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The Complexity of Teachers’ Everyday Practice Using Digital Technologies
Linnaeus University, Faculty of Technology, Department of Informatics.ORCID iD: 0000-0001-7427-9444
2016 (English)In: Proceedings of 7th International Conference Information Systems and Technology Innovations: the New Paradigm for a Smarter Economy / [ed] Kozeta Sevrani, Tirana: University , 2016Conference paper, Published paper (Refereed)
Abstract [en]

Between 2008 and 2012 the number of interactive whiteboards in Swedishcompulsory school classrooms trebled. Tablet-devices in school education increased with 10percent, and 65 percent of all student computers were laptops in 2012. For 2015 thesenumbers continued to rise, where of 20 percept of compulsory school children having tabletdevices in 2012, now 40 percent have access to tablet devices. All teachers on compulsorylevel and high school level have their own computers. The importance of adoption and use ofdigital technology in education has been addressed on regional, national and European levels.The daily education practice, however, show differently. The schools indicate technologiesnot being used to their full potential, but only very limited and rarely to support pedagogicalpractices. The digital technology in schools have been provided and brought to the schools aspolitical decisions. Related research indicate to change the use of digital technology tobecome more than using it asmodern and shiny tools, the change needs to come from theinside of the organization.The complex, dynamic, and context bound nature of teachers’ everyday practice needsto be illuminated in order to enable potential change. Various aspects and underlyingperspectives need to be investigated in order to gain understanding of the situation as awhole. This research therefore aims to illuminate and by that add to the understanding of compulsoryschoolteachers’ complex practice using digital technologies.Theempirical basis of this research is two compulsory schools including teachers andschool leaders, as well as representatives from the municipal Department of Education andthe IT-unit within a municipality in south of Sweden. A focused ethnographic approach hasbeen followed applying observations and interviews. Soft Systems Methodology (SSM) hasbeen used to analyze the empirical material and further have theoretical frameworks beenconsidered Conference Proceedings BookISTI-201687as a frame for discussing the outcome of the analysis. The frameworks include theUse and Perception of Ubiquitous Technology model (UPUT), the Technological,Pedagogical and Content Knowledge framework (TPACK) and the Replacement,Amplification and Transformation (RAT) model; addressing the perception and use oftechnology, the balance between technology, pedagogy and content knowledge, and the levelsof technology use and adoption.The outcome of this research illustrates the complexity of teachers’ everyday practices, aswell as indicates issues of concern that addto the complexity and that are relevant to furtheraddress and investigate. Among the issues emerging throughout the study and as part of thisdissertation, differences in understandings of the problematic situation can be identified.Different stakeholders have many times multiple, and sometimes conflicting worldviews. Inspecific situations same issues are spoken by different actors, however the meaning behind thewords differs. There is an ambiguity in central objectives and concepts of relevance. Thereisa lack of understanding of the reality of the daily education and teaching practice and thevariation of the different worldviews as well as the underlying mindset and foundationscontributing to these differences. This in direct relation to the use ofdigital technologies butalso disregarding the role of technologies, digital or traditional.

Place, publisher, year, edition, pages
Tirana: University , 2016.
Keyword [en]
compulsory school education; department of education; focused ethnography; teachers; Technological, Pedagogical and Content Knowledge framework; school leaders; Soft Systems Methodology; Systems Thinking, compulsory school education; department of education; focused ethnography; teachers; Technological, Pedagogical and Content Knowledge framework; school leaders; Soft Systems Methodology; Systems Thinking
National Category
Information Systems Didactics
Research subject
Computer and Information Sciences Computer Science, Information Systems
Identifiers
URN: urn:nbn:se:lnu:diva-65089ISBN: 978-9928-148-56-8 (print)OAI: oai:DiVA.org:lnu-65089DiVA: diva2:1107781
Conference
7th International Conference Information Systems and Technology Innovations: the New Paradigm for a Smarter Economy, June 17-18, 2016, Tirana, Albania
Note

Ej belagd 170627

Available from: 2017-06-10 Created: 2017-06-10 Last updated: 2017-06-27Bibliographically approved

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