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1 – 2 of 2Anders D. Olofsson, Ola J. Lindberg and Göran Fransson
The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday…
Abstract
Purpose
The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school.
Design/methodology/approach
In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis.
Findings
The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage.
Research limitations/implications
A relatively small number of students in three schools and three specific programmes make generalisations difficult.
Practical implications
Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure.
Social implications
The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life.
Originality/value
The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.
Details
Keywords
Ola J. Lindberg, Anders D. Olofsson and Göran Fransson
The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.
Abstract
Purpose
The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.
Design/methodology/approach
In 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.
Findings
The 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/implications
The 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 implications
The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.
Social implications
The 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/value
The 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.
Details