Variations of Symbolic Power and Control in the One-to-One Computing Classroom: Swedish Teachers’ Enacted Didactical Design Decisions

Bergström, Peter; Mårell-Olsson, Eva; Jahnke, Isa

doi:10.1080/00313831.2017.1324902

Cited by 21 publications

(30 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study has revealed how two distinct teaching practices in Social Studies in upper secondary school were constructed based on how control either was kept by the teacher or distributed to the students. Previous studies have indicated that the concepts of power and control are important for understanding students' possibilities to exert influence in teachers' practice (Laurillard andDerntl, 2014, Player-Koro andTallvid, 2015;Bergström et al, 2017;Bergström & Mårell-Olsson, 2018). When considering the first research question regarding power and control relations in the teachers practice, the results provide theoretical discrimination and variation within each teacher's practice, as well as, between the two teachers' practices.…”

Section: Discussionmentioning

confidence: 94%

“…Teaching in one-to-one computing classrooms have been reported to increase the complexity of teachers' work, a matter traced to issues of power and control (Laurillard andDerntl, 2014, Bergström et al, 2017;Bergström & Mårell-Olsson, 2018). In a study of 64 one-to-one computing classrooms, Jahnke et al (2017) identified both teacher-centered practices and student-centered practices.…”

Section: Teachers' Practice and Controlmentioning

confidence: 99%

“…This study is part of a larger Nordic research project, including a series of substudies with a common research objective of examining teachers' practice in one-to-one computing classrooms in Denmark, Sweden and Finland (Jahnke, Bergström, Mårell-Olsson, Häll & Kumar, 2017, Bergström, Mårell-Olsson & Jahnke, 2017Bergström & Mårell-Olsson, 2018). One-to-one computing includes one personal laptop or tablet for each student, wireless internet (WiFi) in school buildings, and a setup of appropriate software for school use (Penuel, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Barr & Tagg (1995) identified teachers' practice as either teacher-centred or student-centered. In two narrow studies from compulsory school, Bergström et al (2017) and Bergström & Mårell-Olsson (2018) used the combination of power and control to analyse the continum from teacher-centred practice to student-centred practice. Briefly, the concept of power highlights, for example, to which extent teachers allow students to be part in the design process of a lesson (Klein & Kleinman, 2002), whereas the concept of control concern teachers' decisions about content, squence, pace, assessment and speech space in a lesson.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Power and Control as Means to Explore Teachers’ Practice in the One-to-One Computing Classroom: Is There a Shift From Teacher-Centered Practice to Student-Centered Practice?

Bergström¹

2019

Proceedings of the 6th International Conference on Educational Technologies 2019

Self Cite

View full text Add to dashboard Cite

This paper reports on a study about teachers' practice in one-to-one computing classrooms in Social Studies in upper secondary school. In the study, two teachers were followed in their daily practice with students where the observer collected empirical material through classroom observations, informal discussions and interviews. The teachers taught both academic and vocational programs in Social Studies and all students were equipped with a personal laptop. The aim and research questions demonstrate an attempt to both explore and explain how different power and control relations contribute to describe these teachers' practice as either teacher-centered or student-centered. The theoretical framework was based on Bernsteins' theory regarding symbolic power and control. Both teachers used one-to-one computing to extend the students learning outside the school building but they demonstrated two different theoretically informed practices. These teachers' practice involved the students to different extent in the decisions about, for example, content, sequence and how the classes should be organized individually or in groups. The different teaching approaches reflects how the teachers either kept or distributed power and control to the students. The findings contribute to understand the differences between teacher-centered and student-centered practice.

show abstract

Section: Discussionmentioning

confidence: 94%

Section: Teachers' Practice and Controlmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Power and Control as Means to Explore Teachers’ Practice in the One-to-One Computing Classroom: Is There a Shift From Teacher-Centered Practice to Student-Centered Practice?

Bergström¹

2019

Proceedings of the 6th International Conference on Educational Technologies 2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…It challenges and affects profoundly school everyday practices (Schatzki et al 2011). In recent years, an increasing number of research studies explored the potential and the outcome of the use of tablet technology in schools (Bergström et al 2019;Jahnke and Kumar 2014;Nouri and Cerrato Pargman 2016). Polish educational research related to this topic focuses on learning efficiency, improvement of learning outcomes, and students' motivation (Hojnacki 2011;Lewowicki and Siemieniecki 2012) The research works approach tablet technology as a new didactical resource, as a "supplement" to the established teaching and learning practices, used for the purposes of the traditional educational goals.…”

Section: Introductionmentioning

confidence: 99%

Understanding emergent teaching and learning practices: iPad integration in Polish school

Kopciewicz

Bougsiaa

2020

Educ Inf Technol

View full text Add to dashboard Cite

The appearance of tablet technology in the classroom is considered an obvious modernisation milestone. In the last few years school professionals in Poland have made large investments in digitalisation, especially through one to one model (1:1), using digital devices such as tablets. Researches on tablet technology integration in school classrooms convince that digital technologies are closely related to the discourse of educational change. What really changes when digital technology is used in the classroom? This is a driving question for the present study. This research contributes knowledge and new insights into learning and teaching practices in two classrooms in a Polish primary school that were observed over a longer perspective of three school semesters. The design of teaching and learning with tablet technology was explored using the didactical design framework. This perspective focuses on both teachers’ practices and students’ learning activities in the classroom and how tablet technology is integrated into teaching and learning practices. Although the research project was performed on a small scale, it can be defined as one that documents the changes to learning and teaching practices happening in the traditional educational culture of the school under analysis. These changes were identified through the data collected by means of classroom video ethnography (63 teaching hours of recording) and follow-up interviews (18) with classroom’s teachers. The analysis resulted in three distinct maps of emergent teaching and learning practices and a series of conflicts and tensions teachers experience in their everyday tablet-mediated teaching practices. The findings point out that tablet technology integration needs the alignment of the classroom pedagogy - technology relationships.

show abstract

Is the Tablet a Teacher or a Student Tool? Emergent Practices in Tablet-Based Classrooms

Mårell-Olsson

Bergström

Jahnke

2019

Emergent Practices and Material Conditions in Learning and Teaching With Technologies

View full text Add to dashboard Cite

Variations of Symbolic Power and Control in the One-to-One Computing Classroom: Swedish Teachers’ Enacted Didactical Design Decisions

Cited by 21 publications

References 16 publications

Power and Control as Means to Explore Teachers’ Practice in the One-to-One Computing Classroom: Is There a Shift From Teacher-Centered Practice to Student-Centered Practice?

Power and Control as Means to Explore Teachers’ Practice in the One-to-One Computing Classroom: Is There a Shift From Teacher-Centered Practice to Student-Centered Practice?

Understanding emergent teaching and learning practices: iPad integration in Polish school

Is the Tablet a Teacher or a Student Tool? Emergent Practices in Tablet-Based Classrooms

Contact Info

Product

Resources

About