Exploring Functions and Tenable Structures for Mobile Use as Support for School Tasks

Lindell, Tiina Leino; Hrastinski, Stefan

doi:10.1007/978-981-10-6144-8_19

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…The selection of teachers in this pilot study is the same as in previous studies. Similarly, the students' ideas that were used to stimulate the teachers are also the same as the ideas that were collected and presented in previous studies (Lindell and Hrastinski 2018;Lindell 2018). Thus, the selection of participants for this pilot study is representative of the problem being investigated.…”

Section: The Participantsmentioning

confidence: 96%

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Lindell

2020

Educ Inf Technol

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It has been emphasized that students and teachers have dissimilar ideas about how mobile phone use could be utilized and limited. Moreover, these differences have been identified as a crucial problem that has caused conflicts in education. In order to resolve the problem, research has stressed that it is very important to increase teachers' knowledge about how mobile phones can be used in students' work. However, the topic of how teachers could increase their understanding related to students' ideas has remained largely unexamined. Thus, this pilot study explores the following research questions using cultural-historical activity theory and qualitative methods: How is teachers' possibility knowledge influenced when they are exposed to students' ideas about how mobile phones could be both supportive and problematic in school activities? What are the similarities and differences between the students' ideas that have, and have not, influenced the teachers' possibility knowledge of mobile phone use? The results show how the teachers' possibility knowledge increases concerning the features that could be both supportive and problematic and must be limited by rules and a division of labor. Moreover, it transpires that the teachers' possibility knowledge is not always affected. It appears that the teachers' understanding is influenced if they can relate the students' ideas to the teachers' division of labor. These results could be used by schools to resolve problems caused by the different ideas of students and teachers regarding mobile phone use. The results could also be used when implementing mobile phones in educational research.

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Section: The Participantsmentioning

confidence: 96%

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Lindell

2020

Educ Inf Technol

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“…One example of how the ubiquitous quality of the digital technology affects networked practices across multiple domains is the boundary line between what is considered to be public practice and what is considered to be private practice (Lindell & Hrastinski, 2018). This boundary may shift "with every discovery of a technique for making private events public.…”

Section: Amplifying Professional Networked Designmentioning

confidence: 99%

A Framework for the Analysis of Personal Learning Networks

Fair

2021

Research in Networked Learning

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This paper introduces Fast Food da Politica (FFDP) as a case study of a learning network designed to promote social action in a developing country. Our focus is on exploring FFDP design elements, such as those related to tools, tasks and social organization, and the connections between these elements and valued learning activity. FFDP cleverly (re)purposes popular (board) games as pedagogical tools, which are then customised for the teaching and learning of the mechanisms and functioning of Brazilian political structures. FFDP has taken their political games to game-playing sessions across the country in varied venues -including schools, government organisations, and open sessions at market-street events and public protests. Their games are shared as open learning resources through blueprints and manuals that explain the many ways a game can be played, and which are easily downloadable through their website. FFDP also encourages game users (educators and learners) to come up with and share their own game-playing ideas for reuse. As a result, FFDP has built a repository of games that is constantly evolving, as new ways of using their open resources are captured and packaged for sharing and reuse by others. As a not-for-profit organisation, FFDP has been successfully relying on social media and crowdsourced funding to survive. In this paper, we draw on the ACAD Wireframe to explore the alignment of this network's design elements at the micro and meso levels, focusing on the ways FFDP combines a strategic educational vision deeply grounded on action for social change, with a curriculum that emphasizes gaming elements and promotes the physicality of materials in learning. At the micro level, the case study examines how the quality of materials support the development of educational innovation, while at the meso level this organization, driven by young women, is buildingup a learning network for social action, empowering children, youth and adults to learn about the mechanisms of politics and their civil rights, within the Brazilian context. Overall, this paper offers an inspiring example of a productive learning network in action, where participation and co-creation are fostered through connections between a network of people, ideas, digital and material elements. KeywordsOpen education; design for learning; games in education help people learn and teach deeper critical thinking of political matters, and in so doing, to empower learners to take hold of their own future.

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“…For example, diagnostic criteria nowadays commonly employed with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) directly relate to students' difficulties with attentiveness (Bishara & Kaplan, 2022;Meltzer, 2018;Strosnider & Sharpe, 2019). The indicated risks of adverse outcomes on students' skills are in several studies related to short attention span for educational activities and smartphone addiction dysphoria (Lindell & Hrastinski, 2018;Moebert et al, 2015;Palalas, 2018). With the increased prevalence of diagnosed students with ADHD and ASD, teachers are expected to address SEN for a general inclusive education to a greater extent than before (Tegtmejer et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Special Educational Interventions for Student Attention: Executive Function and Digital Technology in Primary School

Gunnars

2023

J Spec Educ Technol

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Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000–2022 that relates students’ EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021–2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches.

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Exploring Functions and Tenable Structures for Mobile Use as Support for School Tasks

Cited by 3 publications

References 18 publications

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

A Framework for the Analysis of Personal Learning Networks

A Systematic Review of Special Educational Interventions for Student Attention: Executive Function and Digital Technology in Primary School

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