Main Content
Session Information
16 SES 08 A, Mobile Technology
Paper Session
Contribution
This study (quantitative descriptive and qualitative hermeneutic) presents how students at a secondary school (grades 8 – 10) experience the use of tablets (iPad 1:1) in light of adaptive teaching, learning, and (social) inclusion in Norway. Norwegian teachers are to provide teaching that addresses the diversity of all students. It needs to be stressed that adaptive teaching is an educational principle for all students in Norway, for both special needs and mainstream children. The UN resolution for inclusive education is already in use in Norway. All students are taught regularly in one classroom. While the use of tablets in schools is a relatively new approach in Norway, there has been some research on their use (Caldwell & Bird, 2015) but little research has been done regarding the students’ point of view (Dhir, Gahwaji, & Nyman, 2013). Therefore, through the use of a student online survey and subsequent follow-interviews, the study’s primary focus is on the students' experiences.
The main research question (RQ) is formulated as follow:
“What kinds of approaches are used by teachers, when tablets are applied for adaptive teaching and inclusive education, and how do students experience its use?”
The main RQ is refined and broken up into three research questions: The first division, focuses on the use of tablets as a tool in adapted teaching and inclusive education (see RQ 1 and RQ 2), while RQ 3 belongs to the later part; that is, the student experience and learning practice with the digital tool.
RQ1. What kind of adaptive teaching does the individual student recognize/make use of for him/herself?
RQ2. Which kind of teaching approaches are used when applying tablets in the classroom?
RQ3. What impact does the introduction of tablets have on the students’ perception of their schoolwork and their perceived performance?
Objective and conceptual or theoretical framework:
The study’s purpose is to discover insights about adaptive teaching, when applying tablets across subjects. Specifically, does the use of tablets result in the students’ increased opportunities to solve and perform their learning tasks and processes? Specifically, does their own choice of the learning approach add value for their learning? In line with a socio-cultural and socio-constructive perspective on learning, the study focuses on how students can apply their skills, solve problems and express their knowledge by the use of tablets. The learning approach aims to support and foster student participation, peer-communication, and cooperation with other classmates. To learn with each other and from each other stresses the inclusive, adaptive and participative teaching objective. Teachers’ guidance was given by process-oriented approaches and formative assessment. The general objective was to describe teaching methods that support learning for mainstreamed and special needs students who struggle with language, reading and writing. This was done by teaching them together in one classroom!
The ideal of creating a school for all, regardless of background and dispositions has a strong meaning in the Norwegian educational system. Adaptive teaching approach, in this context, is both an ideal, principle, and a means to ensure equal opportunities for all (Damsgaard & Eftedal, 2014). Since 1975, adaptive teaching is a granted right in Norway. Teachers wish to fulfill this right, but they experience a gap between intention and reality (Damsgaard & Eftedal, 2015). Instructional computer technology (ICT) tools and their reflected didactical application may help to reduce this gap.
Method
Expected Outcomes
References
Caldwell, H. & Bird, J. (2015). Teaching with Tablets. London: SAGE Publications Ltd. Damsgaard, H.L. & Eftedal, C.I. (2014). ... men hvordan gjør vi det? Tilpasset opplæring i grunnskolen. Oslo: Cappelen Damm AS. Damsgaard, H.L. & Eftedal, C.I. (2015). Når intensjon møter virkelighet – læreres erfaring med å tilpasse opplæringen. Bedre skole nr 1, 16-21. Dhir, A., Gahwaji, N. M. og Nyman, G. (2013). The Role of the iPad in the Hands of the Learner. Journal of Universal Computer Science, 19 (5), 706-727. Krokan, A. (2012). Smart læring. Bergen: Fagbokforlaget. Krumsvik, R.J. & Jones, L.Ø. (2007). Digital kompetanse og tilpassa opplæring. I: R.J. Krumsvik (red.) Skulen og den digitale læringsrevolusjonen. Oslo: Universitetsforlaget. Loi, M. & Berge, O. (2015). Assessing the Effects of ICT on Learning Outcomes. Senter for IKT i utdanningen. Hentet 19.01.2016 fra:https://iktsenteret.no/sites/iktsenteret.no/files/attachments/assessingeffectsreport-digital.pdf Ludvigsen, S. (2005). Læring og IKT. – Et perspektiv og en oversikt. I: T. Brøyn & J.H. Schultz (red.) IKT og tilpasset opplæring. Oslo: Universitetsforlaget. Markussen, E., Carlsten, T.C., Seland, I. & Sjaastad, J. (2015). Fra politisk visjon til virkeligheten i klasserommet. Evaluering av virkemidlene i Ungdomstrinn i utvikling. Delrapport 2. Nordisk institutt for studier av innovasjon, forskning og utdanning. Lastet ned 10.10.16: http://www.udir.no/globalassets/filer/tall-og-forskning/forskningsrapporter/ungdomstrinn_i_utvikling_delrapport_2.pdf Mitchell, D. (2014). Hvad der virker i inkluderende undervisning – evidensbaserede undervisningsstrategier. Fredrikshavn: Dafolo Forlag. Nes, K., & Strømstad, M. (2001). Inkluderingshåndboka. (Handbook of Inclusion) Vallset: Oplandske Bokforlag. NOU 2015:8. (2015). Fremtidens skole. Fornyelse av fag og kompetanser. Oslo: Departementenes sikkerhets – og serviceorganisasjon, Informasjonsforvaltning. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.