Hva gjør lærerstudenter når de studerer?

Tønnessen, Elise Seip; Kvåle, Gunhild; Birkeland, Nils Rune; Vollan, Magnhild; Rambø, Gro-Renée; Drange, Eli-Marie Danbolt

doi:10.18261/9788215026312-2016

Cited by 2 publications

(4 citation statements)

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“…The written reflections in the current study revealed that the students were not always enthusiastic about adopting new digital tools or aware of the benefits they provide in supporting learning (Drange & Birkeland, 2016;Sørensen, 2018), which hampered their effective use in the course. Familiarity with the digital tool and the extent to which it was perceived as useful and user friendly emerged as significant factors in influencing the reported attitudes (cf.…”

Section: Discussionmentioning

confidence: 81%

“…Bennett and Maton (2010) point out that students' everyday digital activities may not prepare them well for academic practices. Although students use digital tools frequently in their everyday life, they are typically consumers rather than active producers of content (Drange & Birkeland, 2016, Sørensen, 2018. In higher education, where focus is still predominantly on summative assessment, students might be unaccustomed to sharing work which is not "finished" or graded (Lee, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Sørensen (2018) describes the students' approach to digital tools as "non-explorative", and "pragmatic and outcome-focused", a far cry from the idea of the creative and technologically adroit digital native (cf. Drange & Birkeland, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The survey data in this study showed that the student teachers' self-perceived digital competence was rated relatively high, whereas observations and interviews revealed that basic digital skills seemed to dominate their teaching practices. Drange and Birkeland (2016) conducted focus group interviews to map out how student teachers use digital tools in their courses and at home. They found that student teachers generally used digital tools in a passive way, as consumers of information rather than as active producers of content (cf.…”

Section: Introductionmentioning

confidence: 99%

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Students’ perceptions and use of a new digital tool in teacher education

Bader¹,

Iversen²,

Burner³

2021

NJDL

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This article investigates how student teachers of English at two different teacher education institutions perceive and use a new digital tool, OneNote Class Notebook. The intervention study explores student responses to and use of a specific digital tool implemented for a specific pedagogical purpose, namely to enhance formative assessment. The data consist of 128 reflection notes written by 40 student teachers during a semester and a focus group interview with three of the students. The results show that the students' attitudes towards the new tool varied considerably. Both the attitudes and the reported use were overwhelmingly related to the perceived ease of use, rather than the learningrelated potential of digital technology. On the other hand, the interview data show that at least some students are aware of the affordances provided by the digital tool for enhancing formative assessment. The article highlights that the transformational potential of digital artifacts rests on teachers and learners alike. The students need to be made aware of the pedagogical, and not just the practical, aspects of digital technology, and be willing to exploit it. The article concludes that more fundamental changes in students' working habits and their expectations of higher education may be required to truly harness the transformational power of digital technology .

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Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students’ perceptions and use of a new digital tool in teacher education

Bader¹,

Iversen²,

Burner³

2021

NJDL

View full text Add to dashboard Cite

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Når studenter og underviseres forventninger til mediebruk kolliderer

Bjørgen¹,

Fritze

2020

LOM

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Artikkelen undersøker hvordan bachelorstudenter forholder seg til de mediene og den teknologien det forventes at de bruker i undervisning og i eget studiearbeid. Fokus rettes mot det mange betegner som et gap mellom undervisernes læringsintenderte bruk av medier og studentenes mediepraksiser. Artikkelen baseres på gruppeintervjuer, aktivitetslogger i høgskolens læringsplattform og en spørreundersøkelse. I analysen brukes rammeteori og systemteori for å forstå hvordan studentene fortolker, eller rammer inn, mediepraksiser i undervisning og studiearbeid. Artikkelen bidrar med empirisk basert kunnskap som er viktig for å forstå hvordan individuelle fortolkninger har betydning for engasjement og deltakelse i mediepraksiser. Resultatene synliggjør at det ikke kan tas for gitt at dagens studenter mestrer å bruke medier slik det forventes i høyere utdanning. Vi ser at både studenter og fagpersoner kan bli mer bevisste på hvordan individuelle fortolkninger får betydning for hvordan man engasjerer seg i mediepraksiser, ikke minst i lys av ønsker om studentaktiviserende undervisning.

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Hva gjør lærerstudenter når de studerer?

Cited by 2 publications

References 0 publications

Students’ perceptions and use of a new digital tool in teacher education

Students’ perceptions and use of a new digital tool in teacher education

Når studenter og underviseres forventninger til mediebruk kolliderer

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