Crosschecking Teachers' Perspectives on Learning in a One-to-One Environment with Their Actual Classroom Behavior -- A Longitudinal Study

Autor/inn/en	Peled, Yehuda; Blau, Ina; Grinberg, Ronen
Titel	Crosschecking Teachers' Perspectives on Learning in a One-to-One Environment with Their Actual Classroom Behavior -- A Longitudinal Study
Quelle	In: Education and Information Technologies, 27 (2022) 4, S.4841-4864 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peled, Yehuda) ORCID (Blau, Ina) ORCID (Grinberg, Ronen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10809-4
Schlagwörter	Educational Technology; Technology Uses in Education; Junior High School Teachers; Teacher Attitudes; Teaching Methods; Foreign Countries; Laptop Computers; Access to Computers; Teacher Behavior; Student Centered Learning; Israel + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Laptop computer; Laptop; Computer; Digitalrechner; Teacher behaviour; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	One-to-one laptop initiatives have become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century skills. This paper reports on a qualitative investigation of teachers in a junior high school in Northern Israel, who were gradually implementing one-to-one computing. The research reported in this paper is based on longitudinal data collected over a five-year period and included all of the teachers who participated in the project. We triangulated teachers' perspectives and actual behavior by employing classroom observations, followed up with semi-structured interviews. This study aims to map teachers' perspectives on changes in teaching in one-to-one computing settings, and the pedagogical strategies that they use in one-to-one classrooms. To explore the depth of change in teaching, teachers' perspectives were mapped based on the SAMR framework, while the TEUCT-TEUIT approach was employed to categorize pedagogical strategies. The findings pointed to several benefits of using a laptop for teaching, as well as classroom management problems and technological problems while teaching. Analysis of the interviews revealed four categories which appeared in the original TEUCT/ TEUCT scales, alongside three additional categories which did not appear in the original scales, and emerged bottom-up from our data. Furthermore, findings indicated that some of the categories originally included in TEUCT, should rather be included in the TEUIT scale. The findings point to a change in teaching strategies, from a more teacher-centered teaching approach to a more student-centered learning approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01