Uptake and use of technology: bridging design for teaching and learning

Hauge, Trond Eiliv

doi:10.1080/1475939x.2014.942750

Cited by 20 publications

(20 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Karaktäristiskt för aktivitetsteori är fokus på utveckling och transformation. Studier visar samtidigt att transformation i utbildningssektorn ofta utgörs av långsamtgående processer influerade av normer och traditioner om hur skola och undervisning ska vara och fungera (Pettersson, 2015;Hauge, 2014). Därför används i denna studie Nivåer av Lärande som grund för analytiska kategorier (jf.…”

Section: Nivåer Av Lärandeunclassified

Fjärrundervisning - en central del i skolans digitalisering

From

Pettersson

2020

pfs

View full text Add to dashboard Cite

I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.

show abstract

Section: Nivåer Av Lärandeunclassified

Fjärrundervisning - en central del i skolans digitalisering

From

Pettersson

2020

pfs

View full text Add to dashboard Cite

show abstract

“…Hayes (2007) identifies the need for additional and reliable knowledge about how ICT enhances teaching and learning. Other critical voices in research relate to the lack of up-to-date and research-based strategies for the up-take and use of ICT for teaching and learning in upper secondary schools (Håkansson Lindqvist 2015a) and the need for a design perspective on teaching and learning in research on ICT in K-12 schools (Hauge 2014). Some researchers claim that there is very little evidence to suggest that the use of ICT in school develops the pedagogy or has a positive effect on students' learning experiences (cf.…”

Section: Reason 1: Critique Of the Research Conducted In The Fieldmentioning

confidence: 99%

What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?

2017

View full text Add to dashboard Cite

This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and openended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of 'technological pedagogical content knowledge' only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers' expressed research interests and the design and implementation of a formative intervention group interview.

show abstract

“…Drawing on the socioculturally embedded Cultural-Historical Activity Theory (CHAT), the design perspective emphasises teaching and learning as object-oriented processes mediated through cultural tools (Daniels, 2001;Engeström, 1987;Vygotsky, 1978), within collectively organised activities (Hauge, 2014;Hauge et al, 2007;Lund & Hauge, 2011). Action research has contributed an emphasis on activity as systematic development and change and active participation (Carr & Kemmis, 1986;Tiller, 2006).…”

Section: Designmentioning

confidence: 99%

“…Generally, the term design has been used to describe various approaches to education (for brief summaries, see Hauge, 2014;Lund & Hauge, 2011). The term is also used in more loosely defined ways, as when the term programme design is used as a label for shaping the overall structure of education (DarlingHammond & Hammerness, 2005).…”

Section: Designmentioning

confidence: 99%

“…The term is also used in more loosely defined ways, as when the term programme design is used as a label for shaping the overall structure of education (DarlingHammond & Hammerness, 2005). In ProTed, a specific use of the design concept has been developed, drawing on work by researchers at UiO inspired by activity theory (Hauge, 2014;Hauge, Lund, & Vestøl, 2007) and including central aspects of the action research tradition of UiT (Carr & Kemmis, 1986;Tiller, 2006). Although activity theory and action research represent independent theoretical developments, ProTed has found the perspectives to be compatible since they both emphasise processes of change and development (cfr.…”

Section: Designmentioning

confidence: 99%

See 1 more Smart Citation