DSV project leader: Teresa Cerratto Pargman
Participants at DSV: Ola Knutsson, Robert Ramberg
External partners: Linnéuniversitetet
Project period: 2013-
Funding: Swedish Research Council

Project description

The world of education is currently undergoing significant changes as information and communication technologies are transforming how we think about schooling and learning (Collins and Halversont, 2010).This research application aims at:

• Understanding the intricacies and complexities of introducing mobile technologies into school’s curriculum and accepted teaching practices.
• Analyzing actual transformations that the use of mobile technologies in schools brings to contemporary forms of learning in the 21st century.

For the study of the types of transformations the use of technology brings into well-established teaching practices and classrooms talk structures, we have chosen to ground our research in the Instrumental genesis approach (Rabardel, 1995) and design-based research (DBR) research methods (Brown, 1992), as they blend empirical education research with the theory-driven design of learning environments.

In particular, we have chosen to focus on the analysis of verbal interactions (Kerbrat-Orecchioni, 1990) and, the material outcomes produced by the learners such as multimodal texts, diagrams, graphs, films, interactive presentations, etc from the perspective on multimodality developed by Kress (2010).

The project will develop a solid body of research on collaborative learning across formal and informal contexts, a better theoretical understanding of aspects related to new media literacies and their implications for curriculum design and everyday educational practice.

The research questions are:
1. How can schools introduce mobile devices into mathematics and language learning everyday classroom practices? And which pedagogical standpoints should be considered in such endeavour?
2. How does the use of mobile devices transform classrooms’ practices and, in particular, learners’ understanding of mathematical and linguistic concepts? And how are mobile devices adopted and shaped by teachers and learners’ practices in mathematics and language learning classrooms?
3. What are the different and specific barriers that the use of mobile devices in classroom settings encounters in Swedish schools?

The aims of the project are defined as following:
• To contribute to the on-going scientific discourse in the field of educational technology regarding the complex and contradictory realities of technology usage within educational settings.
• To explain the potential roles of mobile devices in the school context from an empirical and critically theoretical basis.
• To identify conceptual and social transformations that the use of mobile devices introduces into mathematics and language classrooms.
• To provide a body of empirical results based on assessments of the learning environments and the underlying theories. These assessments will be carried out with learners and teachers in different educational settings.

Related projects
Writing to Learn in Digital Environments (WIDE), Ola Knutsson
A study on the role of representational artifacts in interaction design: Sketching as an embodied practice, Robert Ramberg
Learning Ecosystems and Activities of the Future (LEAF), Teresa Cerratto Pargman