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首页> 外文期刊>Education and information technologies >Exploring teachers' increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students' and teachers' ideas
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Exploring teachers' increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students' and teachers' ideas

机译：探索教师提高了移动电话的潜力：试点研究减少了学生和教师思想之间的差异

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摘要

It has been emphasized that students and teachers have dissimilar ideas about how mobile phone use could be utilized and limited. Moreover, these differences have been identified as a crucial problem that has caused conflicts in education. In order to resolve the problem, research has stressed that it is very important to increase teachers' knowledge about how mobile phones can be used in students' work. However, the topic of how teachers could increase their understanding related to students' ideas has remained largely unexamined. Thus, this pilot study explores the following research questions using cultural-historical activity theory and qualitative methods: How is teachers' possibility knowledge influenced when they are exposed to students' ideas about 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? The results show how the teachers' possibility knowledge increases concerning the features that could be both supportive and problematic and must be limited by rules and a division of labor. Moreover, it transpires that the teachers' possibility knowledge is not always affected. It appears that the teachers' understanding is influenced if they can relate the students' ideas to the teachers' division of labor. These results could be used by schools to resolve problems caused by the different ideas of students and teachers regarding mobile phone use. The results could also be used when implementing mobile phones in educational research.
机译：有人强调的是，学生和教师对移动电话如何使用和有限有关的不同思考。此外，这些差异已被确定为导致教育冲突的重要问题。为了解决这个问题，研究强调，增加教师了解如何在学生的工作中使用的教师知识非常重要。但是，教师如何增加与学生的思想有关的主题，这仍然很大程度上是未审查的。因此，该试点研究探讨了使用文化历史活动理论和定性方法的以下研究问题：教师在接触学生对移动电话的想法时如何影响教师的可能性知识如何影响学校活动中的支持性和有问题？学生思想之间的相似性和差异是什么，并且没有影响教师对移动电话的可能性？结果表明，教师的可能性知识如何增加有关支持性和有问题的特征，并且必须受规则和劳动部门的限制。此外，它寄射了教师的可能性知识并不总是受到影响。似乎教师的理解受到影响，如果他们可以将学生的思想与教师分工联系起来。这些结果可以由学校使用，解决学生和教师关于移动电话的不同思想造成的问题。在进行教育研究中实施手机时也可以使用结果。

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