{"title":"教师的困境空间与学生的网络校外活动相联系","authors":"Christina Löfving, Anna Godhe, Johan Lundin","doi":"10.1108/ijilt-03-2022-0042","DOIUrl":null,"url":null,"abstract":"PurposeThe paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.Design/methodology/approachThe authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.FindingsTwo themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.Research limitations/implicationsThis study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.Practical implicationsThe findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.Originality/valueIn a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Teachers' dilemmatic spaces connected to students' net-based out-of-school activities\",\"authors\":\"Christina Löfving, Anna Godhe, Johan Lundin\",\"doi\":\"10.1108/ijilt-03-2022-0042\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeThe paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.Design/methodology/approachThe authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.FindingsTwo themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.Research limitations/implicationsThis study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.Practical implicationsThe findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.Originality/valueIn a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.\",\"PeriodicalId\":51872,\"journal\":{\"name\":\"International Journal of Information and Learning Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2022-10-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Information and Learning Technology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/ijilt-03-2022-0042\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Information and Learning Technology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijilt-03-2022-0042","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
Teachers' dilemmatic spaces connected to students' net-based out-of-school activities
PurposeThe paper aims to investigate and describe the complex and dynamic dilemmas teachers are facing connected to students' net-based out-of-school activities.Design/methodology/approachThe authors draw on the notion of dilemmatic spaces when thematically analyzing focus group interviews conducted with 41 teachers at three lower secondary schools in Sweden.FindingsTwo themes capture the teachers' dilemmas concerning their students´ net-based out-of-school activities: negotiations of content and negotiations of professional identity. When teachers take part in professional discussions where dilemmatic spaces are recognized, rather than focusing on either being for or against digitalization, they are enabled to express a multifaceted view of professional identity.Research limitations/implicationsThis study is a starting point for further studies investigating how pedagogical and didactic decisions are made in a digital time.Practical implicationsThe findings are expected to be helpful to policymakers in understanding teachers' work. Also, teachers can be empowered by taking the departure in the findings and discussing how to handle dilemmas fruitfully.Originality/valueIn a rapidly changing digital society, it is important to investigate what dilemmas teachers face in their work in order to learn from them. This study is a significant contribution.
期刊介绍:
International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.