ERIC Number: EJ1104073
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 52
Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and Their Educational Discourse?
Peled, Yehuda; Blau, Ina; Grinberg, Ronen
Interdisciplinary Journal of e-Skills and Lifelong Learning, v11 p257-271 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Junior High Schools; Secondary Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Israel