Digital Didactical Designs of Learning Expeditions
Open Learning and Teaching in Educational Communities, volume 8719 of Lecture Notes in Computer Science, Springer, (2014)Abstract
Current studies on media tablets illustrated that mobile technology
may improve learning when truly integrated into learning settings. The question
remains what truly integrated means, how it might be operationalized. In a
study of Scandinavian classrooms, the question was how teachers adopt and integrate
media tablets in their teaching practices in order to provide learning opportunities
for their students. Seven K-9 schools implemented media tablets for
around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme
launched in 2012 (one tablet per student). Mixed methods, interviews, classroom
observations and online surveys have been applied. The findings illustrate
new forms of teaching practices. Studying technology integration from the angle
of a socio-technical-pedagogical practice, it reveals the interrelationship of
teaching processes and quality of learning. This study shows five forms of Digital
Didactical Design in practice, which affect tablet-mediated learning expeditions
– most of the designs boost learning, others restrict learning.
