Main Article Content
Abstract
This article presents and discusses results of empirical research conducted during two school semesters in primary schools in Poland. This study, using a qualitative approach, aims at the tracing of the process of the implementation of tablets into the didactic design in primary schools and changes in the emergent teaching and learning practices. The results show the dominant didactic schemes developed by early education teachers, which are progress, tension and regress.
Keywords
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References
- CERRATTO PARGMAN T., JAHNKE I., DAMSA C., NUSSBAUM M., SÄLJÖ R., 2017, Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching, Workshop at CSCL 2017, ISLS Press, Philadelphia.
- DYLAK S., 2013, Architektura wiedzy w szkole, Difin, Warszawa.
- JAHNKE I., BERGSTRÖM P., MÅRELL-OLSSON E., HÄLL L., KUMAR S., 2017, Digital Didactical Designs as research framework: iPad integration in Nordic schools, Computers and Education, Vol. 113.
- JAHNKE I., KUMAR S., 2014, Digital Didactical Designs: Teachers’ integration of iPads for learningcentered processes, Journal of Digital Learning in Teacher Education, 30 (3).
- KLUS-STAŃSKA D., 2011, Dlaczego szkolna kultura dydaktyczna się nie zmienia?, Studia Pedagogiczne, 64.
- KLUS-STAŃSKA D., 2012, Wiedza, która zniewala: transmisyjne tradycje w szkolnej edukacji, Forum Oświatowe, 46 (1). Czy pojawienie się mobilnych technologii w klasie szkolnej oznacza zmianę?... 69
- PUENTEDURA R., 2014, SAMR Model, dostęp: http://sites.google.com/a/msad60.org/technology-is-learning/samr-model
- RABARDEL P., 1995, Les hommes et les technologies, une approche cognitive des instruments contemporains, Armand Colin, Paris.
- SÄLJÖ R., 2010, Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning, Journal of Computer Assisted Learning, 26.
References
CERRATTO PARGMAN T., JAHNKE I., DAMSA C., NUSSBAUM M., SÄLJÖ R., 2017, Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching, Workshop at CSCL 2017, ISLS Press, Philadelphia.
DYLAK S., 2013, Architektura wiedzy w szkole, Difin, Warszawa.
JAHNKE I., BERGSTRÖM P., MÅRELL-OLSSON E., HÄLL L., KUMAR S., 2017, Digital Didactical Designs as research framework: iPad integration in Nordic schools, Computers and Education, Vol. 113.
JAHNKE I., KUMAR S., 2014, Digital Didactical Designs: Teachers’ integration of iPads for learningcentered processes, Journal of Digital Learning in Teacher Education, 30 (3).
KLUS-STAŃSKA D., 2011, Dlaczego szkolna kultura dydaktyczna się nie zmienia?, Studia Pedagogiczne, 64.
KLUS-STAŃSKA D., 2012, Wiedza, która zniewala: transmisyjne tradycje w szkolnej edukacji, Forum Oświatowe, 46 (1). Czy pojawienie się mobilnych technologii w klasie szkolnej oznacza zmianę?... 69
PUENTEDURA R., 2014, SAMR Model, dostęp: http://sites.google.com/a/msad60.org/technology-is-learning/samr-model
RABARDEL P., 1995, Les hommes et les technologies, une approche cognitive des instruments contemporains, Armand Colin, Paris.
SÄLJÖ R., 2010, Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning, Journal of Computer Assisted Learning, 26.