The role of pedagogy in one-to-one computing lessons: a quantitative observational study of teacher-student interactions
El papel de la pedagogía en clases con computadoras uno a uno: un estudio observacional cuantitativo de las interacciones profesor-alumno
Arnon Hershkovitz, Agathe Merceron and Amran Shamaly
In this study, we compared teacher-student interactions in traditional lessons and in lessons implementing a one-to-one computing program, where all students and the teacher have an Internet-connected tablet to be used in the classroom. Taking a within-subject approach, we used quantitative field observations to investigate deviance from traditional lessons (with no use of computers). The study population included three 5th- and 6th grade English teachers. Findings show that the teachers change their teaching when tablets are used in the classroom, but each teacher changes differently. Nevertheless, there are similarities in the overall time spent on whole-class discussions and in the time of overall computer use. We also find that interactions are typical of learning configuration types, independent of computer use. We conclude the paper by discussing the findings and noting their implications for teacher training.
This is the English version of an article originally printed in Spanish in issue 274 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Hershkovitz, A., Merceron, A., & Shamaly, A. (2019). El papel de la pedagogía en clases con computadoras uno a uno: un estudio observacional cuantitativo de las interacciones profesor-alumno | The role of pedagogy in one-to-one computing lessons: a quantitative observational study of teacher-student interactions. Revista Española de Pedagogía, 77 (274), 487-515. doi: https://doi.org/10.22550/REP77-3-2019-05
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Arnon Hershkovitz is a Senior Lecturer in the Department of Mathematics, Science, and Technology Education, at Tel Aviv University's School of Education (Israel) and a Co-Editor of Technology, Instruction, Cognition and Learning (TICL). His main research interest is the application of learning analytics methods to study the skills needed for learners and teachers in today's digital era.
Agathe Merceron is a Professor of Computer Science at the Beuth University of Applied Sciences of Berlin (Germany).
She is the head of the Media Informatics Online Bachelor's and Master's degree programs. She is Associate Editor of the Journal of Educational Data Mining and has served as programchair for international conferences. Her research interests lie in technology enhanced learning with a focus on educational data mining and learning analytics.
Amran Shamaly holds a B.Ed. in English and an M.A. in Education and Technology. He completed a Master'slevel
dissertation in Technology and Education. He is a high school English teacher and the school's English Coordinator. Also, he is a research assistant in Shamir Research Institute (Israel) where he is involved in research of on
new pedagogical teaching and learning methods.