Abstract:

It is well known that effects of technology on students' learning depend on how the technology is integrated in teaching and learning activities, rather than merely on the technology itself (Swedish Institute for Educational Research, 2017). Positive effects are shown when pedagogical factors are supported, otherwise technology can even make learning worse (Genlott & Grönlund, 2016). Equally important is the relation between teachers’ approaches to instruction and their students’ approaches to learning. Teachers adapt their way of teaching to what they think will motivate students and facilitate learning (Trigwell & Prosser, 2004). This means that teachers are motivated to adopt technologies they believe engage and support their students’ work (Ertmer et al., 2012). This prompt the question of how students themselves perceive the use of different technologies for learning, but also how teachers could address gaps between their and their students’ perceptions of a supportive learning environment. Students’ perceptions have been found to be a powerful predictor for motivation and their learning outcomes. However, there are variations in their experiences which are yet to be fully understood (Hammer et al.,202; Howard et al., 2016).

As part of an ongoing research project on the use of digital technologies in mathematics education the participating 16 teachers themselves decided to conduct a survey to provide information about their students’ experiences. A questionnaire was designed in collaboration with researchers and was completed by 599 students during class time. Questions were designed in a yes/no format to inquire if students agreed or disagreed on propositions. The design of the questionnaire was informed by the Triple E Framework and included three categories suggested to affect the benefit of technology on students’ learning (Kolb, 2017). First, engagement in learning goals. This category addresses if the digital technology engages students actively in the content. Second, enhancement of learning goals. Here, focus is if technology is doing anything different than methods without technology. Finally, extension of learning goals. This category concerns if learning through technology is extended outside the classroom. The result of the questionnaire constituted a basis for a workshop in which the teachers in group discussions analysed their own students’ answers. This was followed by discussions among the teachers to find solutions for closing the gap between their and the students’ perceptions on technology for learning.

In the teachers’ analysis discussions, we observed that many of the students' answers surprised them, i.e. teachers' perceptions did not match their students’ perceptions. In teachers’ discussions of solutions, we observed that they want their students to become more aware of when in their learning process, technology can support their achievements and that students act accordingly. Further, students’ awareness of their learning improvements should be emphasised in interpersonal relations in the classroom, in addition to automated correction and dashboard visualisations. The teachers expressed that they themselves need more knowledge (preferably evidence-based) to be able to decide when and how digital technologies, as part of a variety of learning resources, should be used in the classroom.

Keywords:

Mathematics education, secondary school, student, questionnaire, digital technology.