1 Introduction
2 Literature review
2.1 Different ideas of mobile phone use
2.2 Teachers’ increased knowledge of supportive mobile phone use
2.3 Teachers’ increased knowledge of problematic mobile phone use
3 Aim and research question
-
How is teachers’ possibility knowledge influenced when they are exposed to students’ ideas on how mobile phones could be both supportive and problematic in school activities?
-
What are the similarities and differences between the students’ ideas that have, and have not, influenced the teachers’ possibility knowledge of mobile phone use?
4 Theoretical stance
4.1 Teachers’ possibility knowledge of supportive mobile phone use
4.2 Teachers’ possibility knowledge of problematic mobile phone use
4.3 Teachers’ increased possibility knowledge of mobile phone use
5 Method
5.1 Research context
5.2 The participants
5.3 Data collection
5.4 Data analysis
5.5 Ethical considerations
6 Results
6.1 The influence on teachers’ possibility knowledge
Researcher: | [reads aloud from a post-it note] If someone has been ill, someone in the student group can video record the lessons and share the film with that person. Create a group with the class on the school portal [the LMS] that students can use to exchange photographs, notes and materials. |
Johanna: | Oh yes! |
Note from student group 1: | Take pictures in different locations in order to describe what you have done. |
Note from student group 2: | Take pictures, because then you will remember things better. Then you can add the pictures to a PowerPoint file and tell the class later what you have done. |
Eva: | So, if they document stuff it’s a great help when grading them as we can’t be with them everywhere. It would actually be great if they could show their work in a PowerPoint file or something similar. |
Johanna: | I think this different kind of approach could make better use of a visit this if we did it this way next time. |
Johanna: | It could be an idea that they should document. |
Eva: | Yes, because then you can see what they have done. |
Johanna: | So, we need some task with the criterion that the students should show something. Communication or something like that. |
Eva: | Communicate what they have done. |
Johanna: | If a student does a task, we could use it in a new way when we grade their work. |
Eva: | That’s right, and I think we should be able to get help. |
Johanna: | There’s no doubt it would help us with our grading. |
Eva: | How does the learning management system work? Is it totally unprotected if they upload stuff? Is it closed to the public or can anyone access it and look at it – or only those who are part of the group? I don’t think it’s a good idea to upload anything. |
Johanna: | Yes, exactly. |
Eva: | Because of our integrity and so on. And that they mustn’t download it and share it. I’m thinking they might share it on YouTube or somewhere. |
Johanna: | Yes, that’s something that needs to be checked. It shouldn’t be possible to download and save the videos and upload them somewhere else. |
Eva: | It would be unfortunate if they happened to record a moment when we were angry and then uploaded it somehow. |
Johanna: | Yes, exactly. |
Note from student group 2: | Store mobile phones. |
Researcher: | In the group, the students clarified that it could be a disadvantage if mobile phones were used to photograph and film someone who didn’t want to be photographed or filmed. |
Johanna: | Well, we could hang onto them and then distribute them later. “Now you can use it.” Then you control the issue of not being video recorded. |
Eva: | Yes, exactly. |
7 Discussion
7.1 The influence on teachers’ possibility knowledge
7.2 Similarities and differences between ideas that have, or have not, influenced teachers’ possibility knowledge
8 Conclusion and pedagogical implications
-
Teachers have increased their possibility knowledge on which mobile phone features could be used to support the students’ schoolwork
-
Teachers have increased their possibility knowledge on how tasks involving mobile phone features could be designed to support the students’ schoolwork
-
Teachers have increased their possibility knowledge of how the students’ use of mobile phone features could support the teachers’ division of labor
-
Teachers have increased their possibility knowledge of the potential problems that the use of different mobile phone features could cause for school activities
-
Teachers have increased their possibility knowledge of the potential problems that may need to be regulated and how rules and the division of labor could limit such problems
-
Teachers have largely not increased their possibility knowledge when they have not related the students’ ideas to their own division of labor
-
The students’ ideas that have increased the teachers’ possibility knowledge have similarities because, to a greater extent than the other ideas, they have been transformed in relation to the teachers’ division of labor. This is also what distinguishes the students’ ideas that have, and have not, increased the teachers’ possibility knowledge