Everyday Digital Schooling – implementing tabletsin Norwegian primary school

Abstract

Implementation of tablets in Norwegian schools has become quite common, but we still have too little research knowledge about the learning outcome from these implementation measures. To achieve more knowledge about the topic, this trailing research examines the first cohort of Baerum municipality's implementation of tablets in primary school. The outcome measures in the study are external for the intervention, and are recorded data from National Tests (National reading, arithmetic and English Tests, Classes 5, 8 and 9, National Mapping Tests for reading and arithmetic, Classes 1-3, and the 2014-2016 National Pupil Survey). The whole study (N=15,708) relies on an explanatory, sequentially mixed-methods design (Fetters, Curry and Creswell (2013), and in this study we examine the quantitative effects of this implementation. The results stemming from the general focus areas, that is, spelling, reading, comprehension and arithmetic in the National Mapping Tests for reading for Classes 1-3, we find that there is no significant impact on pupil learning 1 with respect to Classes 1 and 2 at the Pilot 1 schools in 2015 and 2016, compared with the results obtained for the other Baerum schools. The same applies to Class 3, with the exception of arithmetic, where we see negative results as a consequence of being a pilot school and having used tablets. This differs to what we see in the results of the National Tests for Class 5 in 2015 and 2016, where we note significant positive outcomes with respect to arithmetic and English among boys at the pilot schools, compared with Class 5 boys at the other Baerum schools. The findings is only based on the first nine months from the implementation of tablets and therefore a second cohort of 1. In other words, the percentage above the limit for concern with respect to the expected level of learning in this context.

Digital Bildung: Norwegian Students’ Understandingof Teaching and Learning with ICT

“…Our contribution joins an ongoing discussion on topics like the teachers' digital professional development (Kelentric, Helland, & Arstrop, 2017), the use of technology learning for increasing student engagement, and the matter of defining digital literacy (Bergdahl, Fors, Hernwall, & Knutsson, 2018;Buckingham, 2006;Langset, Jakcobsen, & Haugsbakken, 2018). Therefore, this paper is relevant to the ongoing discussion on digital competence, digital Bildung, digital learning, and learning across contexts in the knowledge society (Erstad, 2015;Krumsvik, Berrum, & Jones, 2018;Krumsvik, Egelandsdal, Sarastuen, Jones, & Eikeland, 2013;Lillejord, Børte, Nesje, & Ruud, 2018).…”

“…In this process, digital Bildung can be understood as a specific way of building identities, and ICT allows students to learn more and get in contact with other identities than the ones possible in the nearby society. As such, ICT enables students' identity work in new ways and gives them new opportunities on how to "create" an identity (Krumsvik et al, 2018).…”

Bridging intersecting literacy practices in a 6th grade iPad classroom

“…Employing qualitative analyses to interrogate multimodal representations, the study provides insights into students' multimodal learning with iPads and highlights how they draw on interest-based affinity spaces to represent curricular knowledge. There are several similarities between iPads for entertainment use and as educational technology for use in school (Krumsvik et al, 2018), and iPads are key sites for multimodal investigation because they make a wide range of modes available, often in new inter-semiotic relationships (Jewitt, 2016). In my study, iPads' connecting function spans the school, the home, and various virtual spaces.…”

“…According to Simpson and Walsh (2017), research into the modal complexity offered by tablets that considers the context in which learning takes place is still scarce. Krumsvik, Berrum, and Jones (2018) also identify the lack of research-based knowledge about the learning outcome of educational technology using tablets, both internationally and in Norway.…”

Implementing Tablets in Norwegian Primary Schools. Examining Outcome Measures in the Second Cohort

“…This article examines the second cohort of the trailing research in the Municipality of Baerum's Everyday Digital Schooling tablet project, which examines outcome measures regularly through our longitudinal research design. The first study examined the first nine months of this project (Krumsvik et al, 2018). This second study examines the next 24 months of the project period.…”