Supporting Pupils' Learning and Interaction with Educational Technology During the COVID-19 Pandemic: A Value Sensitive Approach
Kuonanoja, Liisa; Karppinen, Pasi; Suorsa, Anna; Näykki, Piia; Hermes, Jan; Dindar, Muhterem (2023-06-14)
14.06.2023
Kuonanoja, L., Karppinen, P., Suorsa, A., Näykki, P., Hermes, J. & Dindar, M. (2023). Supporting Pupils’ Learning and Interaction with Educational Technology During the COVID-19 Pandemic: A Value Sensitive Approach. In J. Kasurinen & T. Päivärinta (Eds.), Proceedings of the Annual Symposium of Computer Science 2023 co-located with The International Conference on Evaluation and Assessment in Software Engineering (EASE 2023), 3506, pp. 162-173, https://ceur-ws.org/Vol-3506/paper14.pdf
https://creativecommons.org/licenses/by/4.0/
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
https://creativecommons.org/licenses/by/4.0/
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202401161256
https://urn.fi/URN:NBN:fi:oulu-202401161256
Tiivistelmä
Abstract
Teachers around the globe had to change from in-class teaching to remote teaching in a matter of days due to the COVID-19 pandemic. We used a value sensitive approach as an analysis method to investigate how Finnish teachers experienced the utilisation of educational technology to support learning and interaction during the remote learning period. The experiences resulted in valuable insights about remote teaching. Thematic analysis of nine Finnish teachers’ interviews showed that, overall, the teachers did not compromise their teaching-related values but wanted to offer ideal teaching. They managed to create a successful remote learning environment consisting of several systems and services. However, there was room for improvement, as the technology did not fully support all of the teachers’ relevant values. The main finding was the need to develop a more comprehensive visualisation of the pupils’ learning activities in order to better monitor their progress and the need for support.
Teachers around the globe had to change from in-class teaching to remote teaching in a matter of days due to the COVID-19 pandemic. We used a value sensitive approach as an analysis method to investigate how Finnish teachers experienced the utilisation of educational technology to support learning and interaction during the remote learning period. The experiences resulted in valuable insights about remote teaching. Thematic analysis of nine Finnish teachers’ interviews showed that, overall, the teachers did not compromise their teaching-related values but wanted to offer ideal teaching. They managed to create a successful remote learning environment consisting of several systems and services. However, there was room for improvement, as the technology did not fully support all of the teachers’ relevant values. The main finding was the need to develop a more comprehensive visualisation of the pupils’ learning activities in order to better monitor their progress and the need for support.
Kokoelmat
- Avoin saatavuus [38840]
Ellei muuten mainita, aineiston lisenssi on https://creativecommons.org/licenses/by/4.0/