umu.sePublikasjoner
Endre søk
Link to record
Permanent link

Direct link
BETA
Bergström, Peter
Publikasjoner (10 av 45) Visa alla publikasjoner
Bergström, P. (2019). Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms Teacher practices in grades 7-9. Tidsskriftet Digital kompetanse, 14(3-4), 117-133
Åpne denne publikasjonen i ny fane eller vindu >>Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms Teacher practices in grades 7-9
2019 (engelsk)Inngår i: Tidsskriftet Digital kompetanse, ISSN 0809-6724, E-ISSN 0809-714X, Vol. 14, nr 3-4, s. 117-133Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper reports on teacher practices in tablet-based Finnish one-to-one computing classrooms in grades 7-9. The aim of this study was to increase the understanding of teacher practices by illustrating and analysing the relations of power and control in Finnish teachers' one-to-one computing classrooms. The study applied methods based on classroom observations, photographs and audio recordings of the teachers' communication. Within the context of this study, the results indicate two theoretically distinct, but varying, forms of teaching practice. These teaching practices demonstrate contrasts with regard to how the classroom spaces were organised, including one-to-one computing, as well as the teacher-enacted communication with students. Based on how power and control either was retained by the teachers or distributed to the students, this paper highlight how different meanings were constructed in student learning.

sted, utgiver, år, opplag, sider
Universitetsforlaget, 2019
Emneord
One-to-one computing, Finnish teachers, power, control, qualitative
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-167131 (URN)10.18261/issn.1891-943x-2019-03-04-03 (DOI)000504034600003 ()
Tilgjengelig fra: 2020-01-10 Laget: 2020-01-10 Sist oppdatert: 2020-01-10bibliografisk kontrollert
Mårell-Olsson, E., Bergström, P. & Jahnke, I. (2019). Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms (1ed.). In: Teresa Cerratto Pargman, Isa Jahnke (Ed.), Emergent practices and material conditions in learning and teaching with technologies: (pp. 89-105). Springer
Åpne denne publikasjonen i ny fane eller vindu >>Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms
2019 (engelsk)Inngår i: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, 1, s. 89-105Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The aim of the study was to understand how digitalization of K–12 education has been carried out in Sweden. The focus lied on investigating 26 teacher's teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers' motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers along with 26 classroom observations in grades 2 to 12 (e.g. students from 8 to 18 years old). Activity theory was used for analyzing the participated teachers' motives, goals, actions, and operations involved in the integration of the tablets in the classroom. This study was part of a broader research project with classroom observations and student group interviews that was conducted during 2011–2015. The findings illuminate emergent practices based on teachers' strategies for constructing a teaching design that attempts to fulfill each student's individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals' strategic leadership (i.e. leadership and organization of the work in the school) has an impact on teachers' design practices.

sted, utgiver, år, opplag, sider
Springer, 2019 Opplag: 1
Emneord
Teachers, one-to-one tablet classroom, Teaching, Learning, Students as consumers, Students as producers, Teacher tool, Student tool
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-157499 (URN)10.1007/978-3-030-10764-2_6 (DOI)978-3-030-10763-5 (ISBN)978-3-030-10764-2 (ISBN)
Tilgjengelig fra: 2019-03-25 Laget: 2019-03-25 Sist oppdatert: 2019-04-04bibliografisk kontrollert
Bergström, P., Rönnlund, M. & Tieva, Å. (2019). Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge. In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok. Paper presented at Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge
2019 (engelsk)Inngår i: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’.  The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163629 (URN)
Konferanse
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019
Tilgjengelig fra: 2019-09-30 Laget: 2019-09-30 Sist oppdatert: 2019-11-12bibliografisk kontrollert
Bergström, P. (2019). Merging three schools into one new school: training teachers for team-based teaching. In: Fjärde nationella konferensen i pedagogiskt arbete: Abstractbok. Paper presented at Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19-20 augusti, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Merging three schools into one new school: training teachers for team-based teaching
2019 (engelsk)Inngår i: Fjärde nationella konferensen i pedagogiskt arbete: Abstractbok, 2019Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper reports on a project where three schools in one municipality are involved in a 2-years preparation process of merging three existing schools into one greater newly built school. In each of these schools, training arenas has been set up based on the architecture of the new school building (e.g. principles of room-in-the-room, small amphitheaters, varying furniture and rich access to ICTs). The new school highlights an organizational shift where teachers will move from individual work in classes of 23-30 students to team-based teaching. Each team teaches one whole grade with approx. 100 students in home arenas. This paper focuses on how the three existing schools prepare teachers for such a shift. The aim is to increase the understanding of what skills teachers need and develop for team-based teaching. The research question addressed: what characterizes the pedagogical practice in the training arenas in terms of how the arena is used and teacher-student communication and interaction? A participatory design-based research methodology (Holmgren, 2019) was applied where this paper focus on the initial phase of teachers’ work in the training arenas. The analysis draws on a) classroom observations based on audio recordings from the teachers’ communication, notes, and photographs, and b) teacher and principal interviews. The data were analyzed with support of a typology where Bernstein’s (2000) theory of classification and framing were operationalized into a two-dimensional typology based on the physical organization of space (classification), and teachers’ communication in practice (framing) (Bergström et al., 2017). Preliminary results indicate possibilities and challenges in the pedagogical practice. Possibilities concern a richer environment which provides variation in students’ learning, while challenges concern increase demands on students’ self-regulation when power and control was distributed to the students.     

HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163626 (URN)
Konferanse
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19-20 augusti, 2019
Tilgjengelig fra: 2019-09-30 Laget: 2019-09-30 Sist oppdatert: 2019-10-14bibliografisk kontrollert
Bergström, P. (2019). Preparing for a 21st century school: prototyping space, organisation and practice. In: : . Paper presented at Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, Umeå University, Umeå, Sweden, 9-11 Oct 2019. Umeå
Åpne denne publikasjonen i ny fane eller vindu >>Preparing for a 21st century school: prototyping space, organisation and practice
2019 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Umeå: , 2019
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-164219 (URN)
Konferanse
Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, Umeå University, Umeå, Sweden, 9-11 Oct 2019
Merknad

Organizers: Professor Ola Lindberg and Professor Anders D. Olofsson, Umeå University

Tilgjengelig fra: 2019-10-16 Laget: 2019-10-16 Sist oppdatert: 2019-10-25bibliografisk kontrollert
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Space for active learning: Envisioned and practiced school design.. In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world. Paper presented at NERA.
Åpne denne publikasjonen i ny fane eller vindu >>Space for active learning: Envisioned and practiced school design.
2019 (engelsk)Inngår i: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world, 2019Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper presents a case study of trends and transitions in the context of Nordic school design. The aim is to explore how local stakeholders in Sweden (principals, school leaders and architects) involved in school building projects envision a ‘good’ learning environment and what perceptions of teaching and learning that underlie their visions. By including various groups of stakeholders, we also aim at exploring how their views relate to each other. Drawn on the results, we discuss their ideas in relation to wider discourses on teaching and learning in late modern society with focus on local – global transitions.

The study draws on a relational understanding of space (Massey 2005; McGregor 2004), and the idea that physical, social and pedagogical dimensions of learning space are generated together and continuously in process. Furthermore, we understand learning spaces as areas where power relations, control and agency are performed. In line with this understanding the analysis draws on Bernstein’s concepts ‘classification’ and ‘framing’ (Bernstein 2000).

We conducted semi-structured interviews with stakeholders at different levels (municipality level, school level) involved in projects concerning construction and reconstruction of school buildings. At the level of municipalities, interviews where held with 8 officials/school leaders and 3 architects. At the school level, interviews where held with 9 principals (n 20). Interview data was analysed inspired by Critical Discourse Analysis as advocated by Wodac and Fairclough (1997).

We identified two main discourses about how learning space shall be constituted, that differed in terms of classification. One which celebrated clear boundaries and separations between different places/localities, i.e. strong classification in physical space, and one which celebrated more blurred boundaries and separations in physical space, i.e. weak classification between localities. Furthermore, the framing came in different forms in the two discourses - more strong framing of student-teacher relations and communication in the first discourse and more weak framing in the second discourse. Thus, strongly classified physical space seemed to entail (or operate with) strong framing of communication and behaviour (clear and explicit rules and principles for classroom practices), and weak classified physical space seemed to entail (or operate with) more weak framing of practices (the rules and principles for learning being merely implicit). No matter of what discourse or profession they represented, the stakeholders advocated a pedagogical approach directed towards ‘active’ learning and saw the student as an ‘active learner‘.

HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-156827 (URN)
Konferanse
NERA
Tilgjengelig fra: 2019-02-28 Laget: 2019-02-28 Sist oppdatert: 2019-03-06bibliografisk kontrollert
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Teaching for Active Learning in relation to Design and Use of Physical and Digital Space. In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future. Paper presented at ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Teaching for Active Learning in relation to Design and Use of Physical and Digital Space
2019 (engelsk)Inngår i: ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Educational practices are influenced by a complex interaction between different factors of school life and changes in the physical environment can affect teaching practices in different directions (e.g. (Blackmore et al., 2011; Gislason, 2010; Grannäs & Frelin, 2017; Sigurðardóttir & Hjartarson 2016; Stadler-Altmann 2016; Veloso et al 2014; Woolner & Uline, 2019). With this as a starting point, this paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching to become more student activity based, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom (ALC) model (Baepler et al. 2016). In line with the ALC model, they furnished the classroom with round tables for groups of students, access to whiteboards, and digital facilities i.e. smartboards, interactive pens, projectors, and student laptop access. Hence, a design that implies collaborative work, communication and intense interaction. We employed a participatory design-based research (DBR) methodology to study the teachers’ school development project, concentrating on three phases: the exploration phase, the development phase and the evaluation phase (Holmberg, 2019). This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the active learning classroom with regard to possibilities and challenges for students’ active learning. The questions addressed are: What characterize the pedagogical practices in the traditional vs. newly designed classroom in terms of communication and interaction? What characterizes the pedagogical change? The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’. The data was analyzed using Bernstein’s concepts classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163628 (URN)
Konferanse
ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
Merknad

This paper was part of the symposium "Digital Learning Spaces: Hopes and Risks".

Tilgjengelig fra: 2019-09-30 Laget: 2019-09-30 Sist oppdatert: 2019-11-12bibliografisk kontrollert
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). The implementation and practice of ALC: A Swedish case study. In: Transitions 19 - Innovative learning environemnts and teacher change, Melbourne,Oct 2-4, 2019: Abstractbok. Paper presented at Transitions 19 Innovative learning environemnts and teacher change, Oct 2-4, 2019, Melbourne, Australia.
Åpne denne publikasjonen i ny fane eller vindu >>The implementation and practice of ALC: A Swedish case study
2019 (engelsk)Inngår i: Transitions 19 - Innovative learning environemnts and teacher change, Melbourne,Oct 2-4, 2019: Abstractbok, 2019Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Drawing on data from a Swedish participatory design-based study, this paper discusses the implementation of Active Learning Classrooms (ALC) in an upper-secondary school context. The main question in focus is: How did the teachers experience teaching in ALC in relation to the students’ ‘active learning’? Analysis of findings revealed four themes that are discussed in relation to a conceptual framework that brings together different aspects of educational practice, namely material, organisational, cultural and social aspects. The advantages of teaching in ALC were related to what was experienced by teachers as more focused collaborative work among the students and to the fact that activities and learning were based more on the students’ own thoughts and experiences than in the ordinary classroom. Challenges were related to composing groups where individual students could work well together and to keeping students working for long sessions.

Serie
Abstractbok
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-166377 (URN)
Konferanse
Transitions 19 Innovative learning environemnts and teacher change, Oct 2-4, 2019, Melbourne, Australia
Tilgjengelig fra: 2019-12-16 Laget: 2019-12-16 Sist oppdatert: 2020-01-09
Bagger, A. & Bergström, P. (2019). The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles. In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future. Paper presented at ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles
2019 (engelsk)Inngår i: ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

During the last decades, a neo-liberal governing of public education has emerged and been enhanced throughout the school- systems in nations (Au, 2016). Following from this, the vehicle of development in the nordic education systems are anchored in a corporate-logic in which economic competition and technological change have taken central places (Antikainen, 2006). An orientation towards goal-management and a marketisation of the school has been displayed in reforms especially from the 1990s and forward, encompassing choice, efficiency and accountability (Rönnberg, 2011).

Two examples of this is the very predominant practices of the increased use of ICT in teaching and learning and also, increased emphasis on national assessment (Verger, Lubienski & Steiner-Kamsi, 2017). Both of these practices are in the core of making education more efficient and holding higher quality, which is ultimately the teachers responsibility and something that the schools is held accountable for. Enhancement of knowledge and quality is assumed to be an engine for progress and are at the same time means for the state to govern a system that is imprinted by globalisation, decentrantralisation, privatization and local self-governing (Carlbaum, Hult, Lindgren, Novak, Rönnberg, Segerholm, 2014). Data-use in education have then become important tools for producing evidence, as quality indicators and for the settings of goals (Prøitz, Mausethagen & Skedsmo, 2017), which is seen both in the collection of results from the tests and in the use of ICT in the classroom.

This contribution explores two of the most prominent reforms made in the Swedish school system the last decade, and that have connections to the above depicted global and neo-liberal logic of governing education. 1: Increased emphasis on the use of ICT in teaching and learning and 2: Increased and earlier national assessment and grading. The Swedish context in particular provides a large number of ICT initiatives, so called one-to-one computing, with both laptops and tablets for each student reported in almost all of the 290 Swedish municipalities (Becker & Taawo, 2018). In addition, national testing has been advanced and is now administered to preschool class, third grade, sixth grade and ninth grade in compulsory school.

They are both very dominant as institutionalised practices in the Swedish school and we state that they carries with them disparate routines, rules and roles for how to be a teacher. At the same time, the nordic school model is characterized by “providing schooling of high and equal quality, regardless of children’s and young people’s resources, origin and location“ (Lundahl, 2016, p. 3). These elements of equity and quality is also a point of departure and argument for implementing changes in school policy. Although equity is not very well demarcated, and heavily weighted with the neo-liberal logic and in addition, depicted as something the schools and teachers are held accountable for (Bagger, Norén, Boistrup & Lundahl, 2019). Therefore, the teachers role become in the core of these changes and how their space of action within the dominant practices of national testing and use of ICT in teaching and learning, important to explore further.

The purpose of this article is to contribute with knowledge on the teacher role in the practice of using ICT in education and the practice of giving national tests. Three research questions have guided the investigation: RQ1: What does the teachers role include in the practice of giving tests appear. RQ2: What does the teachers’ role include in the practice of using ICT in teaching and learning? RQ3: What differences and similarities are there in the two settings regarding demands, expectations, norms and routines - what “is” it to be a teacher and go between these contexts.

Methodology, Methods, Research Instruments or Sources Used: Van Leeuwens (2008) theories was the point of departure in our exploration of the teachers’ role in relation to the practice at hand. Therefore, both of these investigated practices are understood as social practices. We then draw on Van Leeuwens (2008) understanding of social practices and how they shape and contribute to the role of the teachers. Van Leeuwen define social practice from 10 different elements: participants, actions, performance modes, eligibility conditions (participants), presentations style, times, locations, eligibility conditions (locations), resources: tools and materials, eligibility conditions (resources). All these concepts shall be understood in relation to the social practice. Thus, the concept of participant concern a specific role of, for example, teachers and students in the two contexts.The actions were then framed as performed in sequences which includes, for example, the pace of an action, performance modes, time and location (Van Leeuwen, 2008). Teachers are within these assumed to construct specific knowledge situated within legitimate perspectives. Hence, prevalent social discursive practices shapes and contributes to the role of the teachers whilst creating a possible space for action at the same time as the teachers shapes and contributes to the social discursive practice. The empirical material originates from two larger research projects (dnr:721-2013-774; drn: 721-208-4646) founded by the Swedish research council. The data comprise 21 teachers in the national test project and 26 teachers in the ICT project. The material contains classroom observations assisted with video, audio and field note documentation and retrospective teacher interviews individually and in groups. In both projects, teachers were interviewed and observed with the purpose of exploring the role of the teacher in the social practice at hand - but with different focus areas. In the NP project the aim was to look into if and how the student was affected by testing and in the ICT project the aim was to examining the kinds of enacted practices that arise from teachers’ organisation of the physical space, including ICTs, and teachers’ communication. We have in this article revisited the data from both projects, with a common methodology which makes the two social practices and their effect on the teachers’ role, comparable. The analytical procedure was to explore which specific participants (teachers) take which particular actions and in which performance modes they are performed, to which time-aspects and locations for the two practices and thereafter compare the teacher's role. 

Conclusions, Expected Outcomes or Findings: The roles in the national test practice and the ICT practice are here considered as a liminal space between two different social practices. Individually, these bear with them significantly different spaces, times for action, levels of creativity, kinds of questions, answers and support and essentially how the teacher approaches the students and the tasks. The major differences indicate that in the social practice of ICT, the teacher's role is supposed to promote creativity and stimulate curiosity, creativity and activity. Activity is also crucial in the situation of national tests, but the teacher role is in essence supposed to promote students listening, following and focusing on individual achievement. Further, order issues as sound level and how and where to sit, differs greatly. A conclusion is that between these practices, there is a (dis)harmony of acting as a teacher. When we reflect on the outcome, these practices are significantly different in a way that makes us to consider them as a liminal space. Still, the teacher has to move effortless and presumably seamless between these two systems of norms regarding teaching and learning. In periods, it is not very unlikely that the half of the school day is national tests and the other half consists of some kind of collaborative and creative ICT supported learning activity. The liminal space is crucial to acknowledge in terms of the energy involved in changing role, and also that it might be had for some students to understand the changed appearance of their teacher and the changed demands of the situation. The contrasts between these practices highlight probably deeper questions about what knowledge is in today’s school and society, as well as, for whom education is aimed for, and whose interest it is supposed to serve?

HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163627 (URN)
Konferanse
ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
Tilgjengelig fra: 2019-09-30 Laget: 2019-09-30 Sist oppdatert: 2019-11-12bibliografisk kontrollert
Bergström, P., Mårell-Olsson, E. & Jahnke, I. (2019). Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions. Scandinavian Journal of Educational Research, 63(1), 38-52
Åpne denne publikasjonen i ny fane eller vindu >>Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions
2019 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 38-52Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2019
Emneord
One-to-one computing, power, control, didactics
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-135207 (URN)10.1080/00313831.2017.1324902 (DOI)000451601200003 ()
Prosjekter
Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
Forskningsfinansiär
Swedish Research Council, 721-2013-774
Tilgjengelig fra: 2017-05-22 Laget: 2017-05-22 Sist oppdatert: 2018-12-19bibliografisk kontrollert
Organisasjoner