Illustrating and analysing power andcontrol relations in Finnish one-to-one computing classrooms

Abstract

This paper reports on teacher practices in tablet-based Finnish one-to-one computing classrooms in grades 7-9. The aim of this study was to increase the understanding of teacher practices by illustrating and analysing the relations of power and control in Finnish teachers' one-to-one computing classrooms. The study applied methods based on classroom observations, photographs and audio recordings of the teachers' communication. Within the context of this study, the results indicate two theoretically distinct, but varying, forms of teaching practice. These teaching practices demonstrate contrasts with regard to how the classroom spaces were organised, including one-to-one computing, as well as the teacher-enacted communication with students. Based on how power and control either was retained by the teachers or distributed to the students, this paper highlight how different meanings were constructed in student learning.

Sociomaterial entanglement in one-to-one computing classrooms: exploring patterns of relations in teaching practices

“…Our analysis is achieved by revisiting data from three Nordic studies on one-to-one computing classrooms. The studies from which we derive data represent Denmark (Meyer, 2020), Finland (Bergström, 2019) and Sweden (Bergström & Mårell-Olsson, 2018;Bergström et al, 2019). These include 67 classroom observations in total and explore teaching practices in which all teachers and students had a personal tablet (Burden et al, 2012).…”

“…The digitalisation of K-12 education has grown rapidly worldwide through one-to-one computing initiatives based on the principle of one laptop or tablet for each student (Islam & Grönlund, 2016). In the Nordic countries, studies on teachers' practice in oneto-one computing classrooms have been reported in Sweden (Fleischer, 2013;Håkansson Lindqvist, 2015;Tallvid, 2015), in Norway (Blikstad-Balas, 2012; Blikstadt-Balas & Klette, 2020), in Denmark (Jahnke, Norqvist, & Olsson, 2014;Meyer, 2015) and in Finland (Bergström, 2019). Although one-to-one computing has become widespread in schooling, research is still needed to understand the complexities of significant and specific changes in teachers' practices and how they affect learning (Burnett, Merchant, Simpson, & Walsch, 2017).…”

“…Empirical studies have contributed to understanding teachers' practices with one-toone computing, based on either classroom observations, interviews or both (Beauchamp, Burden, & Abbinett, 2015;Bergström, 2019;Bergström et al, 2019;Blikstadt-Balas & Davies, 2017;Blikstadt-Balas & Klette, 2020;Ceratto Pargman, 2019;Håkansson Lindqvist, 2015;Jahnke et al, 2017;Kjällander, 2011;Meyer, 2015;Tallvid, 2015). These studies comprise issues of one-to-one computing use (e.g.…”

“…These studies comprise issues of one-to-one computing use (e.g. Blikstadt-Balas & Davies, 2017;Håkansson Lindqvist, 2015), students' meaningful learning (Jahnke et al, 2017), varying teaching and learning practices (Bergström, 2019;Bergström et al, 2019), unpredictability issues in teachers' practice (Kjällander, 2011;Tallvid, 2015) and pedagogical development based on increased teacher-student collaboration (Beauchamp et al, 2015). Other studies that range from small-scale studies (Ceratto Pargman, 2019;Hershkovitz & Karni, 2018) to extensive classroom observations (Blikstadt-Balas & Klette, 2020) and literature reviews (Haßler, Major, & Hennessy, 2016) have found no significant changes in teachers' practices with one-toone computing.…”

Professionsutveckling för digitaliserad ämnesundervisning – reflektioner kring en videobaserad forskningsdesign

“…Klassrummen har för eleverna blivit allt mer personligt formade och fungerar sålunda i allt mindre grad som gemensamma interaktionella utrymmen (Paakkari, 2020;Sahlström et al, 2019a;Sahlström et al, 2019b). Lärarna behöver förhålla sig till nya villkor relaterade till kontroll och distribuerad makt i klassrum där de digitala resurserna erbjuder och utmanar de mer traditionella praktikerna (Bergström 2019;Bergström et al,2019). Än så länge tar det logistiska och tekniska stort utrymme i klassrummen och utifrån den forskning som redovisas ovan förefaller inte undervisningens struktur och innehåll ha genomgått särskilt kraftiga förändringar, men däremot förstärker en allt högre grad av individualisering av skola och utbildning.…”