Background
Digital transformation of society changes our lives, our work, our communication and also our education systems. Among European countries, Norway is one of the early adopters of digital transformation of schools (e.g., Wastiau et al. 2013). This paper draws on an evaluation study on the implementation of digital devices, Chromebooks[1], in a Norwegian municipality.
There is evidence that teacher characteristics are related to student outcomes (Blömeke & Olsen 2019), independent of the learning devices used. For writing and reading instruction, however, research points in favor of using a balanced mix of using digital and non-digital devices (such as paper books, pens and paper) by teachers, for different purposes (e.g., Berninger et al. 2015, Santangelo & Graham 2015).
Objective
Disciplines differ in their epistemology which has implications for teachers’ choice and user-patterns of digital and non-digital devices for instruction. Applying a longitudinal design, we further assume that teachers change their user-patterns and their way how to balance out digital and non-digital devices over time. The aim is to describe similarities and differences in how teachers in mathematics and Norwegian combine digital and non-digital devices in a balanced way, and how these patterns changes over time.
Theoretical perspective
Our paper is informed by two theoretical perspectives: The socio-cultural perspective focuses on interaction and how we use cultural artifacts, such as digital and non-digital devices in learning processes (e.g. Vygotsky 1978), for example in learning mathematics and language. By choosing this perspective we illuminate how teachers make use of digital and non-digital devices, and how they use language when using these devices (Wertsch 1991). The second perspective draws on the assumption that teacher need time and opportunities for interactive learning and professional development (Postholm 2012), i.e., to learn how to use digital devices in instruction and how to combine digital devices with non-digital devices in a balanced way.
Methodological approach
This paper draws on data from a longitudinal process evaluation study collected in two lower secondary schools, in three points of time: 2017, 2018 and 2019. Data are collected by classroom observations and interviews with a small sample of teachers in mathematics and Norwegian in grade 8, 9 and 10. This paper will draw on data from three points in time: winter 2017, winter 2018 and spring 2019. For 2017 and 2018 we collected in total data from 20 teacher interviews and 20 classroom observations.
We will use thematic analysis to identify, analyze and map patterns in the data. This implies a simplification and presentation of the transcribed material by grouping and coding raw text in relevant categories, combining an inductive and deductive strategy (Braun & Clarke, 2006).
Preliminary results
The results show that digital and non-digital devices are used in combination. The data illustrate that digital and non-digital devices are used in a balanced way. Findings indicate that teachers’ pedagogical approaches have changed over time and their understanding of how to combine digital and non-digital devices, which is also supported by the literature (e.g., Doron & Spektor-Levy 2018). Those teachers who appear to succeed in balancing out digital and non-digital devices demonstrate a clear class leadership including supportive conversations with their students, leading them to more learning. Even though data show similarities on a structural level, they show clear differences according to the two subjects, with their immanent epistemic characteristics (Koehler & Mishra 2009).
[1] A Chromebook is a laptop or tablet running the Linux-based Chrome OS as operating system. The devices are mainly used to perform a variety of tasks using the Google Chrome browser, with most applications and data located in the cloud rather than on the machine itself.
