Conditions for Teaching with Mobile Technology in the School Classroom
Publication details
| Year: | 2019 |
| DOI: | 10.1007/978-3-030-10764-2_5 |
| Issued: | 2019 |
| Language: | English |
| Start Page: | 69 |
| End Page: | 87 |
| Editors: | Cerratto Pargman T.; Jahnke I. |
| Authors: | Håkansson Lindqvist M. |
| Type: | Book chapter |
| Book title: | Emergent Practices and Material Conditions in Learning and Teaching with Technologies |
| Journal: | Emergent Practices and Material Conditions in Learning and Teaching with Technologies |
| Publisher: | Springer International Publishing |
| Place: | Cham |
| Topics: | Learning; Literacy and skills |
| Sample: | Ten teachers in two schools in Sweden. |
| Implications For Educators About: | STEM Education; Professional development |
Abstract
The uptake and use of mobile technology in the classroom and the conditions for teaching with mobile technology were studied in the research project Unos Umeå in Sweden from the student, teacher, and school leader perspectives. A 1:1 laptop initiative was studied in two schools over a period of 3 years. The aim of this chapter is to explore, analyze, and discuss the conditions for teaching, as possibilities and challenges, in the final phase of this initiative from the teacher perspective. Teachers saw possibilities in teaching through information, communication, and structure, noting the importance of pedagogical reflection and design. The challenges were technical problems, student use of the laptop, and time for and access to professional development. Teachers focused on helping students see the laptop as a school tool as well as taking on a new tool in the classroom, that is, the mobile phone.
Outcome
teachers see possibilities in the use of mobile technology such as accessing information on the Internet and extra resources as well as new pedagogical methods. The findings also show that the possibilities from the teacher perspective are the use of the laptops to structure school materials, facilitate documentation, share materials and methods with colleagues in collaborative learning. Teachers see challenges in time for and access to TPD, technical problems, and supporting student use. One significant challenge is the lack of student use.... Using the ecology of resources model..., filters were identi fied in the resource elements. Teachers strive to combine pedagogy and technology to design teaching with the laptops as school tools in the classroom. While teachers appear to report an increment in own use, there are significant challenges concerning student use. The laptop as a disruptive force appears to have decreased over time making way for new mobile technology in the classroom, that is, the mobile phone. The laptops appear to either be supplemented or exchanged in favor for mobile phones in the 1:1 classroom.