Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom

Tallvid, Martin

doi:10.1007/s10639-014-9335-7

Cited by 79 publications

(52 citation statements)

References 45 publications

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“…The ethnography research and case study was done to see teachers perspective of the implementation of 1:1 (laptop per student-initiatives) done in three years program in Sweden secondary school Tallvid (2016). It followed and observed 6 Math teachers during their participation in ICT in-service training which was done two hours/week service training.…”

Section: Teachers Perspective Of Ict In Educationmentioning

confidence: 99%

Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature

Hafifah¹

2020

jees

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This paper reviews some research articles on the teachers perspective of ICT implementation in education, particularly in English language teaching. It explores the research result based on three scopes; Teachers perspective of ICT in education in general, Teachers perspective of ICT specifically in English language Teaching in Global Context, and The teachers perspectives of ICT in ELT in Indonesian settings. The analysis is based on the research methodology; including the design, subject and instrument used in the research, also the findings and suggestions resulted in the research. Finally, this paper proposes further study on the related topic area on teachers’ cognition of ICT in ELT. HIGHLIGHTS: Teachers have positive perspectives on the use of ICT for education and ELT. There are limited studies on teachers perspectives in higher education level. Teachers perspective on ICT might be contributing factors to teachers professional development.

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Section: Teachers Perspective Of Ict In Educationmentioning

confidence: 99%

Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature

Hafifah¹

2020

jees

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“…Especially radical or disruptive concepts, calling established practices into question, might therefore be confronted with a higher level of resistance. This could, for instance, be related to the reluctance of teachers to accept new practices (e.g., ICT-related [48]) due to specific reasons and motivations as long as these practices are not institutionalised (e.g., in official guidelines).…”

Section: Pathways Of Social Innovation In Education and Lifelong Learmentioning

confidence: 99%

Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System

Schröder

Kruger

2019

Sustainability

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Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation.

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“…Generally, teachers' views of what can be achieved using digital tools do not appear to be so visionary. Both Tallvid (2016) and Holmberg (2016) found that technology uses that resembled traditional teaching were much more common than using collaborative tools and methods. Both papers find reasons that include traditional views of learning as an individual activity, school culture, and lack of knowledge of, and skills in using, information technology.…”

Section: Research On Use Of Digital Textbooks In Schoolsmentioning

confidence: 99%

No name, no game: Challenges to use of collaborative digital textbooks

2017

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Collaborative digital textbooks -comprehensive materials covering entire curriculums -are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh-and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.

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Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom

Cited by 79 publications

References 45 publications

Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature

Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature

Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System

No name, no game: Challenges to use of collaborative digital textbooks

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