umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Same but different? An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden.
2017 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, no 2, 122-132 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’views and use of ICT in education.Design/methodology/approach – In total, 25 individual teachers and 39 students in small focus groupswere interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conductedin three steps: with each individual teacher, the student groups and the cohort of teachers and students.A comparative analysis was also conducted.Findings – The teachers’ views and use of ICT are diverse. Teachers and students identify similar challengeswhen using ICT in education, e.g. time and subject, the shortcomings of a school’s learning managementsystem (LMS) and teachers’ digital competence. Students report an extensive out-of-school use ofsmartphones and an extensive in-school use of laptops and LMS.Research limitations/implications – The relatively small number of teachers and students in threeschools make generalisations difficult. The examination of teachers’ and students’ views and use in the samecontext reveals new knowledge.Practical implications – The study may influence teachers’ use of ICT in education, based on a betterunderstanding of students’ use.Social implications – The study may lead to a better understanding of teachers’ and students’ differentperspectives and a more enhanced and sustainable in-school use of ICT.Originality/value – The originality is that teachers’ and students’ views and use of ICT in education areexamined at the same time. The paper contributes new knowledge about how teachers and studentsconceptualise and use ICT in upper secondary school practices.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2017. Vol. 34, no 2, 122-132 p.
Keyword [en]
Teaching, Student, Teacher, Upper secondary school, Use of ICT
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-132922DOI: 10.1108/IJILT-09-2016-0043OAI: oai:DiVA.org:umu-132922DiVA: diva2:1084402
Available from: 2017-03-24 Created: 2017-03-24 Last updated: 2017-03-24

Open Access in DiVA

No full text

Other links

Publisher's full texthttp://www.emeraldinsight.com/doi/pdfplus/10.1108/IJILT-09-2016-0043

Search in DiVA

By author/editor
Lindberg, J. OlaOlofsson, Anders D.
By organisation
Department of Education
In the same journal
The international journal of information and learning technology
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf