Digital Didactical Designs as research framework: iPad integration in Nordic schools

Jahnke, Isa; Bergström, Peter; Mårell-Olsson, Eva; Häll, Lars O.; Kumar, Swapna

doi:10.1016/j.compedu.2017.05.006

Cited by 74 publications

(60 citation statements)

References 12 publications

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“…In the ongoing digitalisation of schools, students can use their own digital devices (BYOD) (Song, 2014) in learning activities during their time at school. Research reports that in many western schools students use ICT devices such as laptops and digital tablets on a regularly basis ( Jahnke et al, 2017;Håkansson Lindqvist, 2015) and that the digitalisation of education has meant that more outcome is expected from ICT in teaching and learning activities (Wastiau et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Students’ voices about information and communication technology in upper secondary schools

Olofsson

Lindberg

Fransson

2018

IJILT

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Purpose-The purpose of this paper is to explore upper secondary school students' voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school. Design/methodology/approach-In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis. Findings-The results show that ICT plays a central role in the students' schooling, not in terms of "state-of-the-art" technology, but rather as "state-of-the-actual", by for example supporting the writing process and for peer support, digital documentation and storage. Research limitations/implications-A relatively small number of students in three schools and three specific programmes make generalisations difficult. Practical implications-Students' perspectives on the "state-of-the-actual" could influence teachers' use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure. Social implications-The study could lead to a better understanding of students' expectations and use of ICT at school and in everyday life. Originality/value-The originality of this paper is the focus on students' voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

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Section: Introductionmentioning

confidence: 99%

Students’ voices about information and communication technology in upper secondary schools

Olofsson

Lindberg

Fransson

2018

IJILT

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“…For the purposes of our research, we adopted the mixed theoretical framework developed in the field of digital didactic design and by Puentadura (2014). The process of analyses covers three components: teaching, learning, and the integration of technology (Jahnke, Bergström, Mårell-Olsson, Häll, Kumar, 2017). It is worth analysing the mutual relationship between the following elements: a) type of adopted educational goals; b) type of planned learning actions; c) use of didactic resources, including technologies; d) anticipated role of the learner; e) anticipated role of the teacher; f) assessment and feedback.…”

Section: Theoretical Framework: Didactic Designmentioning

confidence: 99%

Is Technology a Magic Wand? When Tablets’ affordances meet Teaching Practices: Insights on Didactic Design

Kopciewicz¹,

Bougsiaa²

2018

tner

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This text presents and discusses results of empirical research conducted during 3 school semesters (1.5 of school year) in a primary school in Poland. The research focused on the introduction of tablets (iPads) to didactic design and aimed at the observation of learning processes of the entire school community in connection with the appearance of a new educational actor. We used a qualitative research approach, mainly video-ethnography (60 hours of recorded material). This research approach resulted in the identification of maps of teaching and learning practices and their meanings in the changing school field.

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“…Analizowanie procesów integrowania technologii w klasach szkolnych ma długą tradycję badawczą i wypracowany zestaw podejść badawczych. Na użytek niniejszych badań przyjęta została rama teoretyczna zdefiniowana na gruncie cyfrowego projektowania dydaktycznego (Jahnke i in. 2017).…”

Section: Cyfrowe Projektowanie Dydaktyczneunclassified

Jak nauczyciele wykorzystują technologie komunikacyjne w pracy szkoły? Cyfrowe projektowanie dydaktyczne i teoria Pierra Rabardela w badaniach dydaktycznego potencjału urządzeń mobilnych

Kopciewicz

2018

PWE

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Jak nauczyciele wykorzystują technologie komunikacyjne w pracy szkoły? Cyfrowe projektowanie dydaktyczne i teoria Pierra Rabardela w badaniach dydaktycznego potencjału urządzeń mobilnych Summary How do teachers use communication technologies at school? Digital didactic design and the theory of Pierre Rabardel as the research framework for analyzing the educational potential of mobile devicesThis article presents and discusses results of empirical research conducted during 2 school semesters at primary school in Poland. This study, using a qualitative approach, aims at the tracing of the process of the implementation of tablets and robots to the didactic design at primary school, the tracing of progressive changes in the area of teaching and learning practices. The results show the dominating technological schemes developed by teachers: a) technologies function in a "closed" form -they are used for displaying ready content and structures to be identified or memorised and b) technologies are used by teacher as "open structures" constituting a collection of various tools subordinated to the intentions of the child as an active creator.

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Digital Didactical Designs as research framework: iPad integration in Nordic schools

Abstract: 2017-08-25T16:29:44

Cited by 74 publications

References 12 publications

Students’ voices about information and communication technology in upper secondary schools

Students’ voices about information and communication technology in upper secondary schools

Is Technology a Magic Wand? When Tablets’ affordances meet Teaching Practices: Insights on Didactic Design

Jak nauczyciele wykorzystują technologie komunikacyjne w pracy szkoły? Cyfrowe projektowanie dydaktyczne i teoria Pierra Rabardela w badaniach dydaktycznego potencjału urządzeń mobilnych

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