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Emerging Collaborative and Cooperative Practices in 1:1 Schools. Annika Andersson Matilda Wiklund Mathias Hatakka Educational Science and Informatics Örebro University, Sweden [email protected]. UnosUno. 2010-2013 23 schools in 10 municipalities - PowerPoint PPT Presentation
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Emerging Collaborative and Cooperative Practices in 1:1 Schools
Annika AnderssonMatilda WiklundMathias Hatakka
Educational Science and InformaticsÖrebro University, Sweden
UnosUno• 2010-2013• 23 schools in 10 municipalities
• 12.000 students (age 6-19) and 1.200 teachers• The aim of the project is to monitor and analyze the effects and
results of the implementation of 1:1 from different perspectives: students' learning and development, teachers' roles and methods, school management's guidance and steering, as well as cooperation and relation between the school and the home. All factors are to be analyzed through various demographic lenses such as gender, socio-economic background and ethnicity.
Focus of this paper
• Exploration of how laptops used in 1:1 classrooms affect cooperation and collaboration practices
• Builds on a Deweyan
social and interactional constructivist strand and collaborative theories of learning
• Observational time study
”Groupwork”Collaboration
• Collaborative theories of learning focus specifically on learning as a collaborative, social enterprise where independent groups of students work together to solve problems or accomplish tasks collectively (Johnson & Johnson, 1999).
Cooperation
• … as opposed to cooperative work where group work tasks are divided between the participants
Research questions• Which time distribution patterns are
found in terms of individual- vs. group work in our observed 1:1 classrooms?
• Which time distribution patterns are found in terms of computer use vs. non-computer use?
• Which collaboration practices are found in groupwork constellations?
• Which implications for learning opportunities does this suggest from a constructivist and collaborative perspective?
Method-Materials• Observational study in 1:1
schools
• Spring- and Fall-semesters 2013
• 36 classroom observations were conducted and 2509 minutes were documented in field notes.
• In total 650 unique students were observed
Which time distribution patterns are found in terms of individual- vs. group work in our observed 1:1 classrooms?
Groupwork
Individual w
ork
Teach
er lec
turing
Setup time
Studen
t pres
entati
ons
Watching m
ovie0%
5%
10%
15%
20%
25%
30%
35%
% of time
Which time distribution patterns are found in terms of computer use vs. non-computer use?
Groupwork usin
g computer
s
Teacher
lecturin
g with
out computer
Individual w
ork usin
g computer
Individual w
ork co
mputer optional
Groupwork with
out computer
s
Teacher
lecturin
g with
out computer
Setup time
Studen
t pres
entati
ons usin
g computer
Individual w
ork with
out computer
Watching m
ovie
Studen
t pres
entati
ons with
out computer
0%
5%
10%
15%
20%
25%
% of time
Which collaboration practices are found in groupwork constellations?
1:1 1:2 2:2 1:3 3:3 2:3 2:4 1:N0
100
200
300
400
500
600
700
Minutes observed
Which implications for learning opportunities does this suggest from a constructivist and collaborative perspective?
• Most classroom collaboration was face-to-face
• Computers used mainly for cooperation - a division of labour
• Exception 1: file sharing programs (writing in the same document at the same time, more in accordance with definitions of collaboration)
• Exception 2: one group-member in distance mode
Group size of students matters • Some constellations, such as 1:2,
2:2 and 2:4, kept all the students more active than constellations with three members (e.g., 1:3, 3:3, 2:3) where at least one of the students sooner or later turned inactive
• If teachers want the students to work in larger groups, our study indicates a need for them to thoroughly prepare learning situations and assignments that encourages every member of the group to participate and be active
More research needed…
• A continuation of this research would benefit from comparing collaborative and cooperative practices when then the laptop is used as opposed to when it is not
• Also – collaborative and cooperative practices outside the classroom…
Thank you!