Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes

Jahnke, Isa; Kumar, Swapna

doi:10.1080/21532974.2014.891876

Cited by 70 publications

(51 citation statements)

References 10 publications

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“…And when thinking of technology from a pedagogical perspective the patterns that were suggested for technology use were mainly focused on basic and stable characteristics of ICT and infrastructurethere seems to be no room for or reason to think innovatively about use of ICT in teaching if the core functionality and infrastructure is not there. This situation does however not seem to be unique to the school we have worked with (Jahnke & Kumar, 2014).…”

Section: On Writing Of Patterns and Pattern Languagesmentioning

confidence: 91%

“…Teachers make choices grounded in their teaching experience often resulting in what could be labelled design solutions. A design solution here means a solution to a 'problem' that a teacher has, and includes making choices regarding didactics and the use of artefacts for solving the problem (Jahnke & Kumar, 2014). In Sweden and the other Scandinavian countries, most pupils have easy access to computers, tablets and the internet (EUN, 2013;Åkerfeldt, 2014), meaning there are a lot of technology available for the teachers that want to use it in their teaching.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Collaborative Pattern Language Design

Knutsson

Ramberg

2018

Designs for Learning

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Teachers in their practice make choices grounded in their teaching experience resulting in what could be labelled design solutions. An identified problem is that these design solutions stay at the level of individual solutions and do not reach the teaching community. The aim of this article is to study how teachers´ design solutions can be systematically captured, organized, and communicated through design patterns and a pattern language. Building on participatory design we have together with teachers used and adapted the concept of design patterns and pattern languages as a way of capturing, documenting and communicating design problems and solutions to these. This structured approach led to the teachers seeing connections and interrelations between problems, and that a solution to one of these also helped in alleviating other problems. The formulation of design patterns and proposed pattern languages thus gave the teachers an overview of their practice that would otherwise be difficult to obtain. The content of the design patterns show what problems that are dealt with by the teachers through their design solutions. The structure of the final pattern language shows how problems and solutions are connected to larger goals for the teachers, such as improving the communication with students, as well as the importance of sharing good examples between colleagues.

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Section: On Writing Of Patterns and Pattern Languagesmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Teachers’ Collaborative Pattern Language Design

Knutsson

Ramberg

2018

Designs for Learning

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“…A constructive alignment is like a house with building blocks or pieces of a bigger puzzle that fits with the other pieces. The model of digital didactical designs [22] is one possible approach to study the complexity of teaching as social practice. To plan teaching and to do it in practice is a matter of coordination.…”

Section: Introductionmentioning

confidence: 99%

The Dream About the Magic Silver Bullet

Jahnke

Svendsen

Johansen

et al. 2014

Proceedings of the 18th International Conference on Supporting Group Work

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In this paper, we report three cases of the integration of technology, such as web-enabled media tablets in Scandinavian schools. Both qualitative and quantitative data have been applied. A daily challenge for teachers is to coordinate their group of students in a way that enables collaborative learning. We report the gaps and interrelations between the dreams and the practice of the teachers. They dream about an interconnected praxis -the magic silver bullet -and establish their visions of inter-connectivity because of their breakdown experiences of media tablets aiding complexity instead of reducing it. The teachers must learn how to navigate during the breakdowns before media tablets reduce complexity and reach a state in which the tablets take part in the classroom ecology as functional organs. The teachers have to deal with complex situations during class in situ. In order to be able to continue with the class, the teachers become jongleurs of different design elements including the handling of the didactical designs and the breakdowns caused by the integration of media tablets; the teaching practice in classrooms moves away from a common routine activity and turns into a design project.

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“…Conducting a meta-analysis of current perspectives and applications of mobile learning tools, Keskin and Metcalf (2011) claimed that mobile learning "has attracted a great deal of attention from researchers in different disciplines who have realized the potential to apply mobile technologies to enhance learning" (p. 202). However, most studies have been limited to investigating how technology impacts students' achievement and learning experiences (Hargis, Cavanaugh, Kamali, & Soto, 2014;Jahnke & Kumar, 2014;Liu et al, 2014;Mango, 2015) rather than how technology affects the role of the teacher. Research on mobile devices has recently shifted its focus from examining how students benefit from software (i.e., apps) and mobility to investigating how teachers can facilitate and maximize students' learning in these technology-enhanced environments (Mouza & Barrett-Greenly, 2015;Ruggiero & Mong, 2015).…”

Section: Conceptual Foundationsmentioning

confidence: 99%

Teachers Exploring Mobile Device Integration: A Case Study of Secondary Teachers’ Responses to iPads in the Classroom

2016

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This qualitative study seeks to understand and resolve the difficulties that teachers encounter when integrating mobile devices in classrooms. To address the issue of teacher receptiveness, three undergraduate researchers collaborated with an education professor in spring 2012 to complete a qualitative study with a two-fold purpose: 1) to investigate how two secondary teachers in an independent school responded when adopting a class set of iPads throughout one school cycle (six school days); and 2) to elucidate what a school could do better to support teachers who are piloting mobile device integration. Although previous studies have commonly focused on the impact of 1:1 programs on student achievement, this study focuses on the role of the instructor when designing and delivering instruction with or without iPads. Qualitative data were collected and recorded after a series of observations and interviews with the teachers and the information technology director. All interviews were roughly transcribed and coded systematically so that patterns could be noted. Results found that both instructors commented about their instructional philosophy, instructional objectives, technology support, teacher efficacy, and classroom. At the conclusion of the experiments, the teachers had favorable impressions of the technology, despite initial misgivings and early technical issues.

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Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes

Cited by 70 publications

References 10 publications

Teachers’ Collaborative Pattern Language Design

Teachers’ Collaborative Pattern Language Design

The Dream About the Magic Silver Bullet

Teachers Exploring Mobile Device Integration: A Case Study of Secondary Teachers’ Responses to iPads in the Classroom

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