Impacts and affordances of technology as learning resources in subject-specific teaching

Beskrivelse

Impacts of technologies in education are often the subject of critical discussion. On the hand, cross-national studies and various meta-studies suggest a neutral or even negative impact of high levels of ICT use in education (Mayer, 2010; Bulman & Fairlie 2016). On the other hand, it has been suggested, that positive relations between the use of digital technologies and academic outcomes is often seen in studies where technology is used in specific contexts for specific educational purposes (Comi et al.; 2017; OECD, 2015; Tamim et al., 2011).
The purpose of our study is to frame the question of impact in a different and less generic way in order to investigate what type of technology is tested or explored in the research literature, how the use of technology in the studies is framed and supported, which types of outcome measures and academic outcome are in play, and for whom.
This paper presents an initial theory on the complex causality and transactional interweaving of human-technology interactions in teaching based on the findings of a systematic, critical literature review including research from 2013 to 2018 specifically looking at empirical studies determining the outcome of using technology for educational purposes in primary and lower secondary school in four subjects, namely language arts (L1), second language (L2), mathematics, and science. The aim of the review is to answer the questions:
How is the impact of digital technology usage in schools researched, how is technology defined, what outcome measures are used in relation to what aims for learning, what do the studies find, and how are the circumstances surrounding the interventions or settings studied.
Analyzing the included studies from these different perspectives allows us to explore how the themes are interrelated and to attempt a nuanced answer to the question of the impact and affordances of technology on student learning but also in a broader perspective in teaching as a whole.

Periode	4 nov. 2021
Begivenhedstitel	Nordic Educational Research Association (NERA) - 2021
Begivenhedstype	Konference
Placering	Odense, DanmarkVis på kort
Grad af anerkendelse	International