions for Teaching with Mobile Technology in the School Classroom

Lindqvist, Marcia Håkansson

doi:10.1007/978-3-030-10764-2_5

Cited by 3 publications

(5 citation statements)

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“…The teachers and school leaders in the research project were either teachers, mentors, or school leaders for the four classes involved in the research project. Previous research has explored the student perspective (Håkansson Lindqvist, 2013), the teacher perspective (Håkansson Lindqvist, 2015a;2015b;2019a), and the school leader perspective (Håkansson Lindqvist 2015c;2019b). By providing insight into yet another important stakeholder perspective, the parent perspective, this paper aims to explore the challenges and opportunities of ICT technologies as perceived by the parents of the compulsory school students in the two classes studied in the research project.…”

Section: Contextmentioning

confidence: 99%

The use of digital technologies in a 1:1 laptop initiative

Lindqvist

2021

seminar

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The use of digital technologies is now a natural part of schoolwork in many schools. The use of digital technologies and the conditions for technology-enhanced learning and school development were studied in two schools, an upper-secondary school and a compulsory school, over a period of 3 years, exploring the student, teacher, school leader, and school perspectives. In this small study, two surveys (N = 26; N = 17) were used to provide further insights into the compulsory school, by exploring the parent perspective of a 1:1 laptop initiative. Laptop use in the classroom was seen as a potential pedagogical tool for structure and support in learning activities, student responsibility for schoolwork, and issues of digital equity. Challenges included increased laptop use, difficulties regarding insight into and monitoring of schoolwork and homework, students’ focus on schoolwork in the classroom environment, and physical aspects. The results show that the parent perspective provides important insights for teachers, school leaders, and school organizers that may help support students’ learning through the use of digital technologies in the classroom.

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Section: Contextmentioning

confidence: 99%

The use of digital technologies in a 1:1 laptop initiative

Lindqvist

2021

seminar

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“…Educators must create and increase knowledge efficiency to enhance the organization and student learning by sharing knowledge derived from data and information generated in the school. This dissemination of knowledge will create the discovery and application of new knowledge to improve student success (Lindqvist, 2019).…”

Section: What Is An Educator To Do?mentioning

confidence: 99%

Examining Technology for Teaching and Learning

Lemoine¹,

Waller²,

Garretson³

et al. 2020

JED

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Much time, money, and attention has been given to the issue of technology in the K-12 classroom. In addition, there is an ever-expanding interest in preparing students for success in a transforming, technology-rich world. In the 21st century technology and education must work together to secure the future for students and society. Society in the 21st century is knowledge-based; learning is critical as knowledge resiliency continually becomes important for survival in the rapidly changing environment. The need for changing traditional approaches to education from the acquisition of short-term skills to proactive programs that infuses technology into the learning are of utmost importance as educators prepare students for the 21st century.

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“…This paper adds to previous research from the Unos Umeå research project, which followed a 1:1 laptop initiative to explore how the use of digital technologies affected teaching and learning activities and how these activities developed and transformed over time. The research project focused on multiple organizational levels, including the levels of the student (Håkansson, 2013), teacher (Håkansson, 2015b(Håkansson, , 2015c(Håkansson, , 2019a, school leader (Håkansson, 2015d(Håkansson, , 2019b, and schools as organizations. In these studies, teachers reported needing time and professional development to rethink teaching designs and task design processes (Håkansson, 2015a(Håkansson, , 2019a.…”

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confidence: 99%

“…The research project focused on multiple organizational levels, including the levels of the student (Håkansson, 2013), teacher (Håkansson, 2015b(Håkansson, , 2015c(Håkansson, , 2019a, school leader (Håkansson, 2015d(Håkansson, , 2019b, and schools as organizations. In these studies, teachers reported needing time and professional development to rethink teaching designs and task design processes (Håkansson, 2015a(Håkansson, , 2019a. They noted a shift over time in the use of digital technologies in teaching activities, from using laptops for all tasks to more considered or reflective use of them in teaching practices (Håkansson 2015a(Håkansson , 2019a.…”

mentioning

confidence: 99%

“…In these studies, teachers reported needing time and professional development to rethink teaching designs and task design processes (Håkansson, 2015a(Håkansson, , 2019a. They noted a shift over time in the use of digital technologies in teaching activities, from using laptops for all tasks to more considered or reflective use of them in teaching practices (Håkansson 2015a(Håkansson , 2019a. During the classroom observations, teachers reflected upon the challenges they faced when designing and administering student tasks.…”

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Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist

Lindqvist

2020

Mind, Culture, and Activity

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The use of digital technologies continues to increase in classrooms. For teachers, this involves an increased focus on the task design process for supporting student outcomes when using these technologies. Using the Activity Theory based Evaluation Version of the Activity Checklist as a theoretical framework, this paper explores an exemplary case of the use of the Activity Checklist through the analysis of a classroom task from the perspective of the teacher task design process. The results showed that the Activity Checklist as a framework was fruitful to capture and study the teacher design process as activities, illustrating important aspects in designing tasks for student work. It is concluded that the use of the Activity Checklist may support teachers' task design processes for motivating and supporting student outcomes related to the use of digital technologies. Further, the use of Activity Checklist can help to identify potential issues in the task design process from the teacher perspective, improve practitioners' work and in turn provide guiding principles for educational development.

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Conditions for Teaching with Mobile Technology in the School Classroom

Cited by 3 publications

References 42 publications

The use of digital technologies in a 1:1 laptop initiative

The use of digital technologies in a 1:1 laptop initiative

Examining Technology for Teaching and Learning

Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist

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