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From computer room to one-to-one: A study of teachers' experiences with digital resources in teaching
Mid Sweden University.
2015 (English)In: NERA 2015, Marketisation and Differentiation in Education. The 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015, 2015, 20-20 p.Conference paper, Abstract (Refereed)
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Abstract [en]

This paper is a presentation of a PhD-project that has come to an end. The project is a study of upper secondary school teachers’experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students hadeach recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse theteachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schoolsin a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methodsused in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approachhas its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge asimportant for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects,teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledgeis described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology anddesigned learning environments for the students with the starting point of their lived experiences of didactic work and assumptions aboutthe students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown tohave importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teacherswere more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources areoften related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources aspedagogical tools.

Place, publisher, year, edition, pages
2015. 20-20 p.
Keyword [en]
Upper secondary schools, teaching, pedagogy, didactics, technology implementation, digital learning resources, phenomenology, lifeworld
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-52288OAI: oai:DiVA.org:lnu-52288DiVA: diva2:924284
Conference
NERA 2015, the 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015
Available from: 2015-03-10 Created: 2016-04-28 Last updated: 2016-05-31Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf