umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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
The Learners' Expressed Values of Learning in a Media Tablet Learning Culture
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).ORCID iD: 0000-0001-9981-6349
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
2014 (English)In: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Rensing, C., de Freitas, S., Ley, T., Munoz-Merino, P.J., 2014, 458-463 p.Conference paper, Published paper (Refereed)
Abstract [en]

What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally "see" a perceived value for them as individuals, then they label the situation as learning. This study's findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door for developing alternative ways for evaluating projects in schools that integrate educational technology.

Place, publisher, year, edition, pages
2014. 458-463 p.
Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 8719
Keyword [en]
Media tablets, Learners, Qualitative data, Photo eliciting, Schools
National Category
Learning
Identifiers
URN: urn:nbn:se:umu:diva-98458DOI: 10.1007/978-3-319-11200-8_42ISI: 000345505800042Scopus ID: 2-s2.0-84906346567ISBN: 978-3-319-11200-8 (print)ISBN: 978-3-319-11199-5 (print)OAI: oai:DiVA.org:umu-98458DiVA: diva2:785220
Conference
9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014
Available from: 2015-02-02 Created: 2015-01-22 Last updated: 2016-05-18Bibliographically approved
In thesis
1. Framing perceived values of education: when perspectives of learning and ICTs are related
Open this publication in new window or tab >>Framing perceived values of education: when perspectives of learning and ICTs are related
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Inramning av upplevda värden av utbildning : när perspektiv på lärande och IKT är relaterade
Abstract [en]

This thesis offers dialogue about the relations between learning and Information and Communication Technologies (ICTs). The dialogue is guided by the question of how to design education to increase perceived values of learning. It pays attention to how learners approach learning availabilities in various learning settings based on learners’ perceived values of learning. The aim is to understand the perceived values of learning in order to reflect its relation to ICTs. The field of learning is understood from the perspectives of formal, non-formal and informal learning. The field of ICTs is understood from the perspectives of information, communication and technology. The perspectives of learning and ICTs are chosen as a way to understand them by ‘going back to basics’ to find an origin or a point of departure for reinterpreting and understanding them. This approach has influenced the presentation of the thesis and how it is structured so that dialogic and interpretive research opens up dialogic spaces for reflections regarding the relations between learning and ICTs.

Two studies in two different education systems, formal and non-formal, are included in the thesis work. The data are collected via qualitative methods such as photo interviews and individual and group interviews in which learners’ expressions of learning are in focus. The approach of the included articles that present the two studies was to first understand learning and then relate it to the understanding, potential and use of ICTs. The results and contributions from the articles are summarised via the three perspectives of the perceived values of learning, the relations between learning and ICTs and the influences of perceived values of learning. The theoretical tools, pedagogical attitude and positioning of ICTs guide the discussions and analysis of these perspectives towards the conclusions of the thesis work.

The reader of the thesis can expect a journey along a winding road, which both addresses and involves policies’ and researchers’ implications and conceptions of learning and education. A framework for the perceived values of education when perspectives of learning and ICTs are related is considered to represent the understanding of the coherent whole of the thesis work. Three main contributions of the thesis work are put forth. The first contribution is the framework for perceived values of education, or the perceived value framework (PVF). The second contribution is the understanding of perceived values of learning. The third contribution is the specific photo interviews about learning situations that is considered to be a contribution to already existing methods such as photo-eliciting (Cappello, 2005) and stimulated recall (Haglund, 2003). 

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2016. 93 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 67
Keyword
Learning, ICTs, Education, Perceived value, Dialogue, Dialogic perspective, Perceived values of learning, Perceived values of education, Learning situations, Formal education, Non-formal education, Perceived value framework, Photo interviews, Formal learning, Non-formal learning, Informal learning, Information, Communication, Technology, ICT.
National Category
Educational Sciences Learning Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-120249 (URN)978-91-7601-486-8 (ISBN)
Public defence
2016-06-10, Sal N320, Naturvetarhuset, Johan Bures väg 16, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2016-05-19 Created: 2016-05-12 Last updated: 2016-05-26Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Norqvist, LarsJahnke, IsaOlsson, Andreas
By organisation
Interactive Media and Learning (IML)
Learning

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 136 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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