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From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

Authors
  • Fransson, Göran
  • Lindberg, Ola J.
  • Olofsson, Anders D.
Type
Published Article
Journal
Education and Information Technologies
Publisher
Springer-Verlag
Publication Date
Apr 06, 2018
Volume
23
Issue
5
Pages
2155–2177
Identifiers
DOI: 10.1007/s10639-018-9708-4
Source
Springer Nature
Keywords
License
Green

Abstract

This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used ‘ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well’ and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. ‘Clarity’ was the most prominent theme, followed by ‘teachers’ ‘ICT skills’, ‘uses ICT in a good way’, ‘fun factor’, ‘puts information on the LMS’, ‘varies the teaching methods’, ‘demonstrates how to use ICT’ and ‘general pedagogical skills’. The results show that although the specific focus is on students’ views of their teachers’ use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher’s use of ICT in teaching differently.

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