Abstract
One-to-one laptop programs (1X1) are becoming more prevalent in schools
seeking to engage tools that have impact on the learning process and assist
students in developing 21st century skills. This paper reports a qualitative
investigation of all 7th graders and their teachers in a junior high-school in
Northern Israel gradually implementing 1X1 model. The study was
conducted during a second year of 1X1 implementation at the school level;
however it was a first year of teaching and learning with laptops for all the
study participants. The paper triangulates data from non-participant lesson
observations and semi-structured interviews with 15 teachers. The data was
collected twice during the 2011-2012 academic year – at the beginning and
towards the end of the year. In total, 30 observation and 30 interviews were
conducted. The results are explained in terms of the TPACK model and
Prensky's (2009) "Digital Wisdom" concept. Teachers showed significant
increase of technological knowledge, moderate connections between
technology and pedagogy, as well as between technology and content.
However, the technology-pedagogy-content conjunction was not observed.
Some teachers functioned as moderators, encouraging their students and
supporting their differentiated and collaborative learning. However, many
teachers struggled with effective 1X1 class management. The paper suggests
an overlap of the TPACK model and the Digital Wisdom concept and
provides implications for decision-makers and curriculum developers.
seeking to engage tools that have impact on the learning process and assist
students in developing 21st century skills. This paper reports a qualitative
investigation of all 7th graders and their teachers in a junior high-school in
Northern Israel gradually implementing 1X1 model. The study was
conducted during a second year of 1X1 implementation at the school level;
however it was a first year of teaching and learning with laptops for all the
study participants. The paper triangulates data from non-participant lesson
observations and semi-structured interviews with 15 teachers. The data was
collected twice during the 2011-2012 academic year – at the beginning and
towards the end of the year. In total, 30 observation and 30 interviews were
conducted. The results are explained in terms of the TPACK model and
Prensky's (2009) "Digital Wisdom" concept. Teachers showed significant
increase of technological knowledge, moderate connections between
technology and pedagogy, as well as between technology and content.
However, the technology-pedagogy-content conjunction was not observed.
Some teachers functioned as moderators, encouraging their students and
supporting their differentiated and collaborative learning. However, many
teachers struggled with effective 1X1 class management. The paper suggests
an overlap of the TPACK model and the Digital Wisdom concept and
provides implications for decision-makers and curriculum developers.
| Translated title of the contribution | From One-to-Many to One-to-One: : Promoting "Digital Wisdom" and Technological Pedagogical and Content Knowledge in One Laptop per Student and Teacher Program |
|---|---|
| Original language | Hebrew |
| Title of host publication | האדם הלומד בעידן הטכנולוגי: |
| Subtitle of host publication | כנס צ'ייס למחקרי טכנולוגיות למידה |
| Publisher | האוניברסיטה הפתוחה ושה"ם |
| Pages | 143-148 |
| Number of pages | 6 |
| State | Published - 2013 |
IHP publications
- IHP
- Active learning
- Computer-assisted instruction
- Laptop computers
- School children
- Teacher-student relationships
- Teachers
- Teaching -- Aids and devices