Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics

Ruthven, Kenneth

doi:10.4000/educationdidactique.434

Cited by 91 publications

(48 citation statements)

References 36 publications

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“…The dominance of setting as a method of organising teaching groups over such a prolonged period of time Kutnick, Sebba et al, 2005), may mean that in mathematics particularly there are relatively few teachers with experience of mixed-attainment teaching. Teachers tend to adhere to similar classroom practices over time, making only superficial adjustments (Cuban, Kirkpatrick, & Peck, 2001;Ruthven, 2009;Stigler & Hiebert 1999). Experienced teachers are a resource that schools rely upon to deliver quality teaching and act as models to new teachers, so when they are unsettled the system can be undermined.…”

Section: The Biggest Challenge Was To Get the Team On Board With The mentioning

confidence: 99%

Factors deterring schools from mixed attainment teaching practice

Taylor¹,

Francis²,

Archer

et al. 2016

Pedagogy, Culture & Society

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Section: The Biggest Challenge Was To Get the Team On Board With The mentioning

confidence: 99%

Factors deterring schools from mixed attainment teaching practice

Taylor¹,

Francis²,

Archer

et al. 2016

Pedagogy, Culture & Society

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“…Despite the strong presence of information and communication technology (ICT) in classrooms all over the world, studies have shown that ICT is underused (Mueller, Wood, Willoughby, Ross, & Specht, 2008;Ruthven, 2009). In Serbia, one reason for the low ICT usage for teaching and learning is teachers' lack of sophisticated knowledge to support effective technology integration (Kadijevich, 2012).…”

Section: Introductionmentioning

confidence: 99%

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Teo

Milutinović

2015

AJET

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This study aims to examine the variables that influence Serbian pre-service teachers' intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technology. With data gathered from 313 participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit and accounted for 5.4% of the variance in the behavioural intention to use technology. Pre-service teachers' attitudes towards computers were found to be the only factor with direct influence on the intention to use technology. All other factors were found to have an indirect influence. Using multiple indicators, multiple causes (MIMIC) modelling, pre-service teachers' intention to use technology was not found to be significantly different by age and gender. Various contributions to research and implications for teacher training are discussed. IntroductionIn today's world, when society is shifting from an industrial towards an information or knowledge society, it is important for students to develop lifelong learning skills, often referred to as a capacity of "learning to learn" (Anderson, 2008, p. 19 Education, 2007). In preparing for these skills, the appropriate use of technology by teachers in education is crucial.Despite the strong presence of information and communication technology (ICT) in classrooms all over the world, studies have shown that ICT is underused (Mueller, Wood, Willoughby, Ross, & Specht, 2008;Ruthven, 2009). In Serbia, one reason for the low ICT usage for teaching and learning is teachers' lack of sophisticated knowledge to support effective technology integration (Kadijevich, 2012). However, this situation is mitigated by younger teachers, who have demonstrated their attempts at teaching mathematics in primary and secondary schools in Serbia (Dimitrijević, Popović, & Stanić, 2012).Serbia is a south-eastern developing country in Europe with a population of 7.12 million. Free education is provided for children between ages 7 and 15 (grades 1-8) and those between ages 15 and 19 to attend elementary and secondary schools, respectively, although the latter is not compulsory by law. Depending on the grade level and subject, elementary and secondary school teachers receive their training at the relevant faculties in universities (UNESCO, 2011). All teachers have to complete their training in pedagogy and subject content at master's level before taking up appointments in schools. Among the goals of Serbian education are that students across all levels should be provided with opportunities to acquire high quality knowledge and skills and attitudes, including linguistic, mathematical, scientific, artistic, cultural, technical, and computer literacy skills necessary for life in ...

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“…En årsag til at beskrivelsen kan gøres så løs er muligvis, at de få bindinger der er forbundet med begivenheden er velkendte for de fleste. Ruthven (2009) giver et glimrende bud på fem strukturerende nøgleegenskaber ved praksis i klassevaerelset -her forstået som en lektion. Den første er arbejdsomgivelser, der daekker over et rum, dets indretning og de måder at organisere sig på, der knytter sig til det.…”

Section: Skolen Som Socio/tekniske Begivenhederunclassified

“…Et designarbejde er ikke faerdiggjort ved kun at fokusere på laeringsmål og evaluering. En underviser der forsøger at 'ivaerksaette en del af curriculum ved hjaelp af ressourcer og aktiviteter placeret i rum og tid' -det vil sige, honorere de bindinger som blev angivet ovenfor (Ruthven, 2009) -vil finde at ingen af de arbejdsflows som et laeringsforløb gennemløber (planlaegning, afvikling, evaluering og deling) er adaekvat understøttet af platformen. Mange af Ruthvens bindinger håndteres i et vist omfang (f.eks.…”

Section: Introduktion Af Lms'er I Skolenunclassified

Hvordan kan teknologi påvirke pædagogiske og didaktiske praksisser?

Jørnø

Gynther

2018

LOM

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This article introduces a conception of educational practices as socio/technical events. The purpose is to frame the impact of technology on pedagogical and didactical practices without having to resort to technological determinism (Heilbroner, 1967) og accept the effects of technology as a rudimentary 'cultural force' (Hasse & Storgaard, 2015). In the first part of the article a schools ecology is analyzed as a heterogenous socio/technical constellation that makes certain events possible. The analysis is based on a theory of constraints (Bjørn & Østerlund, 2014;Fraser, 1989;Shogan, 1999) by which events are unfolded, made possible and simultaneously limited. In this frame technology is seen as primarily social and secondarily technical (Deleuze, 1999). From this frame it becomes possible, in the second part of the article to analyze empirical data gathered from the ongoing implementation of Learning Managements Systems in the danish primary schools. We conclude that technologies such as LMS systems in the long run will revolutionize education, but that the danish government initiative 'Brugerportalsinitiativet' in its present form, does not significantly alter the constraints on current didactical and pedagogical practice.

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Towards a Naturalistic Conceptualisation of Technology Integration in Classroom Practice: the example of school mathematics

Cited by 91 publications

References 36 publications

Factors deterring schools from mixed attainment teaching practice

Factors deterring schools from mixed attainment teaching practice

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Hvordan kan teknologi påvirke pædagogiske og didaktiske praksisser?

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