Mapping the Quality of Teacher-Pupil Interactions in Lessons with and without the Use of Tablets during a Typical School Day in First Grade

Autor/inn/en	Overeng, Liv Kristin Bjorlykke; Gamlem, Siv M.
Titel	Mapping the Quality of Teacher-Pupil Interactions in Lessons with and without the Use of Tablets during a Typical School Day in First Grade
Quelle	In: Cambridge Journal of Education, 52 (2022) 4, S.473-493 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Overeng, Liv Kristin Bjorlykke) ORCID (Gamlem, Siv M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2031885
Schlagwörter	Teacher Student Relationship; Grade 1; Elementary School Students; Elementary School Teachers; Educational Technology; Handheld Devices; Telecommunications; Teaching Methods; Interaction; Emotional Response; Classroom Environment; Social Support Groups; Foreign Countries; Reading Instruction; Writing Instruction; Norway; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Emotionales Verhalten; Klassenklima; Unterrichtsklima; Social support; Soziale Unterstützung; Ausland; Leseunterricht; Schreibunterricht; Norwegen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01