Interactive Technology. Traditional Practice?

Guðmundsdóttir, Gréta Björk; Dalaaker, Dina; Egeberg, Gunstein; Hatlevik, Ove Edvard; Tømte, Karoline

doi:10.18261/issn1891-943x-2014-01-05

Cited by 13 publications

(5 citation statements)

References 31 publications

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“…The results from the initial workshop were in line with Gudmundsdóttir et al (2014) -results reveal that teaching practices could tend to remain traditional, with little innovation even though many teachers tried to increase their social presence, vary the lesson design and increase the online interaction. The actual shift in adoption was observed during the shift to ERT.…”

Section: Photo 1 Sample Of Design For Variation Photo 2 Sample Of Des...supporting

confidence: 63%

Adaptive Professional Development during the Pandemic

Bergdahl

2022

Designs for Learning

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In Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of covid-19. This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students' private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher's professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed.

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Section: Photo 1 Sample Of Design For Variation Photo 2 Sample Of Des...supporting

confidence: 63%

Adaptive Professional Development during the Pandemic

Bergdahl

2022

Designs for Learning

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“…Thus, if they are not given a chance to develop these skills with TPACK, their language learning might be impoverished. Learners do not read or write with comprehension when they are not exposed to interactive learning (Guðmundsdóttir et al, 2014;van den Berghe et al, 2018).…”

Section: Implications For Efal Learningmentioning

confidence: 99%

“…In this process, learners are expected to participate actively and engage in the learning process. However, it is not clear if language teachers are making progress in applying digital literacy strategies and competencies, because they are used to traditional ways of teaching (Guðmundsdóttir et al, 2014;Whyte, 2011).…”

Section: Introductionmentioning

confidence: 99%

English first additional language learning and teaching with digital resources

Shandu-Omukunyi

2023

SACJ

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This paper investigates the learning and teaching of English as a first additional Language (EFAL) using digital resources. It was a qualitative study conducted in a Grade 10 township classroom in the Western Cape, South Africa. Data were collected through observation of a traditional classroom, a computer laboratory and a media room. In addition, using semi-structured interviews, an EFAL teacher, the head of department for languages and the school principal, were interviewed. The research aimed to understand whether the pedagogical digital literacy practices and the use of digital resources enhance the learning of EFAL. In South Africa, English is the language of learning and teaching (LoLT) for the majority of learners that are non-English speakers. Through the lens of computer assisted language learning (CALL) theory and Technological Pedagogical Content Knowledge (TPACK), this article argues that the integration of technology helps teachers to deliver the EFAL content in a flexible and enhanced way. The findings reveal that teachers who teach in impoverished backgrounds and in other languages need to be equipped with digital literacy skills. These skills will address the challenges of literacy currently faced by the country. In conclusion, the amalgamation of an e-education policy with the ...

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“…However, in many cases, the iPad has ended up like so many other technology hypes in the education sector: the object of unrealistic optimism about its effects on learning and teaching, followed by let-downs in implementation and, eventually, abandonment by teachers (Falloon, 2013;Gasparini & Culén, 2012;Guðmundsdóttir, Dalaaker, Egeberg, Hatlevik, & Tømte, 2014). The potential for educational change ascribed to mobile devices has yet to be fulfilled, and teachers have been criticised for using such devices merely to supplement and reproduce traditional teaching methods (Flewitt, Messer, & Kucirkova, 2015;Helleve, 2013;Kongsgården & Krumsvik 2016).…”

Section: Introductionmentioning

confidence: 99%

Assembling iPads and Mobility in Two Classroom Settings

Hembre

Warth

2019

Tech Know Learn

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iPads have become increasingly popular as tools for teaching in early education. With their multifaceted and interactive affordances as handheld and mobile devices, they have been ascribed great potential to change and expand on classroom practice. However, the iPad often becomes just another technology hype in education, and explanations often point to teachers' and schools' lack of technical know-how and ability to utilise the devices' affordances. In this qualitative case study, we explore how teachers organise and practise iPads in two different classrooms. Classroom observations and interviews with the teachers were conducted to enrich our knowledge about the complexities of iPad use in teaching and to strengthen the knowledge of how different settings produce different iPad practices. Using an Actor-Network Theory approach, the study suggests that iPads are not simply put into use, but enacted through fluid, heterogeneous assemblages of human and non-human actors in the classroom. The iPad's affordances, such as mobility, are performed rather than inherent qualities of the devices themselves, and the classroom becomes a mishmash of fostering and hindering mobile practices.

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Interactive Technology. Traditional Practice?

Cited by 13 publications

References 31 publications

Adaptive Professional Development during the Pandemic

Adaptive Professional Development during the Pandemic

English first additional language learning and teaching with digital resources

Assembling iPads and Mobility in Two Classroom Settings

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