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Bring your own device or organisation provided device classroom: problematising the issue of the digital divide in teaching and learning contexts in Poland

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Kopciewicz L., Bougsiaa H.
International Journal of Pedagogy, Innovation and New Technologies
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2019
|
vol. 6(2)
51-64
EN
This comparative study contributes to new knowledge on how digital inclusion can be supported in two differently designed school settings through the meaningful use of technology to enhance the students’ learning and their overall skills development. This study is a comparative, empirically grounded case research conducted over a one year period in two primary schools in Poland. Our research involved a number of methods, including video-ethnography and interviews, which were used to gather qualitative data from headteachers, teachers, students and parents. The results problematise the issues of the digital divide in teaching and learning practices in both formal and informal contexts. We have checked in what way both OPD and BYOD influence the existing divides in the area of learning processes.
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Do tablets mean educational change? The materiality, hybridity and performativeness of teaching and learning practices in tablet-mediated classroom

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Kopciewicz L., Bougsiaa H.
International Journal of Pedagogy, Innovation and New Technologies
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2017
|
vol. 4(2)
15-26
EN
This text presents and discusses results of empirical research conducted during 3 school semesters (1.5 of school year) in a primary school in Poland. The research focused on the introduction of tablets (iPads) to didactic design and aimed at the observation of learning processes of the entire school community in connection with the appearance of a new educational actor. We used a qualitative research approach, mainly video-ethnography (60 hours of recorded material). This research approach resulted in the identification of maps of teaching and learning practices in the changing school field.
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