Abstract
Grounded in the analyses of 23 semi-structured interviews and 31 field notes from classroom observations, this study scrutinizes the relationships that teachers and learners entertain with/through the tablet in their process of technology appropriation in the classroom. The results reveal that, on the one hand, the learners elaborate a variety of instruments from their interactions with the tablet and, on the other hand, that the teachers’ appropriation plays a central role in configuring a creative, critical and participatory pedagogy in the contemporary classroom.
Keywords
- Appropriation
- Instrumental genesis
- Tablets
- School classrooms
- Teaching practices
- Learning activities
This is a preview of subscription content, access via your institution.
Buying options
References
Sörensen, E.: The Materiality of Learning: Technology and Knowledge in Educational Practice. Cambridge University Press, New York (2008)
Murray, O.T., Olcese, N.R.: Teaching and learning with iPads, ready or not? TechTrends 55(6), 42–48 (2011)
Kucirkova, N., Messer, D., Sheehy, S., Fernández Panadero, C.: Children’s engagement with educational iPad apps: insights from a Spanish classroom. Comput. Educ. 71, 175–184 (2013)
Fallon, G.: What’s the difference? Learning collaboratively using iPads in conventional classrooms. Comput. Educ. 84, 62–77 (2015)
Sung, T., Chang, K., Liu, T.: The effects of integrating mobile devices with teaching and learning on students’ learning performance: a meta-analysis and research synthesis. Comput. Educ. 94, 252–275 (2016)
Outhwaite, L., Gulliford, A., Pitchford, N.: Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children. Comput. Educ. 108, 43–58 (2017)
Nordmark, S., Milrad, M.: Influencing everyday teacher practices by applying mobile digital storytelling as a seamless learning approach. In: Brown, T.H., van der Merwe, H.J. (eds.) mLearn 2015. CCIS, vol. 560, pp. 256–272. Springer, Cham (2015). doi:10.1007/978-3-319-25684-9_19
Nouri, J., Cerratto Pargman, T., Eliasson, J., Ramberg, R.: Exploring the challenges of supporting collaborative mobile learning. Int. J. Mob. Blended Learn. 3(4), 54–69 (2011)
Nouri, J., Pargman, T.C.: When teaching practices meet tablets’ affordances. Insights on the materiality of learning. In: Verbert, K., Sharples, M., Klobučar, T. (eds.) EC-TEL 2016. LNCS, vol. 9891, pp. 179–192. Springer, Cham (2016). doi:10.1007/978-3-319-45153-4_14
Cerratto Pargman, T., Nouri, J.: Tablets in the CSCL classroom: a lens on teachers’ instrumental geneses. In: Proceedings of CSCL 2017, Philadelphia. ISLS Press (2017)
Lonchamp, J.: An instrumental perspective on CSCL systems. Int. J. CSCL 7(2), 211–237 (2012)
Ritella, G., Hakkarainen, K.: Instrumental genesis in technology-mediated learning: from double stimulation to expansive knowledge practices. Int. J. Comput.-Support. Collab. Learn. 7(2), 239–258 (2012)
Stahl, G., Ludvigsen, S., Law, N., Cress, U.: CSCL artifacts. Int. J. Comput.-Support. Collab. Learn. 9(3), 237 (2014)
Stahl, G.: Cognizing mediating: unpacking the entanglement of artifacts with collective minds. Int. J. CSCL 7(2), 187–191 (2012)
Overdijk, M., van Diggelen, W., Kirschner, P.A., Baker, M.: Connecting agents with artifacts. Towards a rationale of mutual shaping. Int. J. CSCL 7(2), 193–210 (2012)
Cerratto-Pargman, T., Knutsson, O., Karlström, P.: Materiality of online students’ peer-review activities in higher education. In: Proceedings of CSCL 2015, Gothenburg, pp. 308–315. ICLS Press (2015)
O’Malley, C., Suthers, D., Reimann, P., Dimitracopoulou, A.: Computer-supported collaborative learning practices. In: Conference Proceedings CSCL 2009. ISLS (2009)
Rabardel, P.: Les hommes et les technologies: approche cognitive des instruments contemporains. Colin, Paris (1995)
Ito, M., Baumer, S., Bittani, M., boyd, d, Cody, R., Stephson, B., Horst, H.: Hanging Out, Messing Around, and Geeking Out: Kids Living AND Learning WITH New Media. MIT Press, Cambridge (2012)
Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77–101 (2006)
Jewitt, C.: Multimodality and literacy in school classrooms. Rev. Res. Educ. 32(1), 241–267 (2008)
Jenkins, H., Clinton, K., Purushtoma, R., Robison, A., Weigel, M.: Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century. McArthur Foundation, Chicago (2007)
Acknowledgments
We thank the teachers, learners and school principals who participated in the study and we are grateful to the Swedish Research Council for funding this research.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Pargman, T.C., Nouri, J. (2017). One Tablet, Multiple Epistemic Instruments in the Everyday Classroom. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds) Data Driven Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science(), vol 10474. Springer, Cham. https://doi.org/10.1007/978-3-319-66610-5_30
Download citation
DOI: https://doi.org/10.1007/978-3-319-66610-5_30
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-66609-9
Online ISBN: 978-3-319-66610-5
eBook Packages: Computer ScienceComputer Science (R0)