Tablets as a digital tool in supervision of student teachers’ practical training

Mathisen, Petter; Bjørndal, Cato R. P.

doi:10.18261/issn.1891-943x-2016-04-02

Cited by 22 publications

(23 citation statements)

References 29 publications

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“…The revelation echoes Giddens's (2003) discussions concerning the transformative impact of globalization on our everyday lives in the "runaway world" (p. 31) filled with rapid changes. The result also extends the findings of the studies in Norway (Kongsgården & Krumsvik, 2016;Mathisen & Bjørndal, 2016) regarding the positive mediated effects of portable tablet computers on enhanced learning experiences by providing novel insights into the leverage points of new literacies in disciplinary learning with Asian English major undergraduate ELLs. Students' digital behaviors continue to evolve in class activities and assignments.…”

Section: Discussionsupporting

confidence: 75%

“…Positive results, however, were noted in studies mainly conducted at school levels (Warhol, 2014). Recent studies in Norway have demonstrated the positive mediated effects of portable tablet computers on enhanced learning experiences and internet access in various educational contexts (Kongsgården & Krumsvik, 2016;Mathisen & Bjørndal, 2016).…”

Section: Related Literaturementioning

confidence: 99%

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Learning from New Literacies

Hui

2018

NJDL

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To address the academic and new literacies divide, this study examines the practices and perceived effects of new literacies on academic learning, specific to Asian English major undergraduate language learners. This mixed-methods study reports particularly on the statistical results of a longitudinal survey concerning students' increasingly digital lives and positive perceptual change (p < 0.05). These results inform how "efficacious learning" mediated by new literacies can transform the academic literacies important for academic success. Their pedagogical implications are discussed.

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Section: Discussionsupporting

confidence: 75%

Section: Related Literaturementioning

confidence: 99%

Learning from New Literacies

Hui

2018

NJDL

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“…För att formulera frågor till enkäten utgick vi från resultaten i en tidigare studie (jfr Mathisen & Bjørndal, 2016). Den slutliga enkäten bestod av 35 påståenden som värderades på en femgradig likert-skala (alltid-ofta-ibland-sällan-aldrig) där det även fanns utrymme för kommentarer.…”

Section: Enkätunclassified

“…Internationell forskning bekräftar att lärarstudenter sätter stort värde på kunskaper som utvecklas när handledare och studiekamrater delar erfarenheter från klassrumspraktiken (jfr Townsend & Bates, 2007). Det visar sig också att studenter har bättre förutsättningar att bli aktiva deltagare i sin egen professionsutveckling när erfarenheter från yrkesutövningen kontinuerligt delas mellan studenter och handledare (Mathisen & Bjørndal, 2016).…”

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Lärarstudenter som aktörer i interaktiv observation och handledning

Wennergren

Thornberg

Bjørndal³

et al. 2018

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Syftet med denna artikel är att bidra med kunskap om hur digitala redskap kan påverka lärarstudenters deltagande i handledningsprocessen. Trots att lärarstudenter och handledare ofta befinner sig i digitala klassrumsmiljöer används digitala redskap endast i begränsad omfattning under handledningsprocessen. Med utgångspunkt i Wengers teori om lärande i en praktikgemenskap har lärarstudenter och handledare arbetat med stöd av digitala observationsunderlag. Processen har studerats på fyra övningsskolor. Information om studenternas erfarenheter av handledningen har samlats in via enkäter och fokusgruppsamtal. Resultatet visar att det är fyra moment som påverkat studenters deltaganden i handledningsprocessen. Studenter 1) delar sin planering digitalt inför undervisning, 2) skapar digitala observationsunderlag från undervisning, 3) använder digitala observationsunderlag för att förbereda handledningssamtal, 4) väljer aspekter från digitala observationsunderlag för bearbetning i handledningssamtal. Resultatet ger också signaler om två kritiska moment som särskilt underlättat deltagande i handledningsprocessen: dels bearbetningen av planering före undervisning, dels bearbetningen av observation före handledning. Det visar att studenters och handledares gemensamma deltagande och ansvar för handledningsprocessen påverkar både form, innehåll och utfall.

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“…Referring to the advanced development of information and communication technology, supervision should be made easier. Supervision can take any form of technology devices such as video that displays student teacher teaching practice (Seawall, 2009) and tablets (Mathisen, 2016), and of combination of devices and internet connection or virtual supervision using different platforms, e.g. emails, video conferencing, Facebook, blogs, etc.…”

Section: Introductionmentioning

confidence: 99%

Student Teacher Supervision in Digital Era: Identifying the Supervisors’ Roles in Chat Group Communication Using Social Media

Nurlaelawati¹,

Gunawan²

2019

Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018)

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Supervision is an important part in the implementation of teaching practicum held by initial teacher education. However, such constraints as time, place, and content of supervision become major problems in the implementation of supervision. Thus, this study aims to investigate the use of social media in the implementation of supervision during the teaching practicum program. Specifically, this research aims to a) identify the roles of university supervisors through a social media platform; b) find out the student teachers' and cooperating teachers' responses to the use of social media during supervision. This research involved 8 student teachers, 3 school teachers, and 2 university lecturers who took part in the teaching practicum program in partner schools in Bandung, West Java. The data were collected through conversation transcripts in social media and questionnaires. Using Henry and Weber's framework of supervision (2010) the results showed that almost all the role of supervisors, such as instructor, seminar director, counsellor, liaison, and supervisor, can be done through social media in the form of conversation groups in a social media platform. Student teachers and school teachers expressed a relatively positive impression of them related to the use of social media in the process of supervision. The student teachers and the school teachers also revealed the advantages and disadvantages of using social media conversation groups during the teaching practicum supervision process. It is expected that the results of this study contribute much to the effectiveness of supervision process without the constraints of space and time.

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Tablets as a digital tool in supervision of student teachers’ practical training

Cited by 22 publications

References 29 publications

Learning from New Literacies

Learning from New Literacies

Lärarstudenter som aktörer i interaktiv observation och handledning

Student Teacher Supervision in Digital Era: Identifying the Supervisors’ Roles in Chat Group Communication Using Social Media

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