Is the Tablet a Teacher or a Student Tool? Emergent Practices in Tablet-Based Classrooms

Illustrating and analysing power andcontrol relations in Finnish one-to-one computing classrooms

“…Changes to the classroom environment concern student learning, differentiated instruction, constructivist teaching and cooperative learning. A great number of studies report similarities and differences in teacher practices in the one-to-one computing classroom (Pegrum, Oakley, & Faulkner, 2013;Saudelli & Ciampa, 2014;Håkansson Lindqvist, 2015;Bergström, Mårell-Olsson & Jahnke, 2019;Jahnke et al, 2017;Bergland Holen, Hung, & Gourneau, 2017;Mårell-Olsson, Bergström, & Jahnke, 2019). Longitudinal studies scarcely exist.…”

“…Tay (2016) reports that, during the third year of the study, the effects of one-to-one computing were reflected in significant reductions in teacher lecturing and an increase in student group discussions. Another aspect of teacher practices concern the wide variations in one-to-one computing use that range from classrooms totally based on one-to-one computing to classrooms with limited or no use at all (Pegrum, Oakley, & Faulkner, 2013;Saudelli & Ciampa, 2014;Player-Koro & Tallvid, 2015;Håkansson Lindqvist, 2015;Bergström et al, 2019), or tablets as a teacher tool or a student tool (Mårell-Olsson et al, 2019). According to Player-Koro and Tallvid (2015), the assessment system plays a major role in teacher practices.…”

“…From another perspective on limited use of one-to-one computing in teacher practices, researchers have addressed symbolic borders (Bergström et al, 2019;Willermark, 2018) between dominant and non-dominant content traditions. Blikstad-Balas (2012) describes tensions between teachers and students, based on the domination of a textbook discourse, based on content exclusively for teachers in contrast to free content from the internet available to both teachers and students under similar preconditions.…”

“…Similar to other studies of teacher practices in the one-to-one computing classroom (Player-Koro & Tallvid, 2015;Smith & Santori, 2015;Bergström et al, 2019;Jahnke et al, 2017), criteria-based sampling (Patton, 1990) was applied where teachers who used one-to-one computing in teaching, so-called early adopters (Rogers, 2003), were selected. The early adopters are users who are among the first to adopt an innovation in practice.…”

“…Step 1: generating a code The thematic code of teacher practices in the one-to-one computing classroom was constructed from Bernstein's (2000) research on power and control, previous research where power and control was used to understand teacher practices without one-to-one computing (Neves, Morais & Alfonso, 2004) as well as recent research on teacher practice in the oneto-one computing classroom (Bergström et al, 2019). The procedure began with Bernstein's (2000) key concept of power -classification -which was used to code and analyse teacher organisation of the physical classroom space.…”