Europe is becoming more technology-saturated with each passing day, and due to the 1:1-initiative, the school is no exception. The field of education is in a state of change, with a myriad of ICT (abbr. Information and communications technology) tools under development and trial. The evaluation of these tools are done mostly from the perspective of the students as users, and while the perspectives of the teachers are often utilized in their roles of educational experts, their reality as users of technology is not considered. In this thesis, through a literature review of both ICT in education and tangibility, the qualitative means of semi-structured interviews, and a framework for technology-enabled practice transformation, we find that the inclusion of ICT into education is largely extrinsic. We also find that the teachers have not been sufficiently educated on the changed practice of education in an ICT context, which brings about a number of negative emotional consequences. With this result in mind, we propose, among other things, the need for a modernized teacher education based around ICT didactics, and an explanation as for why tangible ICT is not utilized in education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-90062 |
| Date | January 2014 |
| Creators | Persson, Michael, Mylonopoulou, Vasiliki |
| Publisher | Umeå universitet, Institutionen för informatik, Umeå universitet, Institutionen för informatik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | Informatik Student Paper Master (INFSPM) ; SPM 2014.09 |
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