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Information and Communication Technology in Teacher Education: Thinking and learning in computer‐supported social practice
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press , 2009. , 75 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 471Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 139
Keyword [en]
Collaborative learning, critical reflection, ICT, learning conditions, mediating tool, multilingual setting, Rwanda, teacher education
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-16304ISBN: 978‐91‐7393‐722‐1 OAI: oai:DiVA.org:liu-16304DiVA: diva2:133674
Public defence
2009-01-30, Hörsalen Key 1, Key Building, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2013-05-06Bibliographically approved
List of papers
1. Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections
Open this publication in new window or tab >>Coping with change in ICT-based learning environments: newly qualified Rwandan teachers' reflections
2008 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 24, no 2, 156-166 p.Article in journal (Refereed) Published
Abstract [en]

The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute to the creation of theoretical and practical knowledge for professional development with information and communication technology (ICT). Questionnaires, focus groups and interviews were used for data collection. The findings show that novice teachers are motivated to acquire ICT and that they succeed in situations where school administrators grant easy access to computers. The novice teachers expressed a strong desire to be trusted and be allowed time to use computers and related skills in their learning and teaching. These views are discussed in terms of learning conditions created in schools so that participants become active, responsible and committed practitioners. We assume that such attitudes can be a model for their future roles in fostering change in social practice. For example, this study shows that gender equity becomes an aspect of change in an ICT-learning environment, which creates new opportunities for continuous education. To achieve this, as revealed by the findings, there is a need to develop school-based curricula, appropriate pedagogy and teacher professional development in the area of ICT literacy, which allows the teachers to develop a critical mind to the new tools.

Place, publisher, year, edition, pages
Chichester, West Sussex, United Kingdom: Wiley-Blackwell, 2008
Keyword
change, conditions, ICT, learning, newly qualified teachers, tools
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16300 (URN)10.1111/j.1365-2729.2007.00249.x (DOI)000253826600007 ()
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2014-01-13Bibliographically approved
2. Strategizing Computer-Supported Collaborative Learning toward Knowledge Building
Open this publication in new window or tab >>Strategizing Computer-Supported Collaborative Learning toward Knowledge Building
2008 (English)In: International Journal of Educational Research, ISSN 0883-0355, Vol. 49, no 1, 1-9 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computersupported collaborative learning. The participants were selected from university student teachers in Rwanda who attended a training programme on searching, retrieving and exploiting web-based research data. The findings show that university students working together in small groups to acquire hands-on computer skills can adopt one of three major learning patterns: individual-led, group-led or individual-group hybrid-led. Moreover, the results indicate that the group-led framework seems to create a supportive environment for knowledge building. Nevertheless, university students showed a need for teacher support to allow the development of working ground rules enabling them to focus on criterion-referenced reflection to regulate their learning.

Place, publisher, year, edition, pages
Elsevier, 2008
Keyword
Computer-supported learning, collaborative learning, criterionreferenced reflection, knowledge building, learning pattern, norm-referenced reflection
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16301 (URN)10.1016/j.ijer.2010.05.001 (DOI)
Note
On the day of the defence date the status of this article was Submitted.Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2010-09-06Bibliographically approved
3. The interplay between learning conditions and participation in ICT-based learning environments
Open this publication in new window or tab >>The interplay between learning conditions and participation in ICT-based learning environments
2009 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, Vol. 25, no 6, 539-548 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this case study is to investigate how knowledge can be developed in computer-mediated social practice. The purpose is to explore variations in students’ participatory appropriation in the use of Information and Communication Technology (ICT) in their everyday lives. Empirical data were collected at a higher education institution in Rwanda through interviews and focus group discussions. The findings show that differences in experiences, related for example to electronic sources, techniques and thoughts, can be at the forefront of change in students’ learning with ICT through critical reflection and creativity. Moreover, the study suggests that coping with different experiences in social practice can enhance problemsolving skills through continuous inquiry among students. Furthermore, active ICT users can play a central role to bring about change in learning practices with the new technology. The point is that interaction between different categories of peers with various experiences can change in a positive and supportive way when ICT is utilized to enhance a new culture of creativity and problem solving. Moreover, ICT seems to be a necessary pedagogical tool, though insufficient prerequisite, for appropriation of its use.

Place, publisher, year, edition, pages
Wiley InterScience, 2009
Keyword
Continuous inquiry, creativity, learning conditions, motivation, participatory appropriation, student teachers, Rwanda
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16303 (URN)10.1111/j.1365-2729.2009.00326.x (DOI)
Note
On the day of the defence day the status of this article was: Submitted.Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2009-11-19Bibliographically approved
4. Students’ interaction with web-based literature: towards dissolution of language boundaries
Open this publication in new window or tab >>Students’ interaction with web-based literature: towards dissolution of language boundaries
2008 (English)In: International Journal of Knowledge and Learning, ISSN 1741-1009, Vol. 4, no 5, 478-495 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to investigate how new knowledge can be developed in computer-mediated social practice. Its focus is on how language frames university students' interaction and action while studying web-based literature in small task-based groups. The empirical data were collected from a case study where 57 Rwandan student teachers were completing an examination task mediated by computer at the end of an academic course. The study draws on naturally occurring talk, observations and in-depth interviews. The data were analysed from a sociocultural perspective. The findings reveal that students coping with web-based literature face a twofold reality of classroom discourse rooted in their sociocultural and educational contexts: the one conveyed through foreign languages of instruction, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries.

Place, publisher, year, edition, pages
InderScience Publishers, 2008
Keyword
Collaborative learning, computer-supported learning, cumulative talk, discourse, exploratory talk, Rwanda, computer-mediated social practice, university students, student interaction, higher education, web-based literature, small groups, internet, language boundaries, e-learning, online learning, electronic learning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-16302 (URN)10.1504/IJKL.2008.022065 (DOI)
Available from: 2009-01-13 Created: 2009-01-13 Last updated: 2009-03-02Bibliographically approved

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