Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and Their Educational Discourse?

Autor/inn/en	Peled, Yehuda; Blau, Ina; Grinberg, Ronen
Titel	Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and Their Educational Discourse?
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 11 (2015), S.257-271 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	Junior High Schools; Teacher Attitudes; Lesson Observation Criteria; Educational Change; Computer Uses in Education; Instructional Innovation; Laptop Computers; Technology Integration; Teacher Role; Classroom Communication; Teacher Collaboration; Qualitative Research; Middle School Teachers; Teaching Styles; Teaching Skills; Foreign Countries; Semi Structured Interviews; Israel + Suchen Sie Ihr Suchwort? Sekundarstufe I; Lehrerverhalten; Unterrichtsmitschau; Bildungsreform; Computernutzung; Educational Innovation; Bildungsinnovation; Laptop computer; Laptop; Computer; Digitalrechner; Lehrerrolle; Klassengespräch; Lehrerkooperation; Qualitative Forschung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland
Abstract	Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers' pedagogical perceptions and the classroom's educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom's learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner's (Olson & Bruner, 1996) "folk psychology" and "folk pedagogy" of teachers and "the new learning ecology" framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers' perceptions and attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01