TEACHERS’ REFRAMING OF PRACTICE

DURING A DESIGN-BASED RESEARCH

PROJECT

Jörgen Holmberg
University of Gävle and University of Stockholm
jonhog@hig.se,

Göran Fransson
University of Gävle
gfn@hig.se

Uno Fors
Stockholm University
uno@dsv.su.se
University of Gävle,
Sweden  Approx. 14,500 students
 Approx. 50 programmes
 Approx. 500 courses
 Approx. 50 % study partly or
mainly online
Problem context
Reframing – a journey to see and act in a new way
Teaching – manoeuvering complexities
Teachers’ Pedagogical reasoning

The integrated processes of applying and reflecting on the affordances

and possible uses of ICT in relation to different aspects of their
professional knowledge and practice
Teachers’ Pedagogical reasoning

Pedagogical use of ICT should be informed (i.e. rest on solid and

explicit theoretical assumptions, Olofsson & Lindberg 2014) and
attuned to the situated context
Design-based research
Complementary knowledge and skills in educational design
Design-based research

Access to teachers’ thinking about and trying out of educational

teachnology (TPACK in action)
 The didaktik triangle

Student
Student Student

Teacher Content
Subject and school subject knowledge

(digital) teaching contexts

(digital) learning contexts
Context and Participants
Part of on-site researchers’ dissertation work (article 5 of 5)

On site collaboration with eight EFL-teachers in four different upper

secondary schools
 Data and data analysis

o 23 hours of transcribed design conversations

o Educational designs created during the study
o Teachers written reflective log entries (35)
o Researchers field notes

Analyzed through qualitative content analysis

(using Nvivo software)
Results
Teachers’ pedagogical reasoning about the use of ICT in regard to the
design of:

o a representational repertoire
o learning activities
o assessments of students’ knowledge representations
Design of a representational repertoire
Transformation - to make content ”fit to be taught” (Shulman 1987)

No textbooks
Multimodal content from the web
Explanatory digital material (self-made or from colleagues)

Criteria = authentic, up-to-date, interesting (to students and teacher)

Using other (unknown) peoples’

teaching material = risk?
Design of a representational repertoire
Teachers wanted to: ”choose certain
parts”, or ”comment” (i.e. transform)
content.

Had theoretical TCK to ”see” a use of ICT

but not TK to realise this

Researcher informed about curation and

annotation tools, e.g. screencast-o-
matic (in theory, no hands-on
assistance)

6 of 8 teachers saw potential and used

screencast-o-matic within days.
Design of a representational repertoire
Teachers had the general TK to understand the potential of web based
screencasting (”we have web cams on our computers”)

AND to quickly learn how to use a tool

But initially NOT specific or practical TK (knowledge about and the ability
to use screencasting tools)
Design of learning activities
Newly found TK led to new learning
activities (elaboration of TCK, TPK, TPACK)

Documentation of (students’) knowledge

representations and the use of these for
discussion and modelling

Collaboratively created knowledge representations

for authentic audiences:

- Motivation (”forces them to get their act together”)

- Authentic practice (Online English is different from

classroom English, signs of TCK, TPK, TPACK
Evaluation of educational designs and assessments of
students’ knowledge representations

ICT for automated assessment =

initial vision of ICT use

Findings = Limited usefulness

(mostly factual knowledge, spelling,
etc.)

Blendspace for reading and listening

comprehension

Teachers feared ”losing control of

the assessment process”
Evaluation of educational designs and assessments of
students’ knowledge representations.

Documentation of students’ knowledge

representations

Used for teacher-/peer-/self assessment

and metacognitive reflection.

+ annotation and sharing through:

Youtube, SoundCloud, Wikis and Blogs
(all outside the LMS which lacked this
functionality)

https://youtu.be/xrMAR592FKE
Conclusion
This study illustrates:

the process of DBR on (8) micro level(s):

the complexity of teachers’ pedagogical

reasoning

how pedagogical reasoning is intrinsically

linked to TPACK development

the dynamics of TPACK

when one knowledge domain (e.g. TK, TCK) is
transformed this leads to a renegotiation of other
constructs)
 Main contributions

Teacher professional development

Development of teaching-learning practices
New scientific knowledge
 Main contributions

Teacher professional development

Development of teaching-learning practices
New scientific knowledge
Thank you for your attention!

Jörgen Holmberg jonhog@hig.se

Göran Fransson gfn@hig.se