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Upper Secondary Teachers as Designers of Technology Use for Learning
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.ORCID iD: 0000-0001-6393-6605
2019 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The use of technology in education is by policymakers expected to expand, and efforts are laid out by the research community to support such a development. This thesis will explore how the introduction of design patterns in upper secondary education may contribute to an extended use of technology by applying the Educational Design Research (EDR) methodology. The aim is to understand what the design patterns disclose on central matters for teaching with technology and how the design pattern format is utilised by technology experienced upper secondary teachers.

To be informed of the suitability of design patterns for contributing to an extended use of technology, a collection of design patterns written by upper secondary teachers constitute the data. Learning activities found in the design patterns are analysed in terms of teachers’ pedagogy and digital competence development of learners. The collection of design patterns as a whole are also examined to understand how the teachers utilised the format.

The analysis of pedagogy indicates that upper secondary teachers predominantly design for individual activities and that matters of reflection and experiences are portrayed less clear. The digital competence that learners develop when performing a learning activity is found to belong to an area of Collaboration and communication, involving activities related to accurate referencing to digital content. When upper secondary teachers use design patterns for the articulation of ideas on technology, it is observed that the format is underused and that the teachers generally create fragmented and incomplete designs. 

The results are discussed in relation to Technology Enhanced Learning (TEL) and Design for learning. A conclusion is that the design patterns do not portray transformative learning experiences for the learners but are able to portray the teachers experiences on technology use that can be shared with colleagues.

The thesis contributes by providing a novel methodology for analysis of the content of design patterns. It is able to capture upper secondary teachers’ perceptions on pedagogy and learners’ digital competence development respectively.

Abstract [sv]

Politiska beslutsfattare förväntar sig att användningen av teknik inom utbildning ska öka och forskningen stödjer en sådan utveckling. Denna avhandling undersöker hur en introduktion av designmönster i gymnasieskolan kan bidra till en utökad användning av teknik genom att tillämpa Educational Design Research (EDR). Syftet är att förstå centrala aspekter för undervisning med teknik i designmönster och hur designmönster-formatet används av teknik-erfarna gymnasielärare.

För att bli informerad om lämpligheten att använda designmönster för att stärka teknikanvändningen i undervisningens praktik, analyseras i denna sammanläggnings-avhandling en samling designmönster som skrivits av gymnasielärare. De lär-aktiviteter som finns i designmönstren analyseras med avseende på lärarnas pedagogik och utvecklingen av elevernas digitala kompetens. Samlingen av designmönster som helhet granskas också för att förstå hur lärarna använde mönsterformatet.

Analysen av pedagogik tyder på att gymnasielärarna främst designar lär-aktiviteter som eleverna utför på egen hand, medan aktiviteter som gynnar reflektion och upplevelsebaserat lärande är mindre tydliga. Den digitala kompetens som eleverna utvecklar när de utför en lär-aktivitet hör främst till det område som rör Samarbete och kommunikation. Dessa aktiviteter är relaterade till förmågan att korrekt referera digitalt innehåll. När gymnasielärare använder designmönster för att beskriva teknik-relaterade idéer är mönsterformatet underutnyttjat och mönstren är huvudsakligen fragmenterade.

Resultaten diskuteras mot bakgrund av teknik-förstärkt lärande (TEL) och design för lärande. En slutsats är att designmönstren inte pekar mot att digital teknik i grunden förändrar undervisningen, men att de erfarenheter som lärarna ger uttryck för i mönster kan delas med kollegor.

En ny metod för att analysera designmönster utgör avhandlingens främsta bidrag. Metoden gör det möjligt att synliggöra lärares uppfattning om pedagogik och om elevernas digitala kompetens.

Place, publisher, year, edition, pages
Stockholm University, 2019. , p. 100
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 19-002
Keywords [en]
Design patterns; design for learning; digital competence, pedagogy; technology in education
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-167315OAI: oai:DiVA.org:su-167315DiVA, id: diva2:1298904
Presentation
2019-02-20, L30, Borgarfjordsgatan 12, Stockholm, 15:34 (Swedish)
Opponent
Supervisors
Available from: 2020-02-17 Created: 2019-03-25 Last updated: 2020-02-17Bibliographically approved
List of papers
1. The Implicit Pedagogy of Teachers’ Design Patterns
Open this publication in new window or tab >>The Implicit Pedagogy of Teachers’ Design Patterns
2017 (English)In: Data Driven Approaches in Digital Education: Proceedings / [ed] Élise Lavoué, Hendrik Drachsler, Katrien Verbert, Julien Broisin, Mar Pérez-Sanagustín, 2017, p. 584-587Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents an analysis of upper secondary teachers’ design patterns portraying their technology use in teaching by answering the question: What pedagogy is implicit in technology supported learning activities designed by teachers? Building on a framework defining key characteristics of contemporary learning theories, seventeen design patterns describing technology use in teaching were analyzed. The analysis reveals that individual activities are dominating the patterns. In addition, there is a trend towards activities favoring students’ non-reflection, but also activities being more informative than experiential.

Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 10474
Keywords
Learning design, Designs for learning. Design patterns, Pattern analysis
National Category
Human Computer Interaction
Research subject
Man-Machine-Interaction (MMI)
Identifiers
urn:nbn:se:su:diva-150191 (URN)10.1007/978-3-319-66610-5_68 (DOI)978-3-319-66609-9 (ISBN)978-3-319-66610-5 (ISBN)
Conference
12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017
Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2020-03-04Bibliographically approved
2. An analysis of digital competence as expressed in design patterns for technology use in teaching
Open this publication in new window or tab >>An analysis of digital competence as expressed in design patterns for technology use in teaching
2019 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 50, no 6, p. 3361-3375Article in journal (Refereed) Published
Abstract [en]

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.

Keywords
Designs for learning, Design patterns, Digital competence, Pattern analysis
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-165430 (URN)10.1111/bjet.12739 (DOI)000491231200035 ()
Available from: 2019-03-25 Created: 2019-03-25 Last updated: 2019-11-11Bibliographically approved

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