Students' Experiences of Learning with iPads in Upper Secondary School--A Base for Proto-TPACK

Autor/inn/en	Kontkanen, Sini; Dillon, Patrick; Valtonen, Teemu; Eronen, Lasse; Koskela, Hannu; Väisänen, Pertti
Titel	Students' Experiences of Learning with iPads in Upper Secondary School--A Base for Proto-TPACK
Quelle	In: Education and Information Technologies, 22 (2017) 4, S.1299-1326 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-016-9496-7
Schlagwörter	Foreign Countries; Secondary School Students; Student Experience; Handheld Devices; Telecommunications; Technology Uses in Education; Use Studies; Writing Assignments; Technological Literacy; Pedagogical Content Knowledge; Cognitive Style; Attitude Change; Affordances; Educational Change; Resistance to Change; Teacher Education; Qualitative Research; Finland + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Studienerfahrung; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerschulung; Technisches Wissen; Pädagogische Kompetenz; Cognitive styles; Kognitiver Stil; Attitudinal change; Einstellungsänderung; Bildungsreform; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Finnland
Abstract	This research focuses on Finnish students' (n = 84) experiences of using personal iPads in their studies through 3 years of upper secondary schooling. It is based on results from one of the first schools in Finland where all the new students were provided with iPads at the start of their studies. Data consists of: (i) 127 short stories written by students about how they would advise a new teacher and a new student to use iPads in teaching and learning, and (ii) four group discussions on the same topics. Qualitative thematic analysis of the data was guided by the TPACK framework. Results suggest that: (i) teachers' pedagogical approaches changed little in response to the new devices and remained largely teacher-centred, and (ii) students do not have the confidence to radically change learning styles to take advantage of the affordances of the devices. The value that iPads add to teaching and learning is difficult to quantify because of the complex and often conflicting factors involved. Overall, the findings imply that teachers' TPACK is generally resistant to change and students' proto-TPACK is insufficiently developed to initiate change. An approach that systematically develops both students' "and" teachers' TPACK is advocated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01