Session Information
16 SES 09 B, Designing Technology Enhanced Learning
Paper Session
Contribution
In recent years special significance to ICT integration in teaching in schools is regarded as one of the main elements in educational innovation. Sweden is one of the few European countries which are at the forefront in policies and processes of innovation through educational integration of new technologies. In order to plan and initiate projects and processes of integration of ICT in schools in Spain and specifically in Catalonia, it is a priority to study in depth what has happened and is happening in these countries where quality and success in the integration of advanced technology in classrooms has been proven.
In general terms, the research goal is to discover, review, describe and analyze these experiences of didactic use of ICT in an educational context such as the Swedish educational system, with a high rating level in the European evaluative processes. Sweden’s educational system gets one of the best results in educational quality index in the European context.
From the exploration and analysis of the organization and didactic structure when ICT is integrated in the classroom, it is possible to acquire knowledge to improve teaching with this type of technology. All this with the study of teaching methods such as globalization of the curriculum, project-based learning (PBL), collaborative learning, problem-based learning (PBL), case study, etc. Moreover, we can propose initiatives of deeper innovation which have an influence on the design and the didactic processes that take place in the classroom.
This research is directly linked to the theoretical approach and the lines of research in which I have been working in recent years. This work allowed me to determine a system of analysis as to how the appropriation of ICT in the process of teaching and learning in the classroom took place, from a socio-constructivist approach, considering the classroom as a multivariate ecological system. Real cases of advanced integration of this technology were analyzed, taking into account a number of general observation foci (the teacher, the pupil, didactic methodology, the school environment and its social environment), which would then be listed in specific sub-foci in order to make an elaborate analysis. This approach to the issue analyzed gives us much information and knowledge of how this integration takes place, how didactic processes are established and carried out, and how the roles of the actors involved in the educational process are changing on account of the use of ICT. This also allows us to know how the variables of analysis of the ecological system in the classroom are expanding in quantity and quality when the technologies are integrated.
The research group DidaktikDesign of Stockholm University, in which the this research put forward has been carried out, has been working for many years in several projects (Stålbrandt, E.; Engström, S., 2006; Stålbrandt, E., 2007) These projects have to do with a particular model, called Learning Design Sequences-LDS (Selander, S. 2008), developed by this group, is very close to the kind of wide and multivariate approach developed in the previous research.
Method
Expected Outcomes
References
- Gimeno, J. y Pérez, A. (1995): Comprender y transformar la enseñanza. Madrid: Morata. - Jackson, (2001): La vida en las aulas. Madrid: Morata. - PISA report. Documento en línea - http://www.pisa.oecd.org/dataoecd/15/13/39725224.pdf] - Selander, S.: “Designs for Learning – A Theoretical Perspective” en Designs for learning, volume 1, n. 1, pág. 10-22, Stockholm University, Sweden. Documento en línea [http://www.designsforlearning.nu/08/no1/no1_08_selander.pdf]. Fecha última consulta [10/4/2004], marzo 2008. - Stålbrandt, E.; Engström, S. (2006): “Digital Teaching Aids and Learning Design Sequences in Swedish schools – a user’s perspective: Interaction”. En The Virtual 2006 M3 The School of Communication, Technology & Design Documento en línea: [http://www.didaktikdesign.nu/learnit/publikationer/edman_stalbrandt/Paper_sodertorn_ES.pdf]. Fecha última consulta [15/04/2009]. - Stålbrandt, E (2007): Scaffolding as negotiation of meaning using digital educational material in school. Documento en línea: [http://www.didaktikdesign.nu/learnit/publikationer/edman_stalbrandt/NFPF_Handout_ES.pdf]. Stockholm Institute of Education. Fecha última consulta [15/04/2009]. - Stake, R. E.. (2005): “Qualitative case Studies”. En DENZIN, N.; LINCOLN, Y. (Edit.) (2005): The Sage Handbook Qualitative Research, pp. 443-466. Londres: SAGE.
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