Negotiation as part of the innovation process: A case for democracy and dialogism in tablet integration in education.

ID: 53164 Type: Full Paper
  1. Nicole Masek, Crème de la Crème, United States
  2. Sharla Snider, Texas Woman's University, United States

Tuesday, October 16 2:15-2:45 PM Location: Las Vegas Ballroom 1 View on map

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Abstract: This qualitative research on iPad implementations at Texas Woman’s University had two phases, the exploration phase by professors and the classroom implementation phase with students in the Family Sciences Department. Democracy in this study had three characteristics: bottom-up, on-going support, and continuous reflection. Bottom-up designs were categorized under three sub-themes: ownership to configure the device, contextually relevant, and learner-centered to understand affordances of iPads and apps. On-going support was the collaboration among participating professors during both phases. Reflection was their continuous evaluation of instructional improvements with the iPads and apps. This study examined the process of change using a two-pronged framework, Democracy and Bakhtin’s Dialogism, negotiations that took place as professors discussed, debated, shared and refined their pedagogy. Findings reflected pedagogical progress with implementations because professors were confident with the platform prior to implementing it into their instruction, they received support throughout the process, and the freedom to determine contextually relevant apps. Students reported visible changes to class structures that enhanced their engagement and an appreciation for multi-modal resourcing in the classroom that advanced their skills for future careers working with children and families. A lack of ownership by students did lead to frustration with the infrastructure of the implementation.

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