Skip to main content
SpringerLink
Log in

Disruptive Educational Environments – What Guides Teachers?

  • Conference paper
  • First Online:
Learning Technology for Education Challenges (LTEC 2017)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 734))

Included in the following conference series:

  • 684 Accesses

Abstract

In recent years, many schools have had ‘bring your own device’ and ‘blended e-learning’ initiatives that have created a need for knowledge about the affordances of digital tools and online platforms in 1:1 environments, where each student has access to a digital device to support learning. This paper examines this need among teachers at upper secondary educational schools. The research question is: How do innovative teachers manage to exploit technological affordances and create educational added value? The paper provide research evidence suggesting that these teachers create educational added value in 1:1 classrooms, since they regularly provide immediate, task relevant and formative feedback to the students and address their perceived self-efficacy.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Andresen, B.B.: Digital indsatsteori. Aarhus: eVidencenter (2015a)

    Google Scholar 

  2. Andresen, B.B.: Pædagogisk indsatsteori. Udvikling af ungdomsuddannelser – inspiration til lærer og vejleder. Aarhus: Det Nationale Videncenter for e-læring (2016)

    Google Scholar 

  3. Bandura, A.: Social cognitive theory: an agentic perspective. Annu. Rev. Psychol. 52, 1–26 (2001)

    Article  Google Scholar 

  4. Bandura, A.: Self-Efficacy Beliefs of Adolescents. Information Age Publishing, Greenwich (2006)

    Google Scholar 

  5. Bandura, A.: On the functional properties of perceived self-efficacy revisited. J. Manag. 38(1), 9–44 (2012)

    Google Scholar 

  6. Bartimote-Aufflick, K., et al.: The study, evaluation, and improvement of university student self-efficacy. Stud. High. Educ. 41, 1–25 (2015)

    Google Scholar 

  7. Black, P., Wiliam, D.: Inside the black box: raising standards through classroom assessment. Phi Delta Kappan 80, 139–144 (1998)

    Google Scholar 

  8. Buczynski, S., Mathews, K.: An urban school district’s 21st century teaching vision: integration and readiness to incorporate technology. In: Lee, H.-J. (ed.) Proceedings of the 6th Annual International Conference on Education & e-learning (EeL 2016), pp. 34–49. Global Science and Technology Forum (GSTF), Singapore (2016)

    Google Scholar 

  9. Bundsgaard, J., Pettersson, M., Puck, M.R.: Digitale kompetencer. Aarhus Universitets-forlag, Aarhus (2014)

    Google Scholar 

  10. Fyfe, E.R.: Providing feedback on computer-based algebra homework in middle-school Classrooms. Comput. Hum. Behav. 63, 568–574 (2016)

    Article  Google Scholar 

  11. Good, T.L., Grouws, D.: Teaching effects: a process-product study in fourth grade mathematics classes. J. Teacher Educ. 28, 49–54 (1977)

    Article  Google Scholar 

  12. Hattie, J.: Visible Learning. Routledge, London (2009)

    Google Scholar 

  13. Hutchby, I.: Technologies, texts and affordances. Sociology 35, 441–456 (2001)

    Article  Google Scholar 

  14. Lawrence, J., et al.: The impact of high intensity programme in Singapore. In: Lee, H.-J. (ed.). Proceedings of the 6th Annual International Conference on Education & e-learning (EeL 2016), pp. 9–13. Global Science and Technology Forum (GSTF), Singapore (2016)

    Google Scholar 

  15. Means, B., et al.: Evaluation of Evidence-Based Practices in Online Learning. A Meta-Analysis and Review of Online Learning Studies. Washington, D.C.: U.S. Department of Education (2009). http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

  16. OECD: PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing, Paris (2016). doi:10.1787/9789264266490-en

    Google Scholar 

  17. Pintrich, P.R., Schunk, D.H.: Motivation in Education. Theory, Research, and Applications. Prentice Hall, New Jersey (1996)

    Google Scholar 

  18. Powell, S., MacNeill, S.: Institutional Readiness for Analytics. CETIS Analytics Series, vol. 1, No. 8 (2012). http://publications.cetis.org.uk/wp-content/uploads/2012/12/Institutional-Readiness-for-Analytics-Vol1-No8.pdf

  19. Rogers, E.M.: Diffusion of Innovations, 5th edn. Free Press, New York (2003)

    Google Scholar 

  20. Scharmer, O.C.: The Blind Spot of Institutional Leadership: How to Create Deep Innovation Through Moving from Egosystem to Ecosystem Awareness. MIT, Boston (2010). www.ottoscharmer.com/docs/articles/2010_DeepInnovation_Tianjin.pdf

  21. Schön, D.A.: The Reflective Practitioner: How Professionals Think In Action. Basic Books, NY (1983)

    Google Scholar 

  22. Søby, M.: Editorial: Synergies for better learning – where are we now? Nordic J. Digit. Literacy No. 01–02 (2013)

    Google Scholar 

  23. The Government & Danish Regions. A stronger and more secure digital Denmark. Digital Strategy 2016-2020. Copenhagen: Agency for Digitisation (2016)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Danish School of Education, Aarhus University, Tuborgvej 164, 2400, Copenhagen, NV, Denmark

    Bent B. Andresen

Authors
  1. Bent B. Andresen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bent B. Andresen .

Editor information

Editors and Affiliations

  1. University of Staffordshire, Stoke-on-Trent, Staffordshire, United Kingdom

    Lorna Uden

  2. Universidad Tecnica Federico Santa Maria, Valparaiso, Chile

    Dario Liberona

  3. Electronic, Beijing Jiaotong University, Beijing, China

    Yun Liu

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this paper

Cite this paper

Andresen, B.B. (2017). Disruptive Educational Environments – What Guides Teachers?. In: Uden, L., Liberona, D., Liu, Y. (eds) Learning Technology for Education Challenges. LTEC 2017. Communications in Computer and Information Science, vol 734. Springer, Cham. https://doi.org/10.1007/978-3-319-62743-4_5

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-62743-4_5

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62742-7

  • Online ISBN: 978-3-319-62743-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation