From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

Abstract

This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used 'ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well' and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. 'Clarity' was the most prominent theme, followed by 'teachers' 'ICT skills', 'uses ICT in a good way', 'fun factor', 'puts information on the LMS', 'varies the teaching methods', 'demonstrates how to use ICT' and 'general pedagogical skills'. The results show that although the specific focus is on students' views of their teachers' use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher's use of ICT in teaching differently.

Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors

“…At an individual level, ICT use is thought to increase motivation and engagement, both of which are central to student learning and achievement (Reeve, 2012). Teachers can support student motivation by using ICT to improve visualisation and to highlight important content (Fransson, Lindberg, & Olofsson, 2018). To facilitate student engagement, teachers should take account of the individual's knowledge and learning processes to support participation in learning activities (Bergdahl, Fors, Hernwall, & Knutsson, 2018).…”

“…There are several conditions affecting teachers' implementation of ICT in teaching practices (Teo, 2018). However, there is evidence that teachers may not be exploiting the full potential of ICT to support student knowledge construction and effective learning (Fransson et al, 2018;George & Sanders, 2017). In this regard, several studies have emphasised the importance of factors related to subject matter and curriculum, as values and norms vary across different subject areas (Howard, Chan, Mozejko, & Caputi, 2015;Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011;Wikan & Molster, 2011).…”

Unpacking Teacher’s Self-understanding in Technology Use during COVID-19 Pandemic

“…These are transmitted through events such as the national teacher awards known as booster teacher. The other two structural factors are national supervision and teachers' expectation that they are responsible for their professional development (Fransson, 2017). Anna's task perception appears to have absorbed these elements.…”

“…It also enables teachers to develop new abilities while polishing and strengthening existing ones, allowing them to boost student accomplishment throughout the teaching and learning process. (Fransson, 2017).…”

Αξιοποίηση Των Νέων Τεχνολογιών Διαδικτύου Στο Σχεδιασμό, Ανάπτυξη Και Αξιολόγηση Εξ Αποστάσεως Εκπαιδευτικού Προγράμματος Για Την Τέχνη Και Τον Πολιτισμό

“…(Βαγγελάτος, 2018;Boadu et al, 2014;Μπίκος & Τζιφόπουλος, 2011;Papaioannou P. & Charalambous, K., 2011;Sangrà, 2010;Bingimlas, 2009;Watson, 2006 (Τάσση, 2014;Σέργης, 2013;Almerich et. al., 2011;Sangrà, 2010 (Fransson, Lindberg & Olofsson, 2018;Serrano & Fajardo, 2017;Obiegbu, 2016;Cener, Acun & Demirhan, 2015;Tunmibi et al, 2015;Pillai et al, 2012;Tosheva & Martinovska, 2012;Muntean, 2011;Shraim & Khlaif, 2010;Suryani, 2010;Machin, McNally & Silva, 2006;Osborne & Hennessy, 2003;Cooper & Brna, 2002). (Clark, Tanner-Smith & Killingsworth, 2016;Chandel et al, 2015;Whitton, 2010;Gee, 2005;Koster, 2005;Rice & Dolgin, 2005;Kirriemuir & Farlane, 2004;Squire, 2002;Prensky, 2001;Cordova & Lepper, 1996).…”