umu.sePublications
ReferencesLink to record
Permanent link

Direct link
ICT and learning in teacher education : The social construction of pedagogical ICT discourse and design
2011 (English)Doktorsavhandling, sammanläggning (Other academic)
Abstract [en]

Background In recent decades, system-wide policies and substantial resources have been directed towards enhancing the use of ICT in learning contexts. This development can be observed at international and national levels. However, reports have indicated a ’slow uptake’ of the use of ICT for pedagogical purposes among compulsory schools and teacher education institutions. Although the teacher education at Umeå University follows this pattern, there have been several initiatives in using ICT for learning in the teacher education programmes. The aim of this study is to scrutinise the process in which ICT-supported methods for learning have been introduced, used and disseminated throughout teacher education.

Methods Three ICT-supported methods for teaching and learning were chosen for this study: digital individual development planning (IUP), blogs and e-portfolios. To capture teachers’ and students’ experiences of introducing the pedagogical use of ICT, 115 interviews were conducted and four questionnaires were administered over a four-year period (2006-2010). Course documents and observations of blogs and e-portfolios supplied additional data. Hermeneutics was chosen as the methodological approach. Thematic content analysis was carried out in the first three part-studies, and theoretical frameworks suited for the identified themes were chosen for the analyses. Since pedagogical discourses appeared to be important, discourse analysis was used in the fourth part-study. A final meta analysis has been carried out and is presented later in this thesis.

Results In Umeå, as in other countries, teacher education has been slow to adopt ICT for learning. Still, the use of ICT for learning has increased over time. ICT-supported methods such as IUP, blogs and e-portfolios have found their way into the context through a recontextualisation process in which ICT discourses and designs are socially constructed. However, the recontextualisation process could merely be found within sub-fields, such as teacher teams and project groups, since in the main-field (i.e. teacher education) traditional ways of teaching and learning have been internalised. These traditions hold symbolic capital, and teachers who have the means to do so will act according to their habitus and defend the traditions. The recontextualisation process will therefore be kept within the sub-fields, and the dissemination will be limited. Furthermore, the sub-fields are rather isolated from one another, and therefore pedagogical ICT discourses and designs are created in varied ways. However, none of them could be regarded as internalised, and the social construction of pedagogical ICT discourse and design has to be considered to be still ‘under construction’.

Place, publisher, year, pages
Umeå: Interaktiva medier och lärande (IML), Umeå universitet, 2011. 52 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 40
Keyword [en]
Teacher education, ICT, Social construction, discourse, design
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-43489 (URN)978-91-7459-212-2 (ISBN)oai:DiVA.org:umu-43489 (OAI)
Public defence
2011-05-27, HUM-huset, Hörsal G, Umeå universitet, UMEÅ, 13:00 (English)
Opponent
Supervisors
Available from2011-05-06 Created:2011-05-02 Last updated:2011-05-05Bibliographically approved
List of papers
1. Implementing digital individual development planning in teacher education
Open this publication in new window or tab >>Implementing digital individual development planning in teacher education : the challenges of communication in relation to the development of ICT-supportedmethods
2009 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 18, no 2, 123-135Artikel i tidskrift (Refereed) Published
Abstract [en]

This paper presents a study of the experiences of a group of teacher educators during the 2006–2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital ‘Individuella Utvecklings-Planer’ or IUP) in a teacher education faculty at a Swedish university. The project group consisted of seven female teacher educators and three colleague mentors. They shared their experiences of the project and how they viewed their roles in the implementation process through individual narrative interviews. In order to illuminate how the attributes of digital IUP were perceived and how these attributes were communicated within the faculty, the data were analysed in the light of Rogers’ (2003) diffusion of innovation theory. Furthermore, concepts of symbolic capital from Bourdieu (1984) were used in analysing the teacher educators’ positions as change agents. The article presents a discussion of the circumstances in which digital IUP promotes reflective dialogue. Furthermore, it illuminates the change process and the participants as change agents from a power relations perspective, highlighting communication and shared pedagogical visions.

London: Routledge, 2009
Keyword
teacher education; ICT; individual development planning; diffusion of innovation
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37963 (URN)10.1080/14759390902992543 (DOI)
Available from2010-11-23 Created:2010-11-19 Last updated:2011-05-04Bibliographically approved
2. Educational blogs in teacher education
Open this publication in new window or tab >>Educational blogs in teacher education : blending face-to-face and virtual learning activities
2008 (English)In: Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 15, no 3-4, 53-70Artikel i tidskrift (Other academic) Published
Abstract [en]

This paper presents a study of three campuscourses of Swedish student teachers’ experiencesduring 2007 and 2008 when they used educa-tional blogs blending face-to-face and virtuallearning activities. In order to investigate theirexperiences and the circumstances that influ-enced their way of engaging in their blogs, 38narrative interviews were carried out.To illuminate how information and commu-nication technology (ICT) affordances andthe blended environments were perceived, thedata were analysed in light of Greeno’s theory ofaffordance. Furthermore, a socio-cultural theoryby Vygotsky was used to analyse students’ socialinteraction within their groups.The paper presents a discussion of the cir-cumstances in which students engage in theirblogs. The students’ experiences of affordancesin respect of blending face-to-face and virtual learning activities and the importance of socialinteraction within the groups are outlined

Umeå: Umeå universitet, Interaktiva medier och lärande, 2008
Keyword
Teacher education, blog, blended learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37965 (URN)
Available from2010-11-22 Created:2010-11-19 Last updated:2011-05-05Bibliographically approved
3. E-portfolios in teacher education 2002-2009
Open this publication in new window or tab >>E-portfolios in teacher education 2002-2009 : the social construction ofdiscourse, design and dissemination
2010 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 33, no 3, 309-322Artikel i tidskrift (Refereed) Published
Abstract [en]

This paper reports on a study of the experiences of teacher educators in the introduction and development of e-portfolios over an eight-year period from 2002 to 2009 at a Swedish university. The study was conducted with 67 teacher educators in order to investigate how e-portfolios have been discussed, designed, used and disseminated during this period. Research methods involved 25 narrative interviews and a questionnaire that was completed by 42 participants. The theoretical framework of Basil Bernstein, particularly his concepts of classification, framing, educational codes and pedagogical devices, was used to analyse the data. The paper presents a discussion of the contextual circumstances in relation to classification, framing and codes that affect the social construction of e-portfolios. The results point to parallel processes resulting in a variety of discourses and designs of e-portfolios and highlighting the importance of the social construction of e-portfolios across the teacher education faculty, rather than merely their implementation

London: Routledge, 2010
Keyword
e-portfolio; teacher education; social construction; discourse; design
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37966 (URN)10.1080/02619761003767882 (DOI)
Available from2010-11-23 Created:2010-11-19 Last updated:2013-05-03Bibliographically approved
4. The social construction of blended learning design in teacher education – A struggle of discourses.
Open this publication in new window or tab >>The social construction of blended learning design in teacher education – A struggle of discourses.
2011 (English)In: Beyond fragmentation Didactics, learning and teaching in Europe / [ed] Brian Hudson, Meinert Meyer, Opladen and Farmington Hills: Verlag Barbara Budrich, 2011, 123-138Kapitel i bok, del av antologi (Refereed)
Opladen and Farmington Hills: Verlag Barbara Budrich, 2011 Edition: 1
Keyword
Teacher Education, ICT, blended learning, social contruction
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-43490 (URN)
Available from2011-05-03 Created:2011-05-02 Last updated:2011-05-04Bibliographically approved

Open Access in DiVA

fulltext(329 kB)1379 downloads
File information
File name FULLTEXT03.pdfFile size 329 kBChecksum SHA-512
3af5dad8330696c03a60b32fcf28caa143fa30be413da52fb26fd25ae33ad269c853bd95392d4236a50e28e3230817952325f962d2e4d3b01690b41f7048fefa
Typ fulltextMimetype application/pdf

Search in DiVA

By author/editor
Granberg, Carina
By organisation
Interactive Media and Learning (IML)
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Totalt: 1379 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available
Totalt: 1066 hits
ReferencesLink to record
Permanent link

Direct link