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Digital Didactical Designs as research framework: iPad integration in Nordic schools
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. University of Missouri-Columbia. (Digital Didaktisk Design)
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
Vise andre og tillknytning
2017 (engelsk)Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 113, s. 1-15Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.

sted, utgiver, år, opplag, sider
2017. Vol. 113, s. 1-15
Emneord [en]
Media in education, Improving classroom teaching, Pedagogical issues, Interactive learning environments
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-135313DOI: 10.1016/j.compedu.2017.05.006ISI: 000406728400001OAI: oai:DiVA.org:umu-135313DiVA, id: diva2:1097875
Prosjekter
Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
Forskningsfinansiär
Swedish Research Council, 721-2013-774Tilgjengelig fra: 2017-05-23 Laget: 2017-05-23 Sist oppdatert: 2018-06-09bibliografisk kontrollert

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Jahnke, IsaBergström, PeterMårell-Olsson, EvaHäll, Lars

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