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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Andersson, A., Hatakka, M., Grönlund, Å., & Wiklund, M. (2014). Reclaiming the students. Coping with social media in 1:1 schools. Learning, Media and Technology, 39(1), 37–52.
Bebell, D., & O’Dwyer, L. M. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1), 1–59.
Bocconi, S., Kampylis, P., & Punie, Y. (2013). Framing ICT-enabled innovation for learning. The case of one-to-one learning initiatives in Europe. European Journal of Education, 48(1), 113–130.
Cerratto Pargman, T., Jahnke, I., Damsa, C., Nussbaum, M., & Säljö, R. (2017). Emergent practices and material conditions in tablet-mediated collaborative learning and teaching. Workshop at CSCL 2017 (pp. 905–908). Philadelphia: ISLS Press.
Cuban, L. (2001). Oversold and underused. Computers in the classroom. Cambridge, MA: Harvard University Press.
Cuban, L. (2013). Inside the black box of classroom practice. Change without reform in American education. Cambridge, MA: Harvard Education Press.
Drayton, B., Falk, J. K., Stroud, R., Hobbs, K., & Hammerman, J. (2010). After installation. Ubiquitous computing and high school science in three experienced, high-technology schools. The Journal of Technology, Learning and Assessment, 9(3), 5–52.
Dunleavy, M., Dextert, S., & Heinecke, W. F. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23(5), 440–452.
Dunleavy, M., & Heinecke, W. F. (2007). The impact of 1:1 laptop use on middle school math and science standardized test scores. Computers in the Schools, 24(3–4), 7–22.
Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change. How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Ertmer, P., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182.
Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices. A critical relationship. Computers & Education, 59(2), 423–435.
European Commission (EC). (2010). A digital agenda for Europe. Retrieved from http://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:52010DC0245R(01)&from=EN
Eurydice. (2012). Developing key competences at school in Europe. Challenges and opportunities for policy. Brussels, Belgium: EACEA.
Fleischer, H. (2013). En elev - en dator. Kunskapsbildningens kvalitet och villkor i den datoriserade skolan [One student - one computer. The quality of and conditions for the computerized school] (Doctoral study, School of Education and Communication, 21). Jönköping, Sweden: Högskolan för lärande och kommunikation.
Gao, Q., Yan, Z., Wei, C., Liang, Y., & Mo, L. (2017). Three different roles, five different aspects. Differences and similarities in viewing school mobile phone policies among teachers, parents, and students. Computers & Education, 106, 13–25.
Grönlund, Å. (2014). Att förändra skolan med teknik. Bortom “en dator per elev” [To change school with technology. Beyond one laptop per student]. Örebro, Sweden: Örebro Universitet.
Grönlund, Å., Andersson, A., & Wiklund, M. (2014, February). Unos Unos årsrapport 2013 [Unos Unos annual report 2013]. Örebro, Sweden: Örebro Universitet.
Håkansson Lindqvist, M. J. P. (2013). Possibilities and challenges for TEL from a student perspective through the uptake and use of digital technologies in a 1:1 initiative. Education Inquiry, 4(4), 629–647.
Håkansson Lindqvist, M. J. P. (2015a). Conditions for technology enhanced learning and educational change. A case study of a 1:1 initiative (Doctoral dissertation, Department of Education no. 114). Umeå: Umeå University.
Håkansson Lindqvist, M. J. P. (2015b). Exploring activities regarding technology enhanced learning in a one-to-one initiative. Nordic Journal of Digital Literacy, 4(9), 227–245.
Håkansson Lindqvist, M. J. P. (2015c). Gaining and sustaining TEL in a 1:1 laptop initiative. Possibilities and challenges for teachers and students. Computers in the Schools, 32(1), 35–62.
Håkansson Lindqvist, M. J. P. (2015d). Possibilities and challenges in a one-to-one initiative from a school leader perspective. In E. Railean, G. Walker, A. Elci, & L. Jackson (Eds.), Handbook of applied learning theory and design in modern education (pp. 270–291). Hershey, PA: IGI Global.
Halverson, R., & Smith, A. (2009). How new technologies have (and have not) changed teaching and learning in schools. Journal of Computers in Teacher Education, 26(2), 49–54.
Hammersley, M., & Atkinson, P. (2007). Ethnography. Principles in practice (3rd ed.). London, England: Routledge.
Harper, B., & Milman, N. B. (2016). One-to-One technology in K–12 classrooms. A review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142.
Hauge, T. E. (2014). Uptake and use of technology. Bridging design for teaching and learning. Technology, Pedagogy and Education, 23(3), 311–323.
Hixon, E., & Buckenmeyer, J. (2009). Revisiting technology integration in schools. Implications for professional development. Computers in the Schools, 26(2), 130–146.
Hjerm, M., & Lindgren, S. (2010). Introduktion till samhällsvetenskaplig analys [Introduction to social scientific analysis]. Malmö, Sweden: Gleerups Utbildning.
Hu, W. (2007). Seeing no progress, some schools drop laptops. Retrieved from http://www.nytimes.com/2007/05/04/education/04laptop.html
Jahnke, I. (2016). Digital didactical designs. Teaching and learning in CrossActionSpaces. London & New York: Routledge.
Jahnke, I., Bergström, P., Mårell-Olsson, E., Häll, L., & Kumar, S. (2017). Digital didactical designs as research framework. iPad integration in Nordic schools. Computers & Education, 113(2017), 1–15.
Jahnke, I., & Kumar, S. (2014). Digital didactical designs. Teachers’ integration of iPads for learning-centered processes. Journal of Digital Learning in Teacher Education, 30(3), 81–88.
Jahnke, I., Svendsen, N. V., Johansen, S. K., & Zander, P.-O. (2014). The dream about the magic silver bullet: The complexity of designing for tablet-mediated learning. In P. Bjørn & D. McDonald (Eds.), Group 14: Proceedings of the 18th ACM International Conference on Supporting Group Work (pp. 100–110). Sanibel, FL: ACM.
Kirkwood, A., & Price, L. (2013). Missing: Evidence of a scholarly approach to teaching and learning with technology in higher education. Teaching in Higher Education, 18(3), 327–337.
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36.
Kopcha, T. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59, 1109–1121.
Livingston, P. (2007). The one-to-one tsunami. It’s on the horizon. Will you be ready? Technology & Learning, 27, 9–24.
Luckin, R. (2010). Re-designing learning contexts: Technology-rich, learner-centred ecologies. London, England: Routledge.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.
National Agency for Education. (2013a). It-användning och it-kompetens i skolan. Rapport 386 2013 [It-use and it-competence in school. Report 386 2013]. Stockholm, Sweden: Skolverket.
National Agency for Education. (2013b). Lärarnas yrkesvardag. En nationell kartläggning av grundskollärares tidsanvändning. Rapport 385 2013 [Teachers’ professional working day. A national mapping of compulsory school teachers’ use of time. Report 385 2013]. Stockholm, Sweden: Skolverket.
National Agency for Education. (2016). It-användning och it-kompetens i skolan [It-use and it-competence in school]. Stockholm, Sweden: Skolverket.
National Agency for Education. (2017). Nationella skolutvecklingsprogram [National school development programs]. Retrieved from https://www.skolverket.se/skolutveckling/nationella-skolutvecklingsprog#Digitalisering
Olofsson, A. D., & Lindberg, J. O. (2014). Special issue. Informed design of educational technologies introduction. Technology, Pedagogy and Education, 23(2), 285–291.
Olofsson, A. D., Lindberg, J. O., Fransson, G., & Hauge, T. E. (2011). Uptake and use of digital technologies in primary and secondary schools. A thematic review of research. Nordic Journal of Digital Literacy, 6(4), 207–224.
Olofsson, A. D., Lindberg, J. O., & Hauge, T. E. (2014). GCP5 multi-level evaluations of TEL. In F. Fischer, F. Wild, R. Sutherland, & L. Zirn (Eds.), Grand challenges in technology enhanced learning (pp. 12–15). London, England: Springer.
Öman, A., & Svensson, L. (2015). Similar products different processes. Exploring the orchestration of digital resources in a primary school project. Computers & Education, 81, 247–258.
Organisation for Economic Co-operation and Development (OECD). (2012). Education today 2013. The OECD perspective. Paris, France: OECD Publishing.
Patton, M. Q. (2002). Qualitative research & evaluation methods. London, England: SAGE.
Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives. A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348.
Perrotta, C., & Evans, M. (2013). Instructional design or school politics? A discussion of ‘orchestration’ in TEL research. Journal of Computer Assisted Learning, 29(3), 260–269.
Richardson, J., Mcleod, S., Flora, K., Sauers, N., Kannan, S., & Sincar, M. (2013). Large-scale 1:1 computing initiatives. An open access database. International Journal of Education and Development Using ICT, 9, 4–18.
Rosen, Y., & Beck-Hill, D. (2012). Intertwining digital content and a one-to-one laptop environment in teaching and learning. Lessons from the time to know program. Journal of Research on Technology in Education, 44(3), 225–241.
Säljö, R. (2000). Lärande i praktiken. Ett sociokulturellt perspektiv [Learning in practice. A sociocultural perspective]. Stockholm, Sweden: Norstedts Akademiska.
Säljö, R. (2005). Lärande och kulturella redskap: Om lärprocesser och det kollektiva minnet [Learning and cultural tools. About learning processes and the collective memory]. Stockholm, Sweden: Norstedts Akademiska Förlag.
Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning. Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53–64.
Selander, S. (2009). Didaktisk design [Didactical design]. In S. Selander & E. Svärdemo Åberg (Eds.), Didaktisk design i digital miljö. Nya möjligheter för lärande (pp. 17–35) [Didactical design in digital environment: New possibilities for learning]. Stockholm, Sweden: Liber.
Silvernail, D., Pinkham, C., Wintle, S. E., Walker, L. C., & Bartlett, C. L. (2011). A middle school one-to-one laptop program. The Maine experience. Gorham, ME: Maine Educational Policy Research Institute, University of Southern Maine.
Simons, H. (2009). Case study research in practice. London, England: SAGE.
Sipilä, K. (2014). Educational use of information and communications technology. Teachers’ perspectives. Technology, Pedagogy and Education, 23(2), 225–241.
Sung, Y.-T., Chang, K.-E., & Liu, T.-Z. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance. A meta-analysis and research synthesis. Computers & Education, 94, 252–275.
Swedish Schools Inspectorate. (2011). Litteraturöversikt för IT-användning i undervisningen [Literature review for IT-use in teaching]. Dnr 40-2010:575. Stockholm, Sweden: Swedish Schools Inspectorate.
Swedish Schools Inspectorate. (2012). Satsningarna på IT används inte i skolornas undervisning. PM 2012-09-11 [Efforts in IT are not used in teaching in the schools. PM 2012-09-11]. Dnr 40-2012: 2928. Stockholm, Sweden: Swedish Schools Inspectorate.
Tallvid, M. (2010). En-till-En. Falkenbergs väg till framtiden? [One-to-one. Falkenberg’s way to the future?]. Falkenberg, Sweden: Falkenbergs Kommun.
Tallvid, M. (2015). 1: 1 i klassrummet. Analyser av en pedagogisk praktik i förändring [1:1 in the classroom. Analyses of a pedagogical practice in change] (Doctoral study, Center for Educational Science and Teacher Research and Research School in Educational Science, 42). Gothenburg, Sweden: Acta Universitatis Gothoburgensis.
Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration. A longitudinal case study. Journal of Computer Assisted Learning, 26(4), 296–306.
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology & Society, 19(3), 110–120.
Towndrow, P. A., & Wan, F. (2012). Professional learning during a one-to-one laptop innovation. Journal of Technology and Teacher Education, 20(3), 331–355.
Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., & Hoover, N. R. (2017). Potential of one-to-one technologies in the classroom. Teachers and students weigh in. Educational Technology Research and Development, 65, 967–992.
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413.
Voogt, J., Knezek, G., Cox, M., Knezek, D., & Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning, 29(1), 4–14.
Vrasidas, C. (2015). The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology, 46(2), 370–380.
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Warschauer, M., Zheng, B., Niiya, M., Cotten, S., & Farkas, G. (2014). Balancing the one-to-one equation. Equity and access in three laptop programs. Equity & Excellence in Education, 47(1), 46–62.
Yeung, A. S., Taylor, P. G., Hui, C., Lam-Chiang, A. C., & Low, E. L. (2012). Mandatory use of technology in teaching. Who cares and so what? British Journal of Educational Technology, 43(6), 859–870.
Yin, R. (2009). Case study research. Design and methods (4th ed.). London, England: SAGE.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments. A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052–1084.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Håkansson Lindqvist, M. (2019). Conditions for Teaching with Mobile Technology in the School Classroom. In: Cerratto Pargman, T., Jahnke, I. (eds) Emergent Practices and Material Conditions in Learning and Teaching with Technologies. Springer, Cham. https://doi.org/10.1007/978-3-030-10764-2_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-10764-2_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-10763-5
Online ISBN: 978-3-030-10764-2
eBook Packages: EducationEducation (R0)