Research output per year
Research output per year
In this paper, we present findings from a research project aimed at understanding Danish VET teachers’ use of ICT as boundary objects in relation to boundary crossing activities. In the first phase of the research project, interviewed VET teachers pointed to the need for new materials directed at the planning stage in their work with design for boundary crossing. As part of the research project a pedagogical design framework, including design principles and a design matrix that focuses on boundary crossing mediated by ICT-based boundary objects, was developed and tested. While the research project has been designed as a multiple case study, the development and testing of the design matrix has been inspired by Educational Design Research (McKenny & Reeves, 2013). Theoretically, the research project is founded on a sociocultural perspective with research on boundary work, boundary crossing and boundary objects (Akkerman & Bakker, 2012, 2011a, 2011b) and research on mediating artifacts (Henningsen & Mogensen, 2013) as the backdrop. By way of combining four dialogical boundary crossing activities (identification, coordination, reflection and transformation) with four main affordances (documentation, simulation, construction and interaction) of the ICT-based boundary objects, the pedagogical design matrix was developed and tested in three iterations.
Selected findings show that the participating Danish VET teachers do not fully realize the potentials of using ICT-based boundary objects in their boundary work. Our data show that the VET teachers designed ICT- mediated activities aimed at boundary crossing through identification, coordination and reflection, whereas data point to no activities directed towards transformation. In terms of ICT-based boundary objects, the VET teachers were mainly focused on ICTs that afford documentation with sparse focus on construction and interaction, and no explicit focus on simulation as boundary activity. In the final discussion we point to possible explanations as to why the VET teachers’ use of ICT in boundary work is relatively limited and we suggest further research.
|Number of pages||8|
|Publication status||Published - 2020|
|Event||Networked Learning Conference 2020 - Aalborg, Aalborg, Denmark|
Duration: 18 May 2020 → 20 May 2020
|Conference||Networked Learning Conference 2020|
|Period||18/05/20 → 20/05/20|
Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review
Research output: Book/Report/clinical guidelines › Report › Research
Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review
01/05/15 → 23/12/19