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Bergström, Peter
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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
Öppna denna publikation i ny flik eller fönster >>Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms Teacher practices in grades 7-9
2019 (Engelska)Ingår i: Tidsskriftet Digital kompetanse, ISSN 0809-6724, E-ISSN 0809-714X, Vol. 14, nr 3-4, s. 117-133Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
Universitetsforlaget, 2019
Nyckelord
One-to-one computing, Finnish teachers, power, control, qualitative
Nationell ämneskategori
Pedagogiskt arbete Didaktik
Identifikatorer
urn:nbn:se:umu:diva-167131 (URN)10.18261/issn.1891-943x-2019-03-04-03 (DOI)000504034600003 ()
Tillgänglig från: 2020-01-10 Skapad: 2020-01-10 Senast uppdaterad: 2020-01-10Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms
2019 (Engelska)Ingår i: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, 1, s. 89-105Kapitel i bok, del av antologi (Refereegranskat)
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.

Ort, förlag, år, upplaga, sidor
Springer, 2019 Upplaga: 1
Nyckelord
Teachers, one-to-one tablet classroom, Teaching, Learning, Students as consumers, Students as producers, Teacher tool, Student tool
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
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)
Tillgänglig från: 2019-03-25 Skapad: 2019-03-25 Senast uppdaterad: 2019-04-04Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge
2019 (Engelska)Ingår i: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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.

Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163629 (URN)
Konferens
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019
Tillgänglig från: 2019-09-30 Skapad: 2019-09-30 Senast uppdaterad: 2019-11-12Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>Merging three schools into one new school: training teachers for team-based teaching
2019 (Engelska)Ingår i: Fjärde nationella konferensen i pedagogiskt arbete: Abstractbok, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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.     

Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163626 (URN)
Konferens
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19-20 augusti, 2019
Tillgänglig från: 2019-09-30 Skapad: 2019-09-30 Senast uppdaterad: 2019-10-14Bibliografiskt granskad
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
Öppna denna publikation i ny flik eller fönster >>Preparing for a 21st century school: prototyping space, organisation and practice
2019 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Umeå: , 2019
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-164219 (URN)
Konferens
Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, Umeå University, Umeå, Sweden, 9-11 Oct 2019
Anmärkning

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

Tillgänglig från: 2019-10-16 Skapad: 2019-10-16 Senast uppdaterad: 2019-10-25Bibliografiskt granskad
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Rum för aktivt lärande: Från design till praktik. In: : . Paper presented at Resultatdialog 2019, Göteborg, 3-4 december, 2019.
Öppna denna publikation i ny flik eller fönster >>Rum för aktivt lärande: Från design till praktik
2019 (Svenska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-167406 (URN)
Konferens
Resultatdialog 2019, Göteborg, 3-4 december, 2019
Tillgänglig från: 2020-01-18 Skapad: 2020-01-18 Senast uppdaterad: 2020-01-20Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>Space for active learning: Envisioned and practiced school design.
2019 (Engelska)Ingår i: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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‘.

Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:umu:diva-156827 (URN)
Konferens
NERA
Tillgänglig från: 2019-02-28 Skapad: 2019-02-28 Senast uppdaterad: 2019-03-06Bibliografiskt granskad
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Space for active learning: Envisioned and practiced school design. In: NERA 2019: Abstract book. Paper presented at NERA 2019, Uppsala, Sweden, March 6-8, 2019.
Öppna denna publikation i ny flik eller fönster >>Space for active learning: Envisioned and practiced school design
2019 (Engelska)Ingår i: NERA 2019: Abstract book, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
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 954 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‘.

Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-167404 (URN)
Konferens
NERA 2019, Uppsala, Sweden, March 6-8, 2019
Tillgänglig från: 2020-01-18 Skapad: 2020-01-18 Senast uppdaterad: 2020-01-20Bibliografiskt granskad
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.
Öppna denna publikation i ny flik eller fönster >>Teaching for Active Learning in relation to Design and Use of Physical and Digital Space
2019 (Engelska)Ingår 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, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
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.

Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-163628 (URN)
Konferens
ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
Anmärkning

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

Tillgänglig från: 2019-09-30 Skapad: 2019-09-30 Senast uppdaterad: 2019-11-12Bibliografiskt granskad
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). The implementation and practice of ALC: A Swedish case study. In: Transitions 19 Presentations: . Paper presented at Transitions 19 Innovative learning environemnts and teacher change, Melbourne, Australia, October 2-4, 2019.
Öppna denna publikation i ny flik eller fönster >>The implementation and practice of ALC: A Swedish case study
2019 (Engelska)Ingår i: Transitions 19 Presentations, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
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.

Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-166377 (URN)
Konferens
Transitions 19 Innovative learning environemnts and teacher change, Melbourne, Australia, October 2-4, 2019
Tillgänglig från: 2019-12-16 Skapad: 2019-12-16 Senast uppdaterad: 2020-01-23Bibliografiskt granskad
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