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Same but different? An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education

Same but different? An examination of Swedish upper secondary school teachers’ and students’... PurposeThe purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.Design/methodology/approachIn total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted.FindingsThe teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS.Research limitations/implicationsThe relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge.Practical implicationsThe study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.Social implicationsThe study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT.Originality/valueThe originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Same but different? An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
DOI
10.1108/IJILT-09-2016-0043
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.Design/methodology/approachIn total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted.FindingsThe teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS.Research limitations/implicationsThe relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge.Practical implicationsThe study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.Social implicationsThe study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT.Originality/valueThe originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Mar 6, 2017

References