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Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom

Artikel i vetenskaplig tidskrift
Författare Martin Tallvid
Publicerad i Education and Information Technologies
Volym 21
Sidor 503-519
ISSN 1360-2357
Publiceringsår 2016
Publicerad vid Institutionen för tillämpad informationsteknologi (GU)
Sidor 503-519
Språk en
Länkar doi.org/10.1007/s10639-014-9335-7
Ämnesord Classroom, ICT, In-service training, Laptop, Socio-materiality, Teaching
Ämneskategorier Didaktik

Sammanfattning

© 2014, Springer Science+Business Media New York. During the last decade, several one laptop per student-initiatives (1:1) have emerged as a solution to the recurrent disappointments with the pace of transformation of teaching methods in schools. However, an increasing number of research studies indicates, that despite major expenditure, increased access and improved technical equipment, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This article explores teachers’ reluctance towards the pedagogical use of personal laptops in secondary schools. A case study approach is used in a follow-up study of a 3-year 1:1-implementation initiative, investigating a period of in-service training for teachers in a secondary school. The teachers’ arguments for not using the laptops for teaching are of particular interest. Five different, but overlapping, patterns in the explanations for their reluctance have been discovered: lack of technical competence, not worth the effort, insufficient material, diminishing control and lack of time. The teachers’ arguments exposed technical, pedagogical, and content concerns. This qualitative study of teachers’ reluctance, as studied in situ, adds nuance and additional perspectives to previously presented explanations.

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