Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-03-01 DOI:10.1080/0305764X.2022.2031885

Liv Kristin Bjorlykke Øvereng, Siv M. Gamlem

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Abstract

ABSTRACT The quality of teacher–pupil interactions is important for pupils’ learning and engagement, and teachers play an important role in facilitating learning. Tablets are often used in primary education. This study evaluated the quality of teacher–pupil interactions during first-grade lessons, with and without tablets, during a typical school day across 18 classrooms. The Classroom Assessment Scoring System® K-3 was used to assess the quality of the interactions, and the utilisation of tablets was coded using time sampling. Overall, the quality of teacher–pupil interactions for the domains of emotional support and classroom organisation were high, in contrast to the domain instructional support, which was low in quality. The quality of teacher–pupil interactions was generally consistent throughout the day; a small difference was identified where the quality was slightly lower for a positive climate, regard for student perspectives and language modelling in lessons with tablets, compared to those without.

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绘制一年级典型上课日使用和不使用平板电脑的师生互动质量图

摘要师生互动的质量对学生的学习和参与很重要，教师在促进学习方面发挥着重要作用。小学教育中经常使用平板电脑。这项研究评估了18间教室一年级课堂上师生互动的质量，包括使用和不使用平板电脑。课堂评估评分系统®K-3用于评估互动的质量，并使用时间抽样对药片的使用进行编码。总体而言，情感支持和课堂组织领域的师生互动质量较高，而教学支持领域的互动质量较低。师生互动的质量在一天中总体上是一致的；与没有平板电脑的学生相比，在积极的氛围、学生视角和语言建模方面，发现了一个小的差异，即质量略低。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.