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Learning, tablet, culture: coherence?
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).ORCID iD: 0000-0001-9981-6349
2016 (English)In: Universal Journal of Educational Research, ISSN 2332-3205, E-ISSN 2332-3213, Vol. 4, no 6, p. 1306-1318Article in journal (Refereed) Published
Abstract [en]

This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of 'what learning is' are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.

Place, publisher, year, edition, pages
2016. Vol. 4, no 6, p. 1306-1318
Keyword [en]
Tablets, Learning Culture, ICTs in Education, Digital Learning Environments, digitalization, organisation
Keyword [sv]
Surfplattor, lärandekultur, lärande, IKT i Utbildning, digitala lärmiljöer, digitalisering, organisation
National Category
Learning Pedagogical Work
Research subject
utbildningsledarskap; educational work
Identifiers
URN: urn:nbn:se:umu:diva-120681DOI: 10.13189/ujer.2016.040608OAI: oai:DiVA.org:umu-120681DiVA: diva2:929207
Note

Originally included in thesis in manuscript form 

Available from: 2016-05-18 Created: 2016-05-18 Last updated: 2017-12-11Bibliographically 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. p. 93
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

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