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ERIC Number: EJ1104073
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-2375-2084
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel