Abstract
Experiences from Upper Secondary Classrooms. A Qualitative Driven Mixed Method Study The aim of this study was to examine teachers’ professional digital competence and classroom management experiences with a qualitatively driven Mixed Method Design. The qualitative part of the study is based on interviews, focus groups, observations and quasi statistics. The first part of the study aims to examine these qualitative experiences and associations with a quantitative survey (N = 2579). The quantitative data examines the strength of the associations and the qualitative data show the nature of those associations with regard to upper secondary teachers’ professional digital competence and their classroom management abilities in ICT dense classroom environments. The SMIL-study was conducted in seven counties in Norway from 2012 to 2013. The qualitative part with observational data were analyzed in relation to the other qualitative data (interviews and focus groups) and then in relation to the quantitative part of the study. This part shows how teachers, school owners, school leaders and students perceived a relationship between teachers’ professional digital competence and their classroom management. The quantitative is related to the qualitative part and presents statistical regression analyses indicating that teachers’ individual professional digital competence predicted their classroom management abilities. The conclusion of the paper suggests that teachers’ professional digital competence and classroom management abilities are closely attached to each other in technology rich classrooms settings. The SMIL-study contributes to a broader understanding of teachers’ professional digital competence in the digitized school.
Highlights
Despite heavy investments by national and local authorities to make the latest educational technologies available at education facilities internationally and in Norway, there has been a lack of uptake in teachers’ utilization of such technologies both in Norway (Krumsvik et al 2013) and internationally (Cuban, Kirkpatrick & Peck, 2001; Tamim et al 2011; OECD 2015; Escueta, Quan, Nickow & Oreopoulos 2017)
Qualitative results In this qualitative results section, we aim to explore how teachers, school leaders and students perceive and explain the interaction between teachers’ professional digital competence, student-teacher relations and teachers’ classroom management
Views regarding the importance of digital competence seemed to vary. This was expressed through statements about classroom management explicitly, and through statements relating to more general questions on educational use of Information and Communication Technology (ICT) and non-academic use of ICT
Summary
Despite heavy investments by national and local authorities to make the latest educational technologies available at education facilities internationally and in Norway, there has been a lack of uptake in teachers’ utilization of such technologies both in Norway (Krumsvik et al 2013) and internationally (Cuban, Kirkpatrick & Peck, 2001; Tamim et al 2011; OECD 2015; Escueta, Quan, Nickow & Oreopoulos 2017). Classroom management means how teachers manage to create a good learning climate in classroom settings and facilitate both academic and social-emotional learning among the students (Evertson & Weinstein 2006). In such classrooms contexts teachers’ fear of losing authority and control over their classrooms, has notably been pointed out as a challenge in ICT-related classroom management matters (Bolick & Bartels 2015, Bolick & Cooper 2006). This might give reason to believe that computers and other technologies initiate new challenges and opportunities for classroom management, but could reawaken more general matters by challenging the traditional and culturally internalized ways in which they have
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