Tablets in primary schools – teachers balancing possibilities and challenges. Preliminary results from a research project in two Norwegian primary schools
Author(s):
Anne Mette Bjørgen (presenting / submitting) Yvonne Fritze (presenting) Geir Haugsbakk
Conference:
ECER 2017
Network:
06. Open Learning: Media, Environments and Cultures
Format:
Paper

Session Information

06 SES 07, Media Environments: Challenging schools and teacher

Paper Session

Time:
2017-08-23
17:15-18:45
Room:
K6.15
Chair:
Sandra Aßmann

Contribution

This paper is framed by an interest in how teachers in primary schools relate to challenges and opportunities from the introduction of tablets in classrooms. An increasing number of Norwegian schools is now investigating the use of tablets, side by side with computers, mobile phones and Smart Boards (Skarpaas, Ingulfsen & Gilje, 2015). The same tendencies can be witnessed in other European countries (Clark & Luckin, 2013). According to Drotner (2008), “much has been made of the information superhighway, of the wiring of classrooms, and of the technical training of teachers and pupils” (p. 167). For instance, in Norway and in UK regular surveys are carried out to measure the digital state of schools and on factors that might affect learning with technology (Arnseth, Hatlevik, Kløvstad, Kristiansen & Ottestad, 2007; Underwood et al., 2010). Much less has been made of how teachers and pupils experience and interpret digital technology entering into established classroom practices, of how they relate to possible challenges, opportunities, pleasures and disturbances (Burnett, Merchant, Pahl & Rowsell, 2014; Edwards, 2009). Individual's expectations, emotions and commitment can help to shed light on how technology is integrated, and might contribute into existing activities and practices (Selwyn, 2011). In academic and public debate about digital trends and “digitally savvy” pupils, many argue that the teacher-role becomes increasingly challenging, especially concerning class management skills and digital competence (Jahnke & Kumar, 2014; Rasmussen & Lund, 2015). This paper pays attention to these matters, particularly to how teachers reflect on pedagogical and didactical considerations when using tablets within their specific context. 

Adopting a socio-cultural perspective on learning (Wertsch, 1998) and a systems theory-approach on learning and communication (Luhmann, 1995), this paper is guided by the following research questions:

How do teachers facilitate the use of tablets in the classroom? What opportunities and challenges do teachers experience from using tablets?

According to the chosen theoretical orientation, the aim is to shed light on the interplay between technology, activities, and teachers as participants in educational activities involving technology. It is also an aim to provide advice to teachers and school administrators struggling to choose educational activities, content and infrastructure involving technology.

Method

The paper draws on preliminary results from an ongoing research project. The data-gathering period was in May and June 2016 in two Norwegian primary schools. Teachers on 6th grade were interviewed in two focus groups, one group at each school containing two and three teachers. The interview guide included main themes in accordance with the research questions, such as implementation, training opportunities, support from school management and technical staff, planning and facilitation of tablet-use, how learning activities involving tablets were introduced and carried out (a typical lesson), class management, pupil's engagement and competences, own digital competences and possible disturbances from using tablets in the classroom. The teachers were encouraged to reflect on experiences from using tablets. The analysis is based on how the teachers discussed and reflected on the issues mentioned above as they emerged from the interview. The paper uses these interview data to highlight the teachers (and pupils) own interpretations of tablet-use at school, the way it is played out in relation to contextual requirements and constraints. The aim is not to investigate what teachers and pupils actually do with tablets, but rather how they understand and interpret their use of tablets within the school context. Adopting a focus group approach, the aim was to gain insight into the opinion-forming processes that often occur in groups. The interviews took place at the two schools and they were audiotaped. All interviews were transcribed and analysed in accordance with a thematic-analysis approach (Bernard & Ryan, 2010). This is a qualitative approach which is used to search across the material to identify, analyze and report on repeating themes or patterns emerging from within the data. Thematic analysis also allows one to draw on relevant theory and personal experiences from the field (Bernard & Ryan, 2010). To supplement and highlight specific themes in the teacher-interviews, the paper will also draw upon results from a survey among all 6th- graders at both schools, as well as on two focus group interviews with the pupils.

Expected Outcomes

The paper discusses examples on teacher's reflections on pedagogic and didactic considerations when planning and using tablets within existing contextual frames. The teacher`s reflections are seen in light of how their pupils relate to and experience tablets and the lessons including tablet-use. The paper presents examples aiming to illustrate how teachers both manage and struggle to balance between new and existing educational practice and framings or “mindsets” (Lankshear & Knobel, 2006). What is evident from the preliminary results in our research project is that when tablets – seen as a new cultural tool (Wertsch, 1998) - meet established classroom practices a number of tensions arise. These tensions can be interpreted in relation to dichotomies such as new/established pedagogic practices, student/teacher roles, formal/informal learning concerning both pupil`s and teacher`s digital practices inside and outside of school. For instance, teachers reflect on how to adapt own and pupils content production on tablets along with content production in traditional textbooks. They are concerned about how to become confident on own digital competences to teach pupils digital competence, i.e. to obtain, manage, use, judge, produce and communicate content in digital surroundings at school and outside (Erstad, 2010). One intention is to illuminate that digital technology entering the classroom is not so much about whether or not the technology transforms teaching. It is more about how technology might contribute to teaching and learning in the context of normal pedagogic practice (Mercer, Gillen, Staarman, Littleton & Twiner, 2011). Another intention is to highlight the interplay between digital practices and contextual requirements. By this, the paper contributes to expand public and academic debates that limits itself to highlight how potentially transformative modern technology can influence and change teaching practices.

References

Arnseth, H.C., Hatlevik, O., Kløvstad, V., Kristiansen, T. & Ottestad, G. (2007): ITU Monitor 2007. Skolens digitale tilstand [Digital state of schools]. Oslo, Scandinavian University Press. Bernard, H. R., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic approaches. Los Angeles: Sage. Burnett, C., Merchant, G., Pahl, K & Rowsell, J. (2014). The (im)materiality of literacy: the significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35(1), 90-103. Clarke, W. & Luckin, R. (2013). What the research says. iPads in the classroom (report). London Knowledge Lab. Edwards, R. (2009). Introduction: Life as a learning context? In R. Edwards, G. Biesta & M. Thorpe (Eds.), Rethinking contexts for learning and teaching: Communities, activities and networks (pp. 1-13). London: Routledge. Erstad, O. (2010). Educating the digital generation: Exploring media literacy for the 21st century. Digital Kompetanse, Nordic Journal of Digital Literacy, 5(1), 56-72. Jahnke, I. & Kumar, S. (2014). Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes. Journal of Digital Learning in Teacher Education, 30(3), 81-88. Drotner, K. (2008). Leisure is hard work: Digital practices and future competences. In Buckingham, D. (ed.) (2008): Youth, identity, and digital media (pp. 167–184). Cambridge, MA: The MIT Press. Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead: Open University Press. Luhmann, N. [1984] (1995). Social systems. California: Stanford University Press. Mercer, N., Gillen, J., Staarman, J. K., Littleton, K. & Twiner, A. (2011). Interactive whiteboards. Does new technology transform teaching? In S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö (Eds) (2011). Learning across sites. New tools, infrastructures and practices (pp. 346-363). New York: Routledge. Rasmussen, I. & Lund, A. (2015). Læringsressurser og lærerrollen – et partnerskap i endring? [Learning recources and the teacher role – a changing partnership?]. Acta Didactica Norge (9)1, 1-20. Selwyn, N. (2011). Digitally distanced learning: a study of international distance learners’ (non)use of technology. Distance Education, 32(1), 85-99. Skarpaas, K.G., Ingulfsen, L. & Gilje, Ø. (2015). “In my spare time I like to…” En casestudie i prosjektet ARK&APP, engelsk, 5. klasse [casestudy English in 5th grade] (report). University of Oslo. Underwood, J., Baguley, T., Banyard, P., Dillon, G., Farrington-Flint, L., Hayes, M., … Selwood, I. (2010): Understanding the Impact of Technology: Learner and School level factors 2010 (report). London, BECTA. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.

Author Information

Anne Mette Bjørgen (presenting / submitting)
Inland Norway University of Applied Sciences
Education
Elverum
Yvonne Fritze (presenting)
Inland Norway University of applied sciences
Department of Education
Elverum
Geir Haugsbakk
Inland Norway University of Applied Sciences, Lillehammer

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