Nya digitala lärandelandskap, nya roller för lärare

Transkript

1 Nya digitala lärandelandskap, nya roller för lärare Fritjof Sahlström, Åbo Akademi Marie Tanner, Karlstads universitet Verneri Valasmo, Åbo Akademi To be published in special issue of Learning, Culture and Social interaction, on smartphones in school

2 Samtidigt i en källare nära mig Åbo Akademi Strandgatan Vasa 2

3 Virtuell socialitet? Ta två-tre minuter Hur många människor har du idag mellan 8.30 och varit i direkt kontakt med? Virtuellt (chat, mail, etc.): Face-to-face: Berätta ert resultat för den som sitter bredvid er och säg några om det 3

4 Mitt resultat fram till Virtuellt (chat, mail, etc.) VÖS-rektorerna, speciallärare, controller, Albert, Michael Uljens, Christina Nygren-Landgärds, Lisbeth Fagerström, Pekka Santtila = nio personer; Facebookgillat två inlägg och lyssnat en timme på webbradio Sveriges Radio Face-to-face Taxichauffören, konduktören = två personer Åbo Akademi Strandgatan Vasa 4

5 Lärande: från tillägnande till deltagande 5

6 Kultur- och idéhistoria (Sv) Psykologi, pubertetet (Fi) Mobile phones in classrooms Very common Turns at talk more common on smart phones than in verbal interaction for many students in many classrooms Discussed and particularly in Sweden criticised Not much studied Filosofi, existentialism (Sv) 6

7 Participation economy of frontal teaching 7

8 Svenska, bokredovisning (Sv) Method and material Finnish and Swedish classrooms 15 students years old 113 hours of Finnish classroom teaching in 15 different subjects with 16 teachers 45 hours of Swedish classroom teaching in ten different subjects with six teachers 1-2 video cameras/student Student-controlled mirroring of phone screens Interviews Student consent for materials shown Ethically challenging 8

9 Time spent on phone use in recorded Student 1 (590 min) classrooms Student 2 (274 min) Student 3 (188 min) % % 8 4 % % % % No phone use Mobil No phone use Phone use No phone use Phone use

10 Elev 4 (260 min) Elev 5 (390 min) Elev 6 (280 min) 10 % 6 % 33 % 90 % 94 % 67 % No phone use Phone use No phone use Phone use No phone use Phone use

11 Relative distribution of one student's phone use in studied classrooms Whatsapp Snapchat Instagram Wilma Safari Facebook Messenger Notes Pictures Settings 2 % 1 % 1 % 0 % 1 % 2 % 3 % 4 % 51 % 35 %

12 Classroom phone use during plenary teaching: initial observations Open and interactionally unproblematic phone use. Wide, varied and easily available access to social interaction with people or communities outside the classroom. New communicative practices, differing from passing notes in class, miming and gesturing to one another, working on something else or reading a book secretly, or staring out the window. Student-controlled resources, beyond the sequential requirements of face-to-face interaction, for initiating and responding socially beyond the physical classroom Åbo Akademi Strandgatan Vasa 12

13 11/28/2018 Åbo Akademi Strandgatan Vasa 13

14 Attending/orienting to parallel participation frameworks Possible for students to divide attention between instructionally related and unrelated content. Attention to screen delays response in IREsequence, less likely to be selected speaker when attending to non-related content Screen content and teaching content differ, with the phone offering personalized social content Åbo Akademi Strandgatan Vasa 14

15 Summary Student smartphone use significantly alters participation patterns in whole-class interaction. To students a new range of communicative practices access to screen-mediated resources, controlled by themselves, for initiating and responding socially. mostly not apparent to others in the classroom and not monitored by the teacher. different turn-construction and turn-allocation methods with less competition for taking turns, and no public accountability for initiatives and responses. classrooms have become spaces for co-occurring spatially unlimited multimodal interaction To teachers competition for student attention with varied and rich screen content coming from outside the classroom. substantially smaller possibilities to assess what students are engaged in, and with whom, have increased interactional acceptance by students of the limitations of the lecturing format Åbo Akademi Strandgatan Vasa 15

16 Conclusions Student phone use is mostly overt, not oriented to as interactionally problematic, nor as threatening the participation organization of whole-class interaction. Student phone use seems to release the major interactional constraint of whole-class interaction on students the restriction on participation in social interaction without threatening fundamental classroom participation patterns Evidence of lag in the student uptake of sequential turntaking cues when students are using their phones (student hand-raising and self-selection occurs with a slight but significant delay, resulting in not being able to secure the next turn at talk) Åbo Akademi Strandgatan Vasa 16

17 Classroom teaching and learning in the company of personalised digital content? Classrooms why, when, for whom? Individualisation and differentiation on whose terms? Social justice and equity on screen-mediated terms? Åbo Akademi: balance between 100 years of face-to-face spatially based interaction and future space-independent interaction? Åbo Akademi Strandgatan Vasa 17