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Same but different?: An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education
Department of Education, Umeå University, Umeå, Sweden.
Department of Education, Umeå University, Umeå, Sweden.
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.ORCID iD: 0000-0002-5592-2964
2017 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, no 2, 122-132 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.

Design/methodology/approach – In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted.

Findings – The teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS.

Research limitations/implications – The relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge.

Practical implications – The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.

Social implications – The study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT.

Originality/value – The originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2017. Vol. 34, no 2, 122-132 p.
Keyword [en]
Teaching, Student, Teacher, Upper secondary school, Use of ICT
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-23814DOI: 10.1108/IJILT-09-2016-0043Scopus ID: 2-s2.0-85016012496OAI: oai:DiVA.org:hig-23814DiVA: diva2:1084651
Funder
Swedish Research Council, 2014-1762
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-06-16Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
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  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
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