Usages and impacts of the integration of information and communication technologies (ICTs) in elementary classrooms: case study of Swedish municipality schools. Issue 5 (4th July 2017)

• Record Type: Journal Article
• Authors: Sahlin, Johannes S.; Tsertsidis, Antony; Islam, M. Sirajul
• Is Part Of: Interactive learning environments. Volume 25:Issue 5(2017)
• Page Start: 561
• Page End: 579
• Publication Date: 2017-07-04
• Subjects: One to one computing -- computing in classrooms -- human–computer interaction (HCI) -- educational outcomes -- twenty-first-century skills -- learning activities -- activity theory -- Alberta Education Framework for Student Learning (AEFSL) -- elementary schools; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2016.1170045
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: During recent years, many schools have started to implement information and communication technologies (ICTs)-based learning devices (such as laptops, tablets, mobile phones, and active boards) in the classroom settings in order to increase learning outcomes. The aim of this study is to find which activities and outcomes are evident in the usages of computing devices and how those devices aid elementary-level students in their learning activities. The study includes five overt participant observations at some schools in a Swedish municipality including unstructured interviews and explains the findings through activity theory and the Alberta Education Framework for Student Learning . The major activities found were dealing with the (1) educational application assignments, (2) storytelling, (3) report writing and (4) practical interaction assignments. We concluded that ICTs aid students in becoming more concentrated, focus driven, engaged and amused, thus learning becomes more interesting.