Teaching with Google Classroom : Claimed Usage, Perceived Effects and the Potential for Subject Learning
Svensson, Eva LU ; Pendrill, Ann-Marie LU
and Pelger, Susanne
LU
(2020)
In Educare - Vetenskapliga Skrifter
2020(4).
p.158-191
- Abstract
- The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also... (More)
- The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance.We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential. (Less)
- Abstract (Swedish)
- The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also... (More)
- The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance.
We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/03266341-37df-4d30-acb6-10cb798014b1
- author
- Svensson, Eva
LU
; Pendrill, Ann-Marie
LU
and Pelger, Susanne
LU
- organization
- publishing date
- 2020-12-21
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Affordances, Appropriation, Education, Google Classroom, Subject learning
- in
- Educare - Vetenskapliga Skrifter
- volume
- 2020
- issue
- 4
- pages
- 33 pages
- publisher
- Lärarutbildningen, Malmö högskola
- ISSN
- 1653-1868
- DOI
- 10.24834/educare.2020.4.7
- language
- English
- LU publication?
- yes
- id
- 03266341-37df-4d30-acb6-10cb798014b1
- alternative location
- https://ojs.mau.se/index.php/educare/article/view/485
- date added to LUP
- 2021-01-20 09:30:43
- date last changed
- 2021-10-28 02:30:08
@article{03266341-37df-4d30-acb6-10cb798014b1,
abstract = {{The use of digital tools in education is subject to debate in school as well as in wider society. This motivates studies on the potential of these tools to facilitate teaching and learning. One of the digital tools being used is Google Classroom (GC). In order to increase knowledge of its usage and effects in content teaching, semi-structured interviews were conducted with 18 teachers in Swedish compulsory school. The aim is thus to answer three research questions: 1) How do teachers describe their usage of GC in teaching? 2) What effects of using GC do teachers perceive? 3) How can GC be used to develop students’ communicative and metacognitive abilities? In the interviews teachers primarily described usage of GC as structuring, but also with some pedagogical objectives. Teachers also reported on perceived effects on students’ motivation to learn and development of knowledge and skills. In summary, the interviews indicate teachers’ different degrees of appropriation of GC and opinion on its affordance.We conclude that GC has the potential to promote students’ learning, but that teachers may need training and support to take advantage of that potential.}},
author = {{Svensson, Eva and Pendrill, Ann-Marie and Pelger, Susanne}},
issn = {{1653-1868}},
keywords = {{Affordances; Appropriation; Education; Google Classroom; Subject learning}},
language = {{eng}},
month = {{12}},
number = {{4}},
pages = {{158--191}},
publisher = {{Lärarutbildningen, Malmö högskola}},
series = {{Educare - Vetenskapliga Skrifter}},
title = {{Teaching with Google Classroom : Claimed Usage, Perceived Effects and the Potential for Subject Learning}},
url = {{http://dx.doi.org/10.24834/educare.2020.4.7}},
doi = {{10.24834/educare.2020.4.7}},
volume = {{2020}},
year = {{2020}},
}