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  • 1.
    Holmberg, Jörgen
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Fors, Uno
    Stockholms universitet, institutionen för data och systemvetenskap.
    Teachers’ pedagogical reasoning and reframing of practice in digital contexts2018In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value.

    Design/methodology/approach

    A design based-research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The TPACK framework is used as a conceptual construct in the analysis.

    Findings

    The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

    Research limitations/implications

    An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

    Practical implications

    The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

    Originality/value

    Rich data from multiple design contexts is collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

  • 2.
    Lindberg, Ola J.
    et al.
    Department of Education, Umeå University, Umeå, Sweden.
    Olofsson, Anders D.
    Department of Education, Umeå University, Umeå, Sweden.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Same but different?: An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education2017In: 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)
    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

  • 3.
    Olofsson, Anders D.
    et al.
    Umeå Universitet.
    Lindberg, Ola J.
    Umeå Universitet.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Students´ voices about information and communication technology in upper secondary schools2018In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed)
    Abstract [en]

    Purpose – To explore upper secondary school students’ voices on how ICT could structure and support their everyday activities and time at school.

    Design/methodology/approach –11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis.

    Findings – The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as ‘state-of-the-actual’, by for example supporting the writing process and for peer-support, digital documentation and storage.

    Research limitations/implications – A relatively small number of students in three schools and three specific programmes make generalisations difficult.

    Practical implications – Students’ perspectives on the ‘state-of-the-actual’ could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure.

    Social implications – The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life. 

    Originality/Value – The originality of this article is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

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