Title: Užívání tištěných a digitálních zdrojů v práci učitelů 2. stupně ZŠ : hybridizace a remixování
Variant title:
- Lower secondary school teachers' use of printed and digital resources : hybridization and remixing
Source document: Studia paedagogica. 2019, vol. 24, iss. 3, pp. [111]-129
Extent
[111]-129
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2019-3-5
Stable URL (handle): https://hdl.handle.net/11222.digilib/141581
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Článek prezentuje empirický výzkum zaměřený na užívání výukových zdrojů ve výuce na 2. stupni ZŠ, jehož cílem bylo z jistit, jaké výukové zdroje používají učitelé ve výuce a k jakým účelům, a zda se liší účely užívání tištěných a digitálních zdrojů. Výzkum navazuje na kvantitativní šetření prováděné v letech 2008–2010, jehož výsledky potvrdily zásadní roli tištěné učebnice na 2. stupni ZŠ, zejména při utváření obsahu výuky. Vzhledem k pronikání digitálních technologií do všech úrovní vzdělávání vzniká otázka, zda tento závěr platí i po deseti letech, nebo zda došlo ke změnám. Design aktuálního výzkumu byl kvalitativní, založený na hloubkových rozhovorech s pěti učiteli. Data byla analyzována prostřednictvím typologické analýzy, která ukázala, že učitelé ve výzkumném souboru užívali zdroje dvěma základními styly, které se významně lišily tím, jaký druh primárního tištěného zdroje využívali a k jakým účelům.
This paper reports on an empirical study on the use of teaching and learning resources in lower secondary schools. The aim was to determine what teaching and learning resources lower secondary teachers use and for what purposes and if there is a difference in the purposes for using printed versus digital resources. This is follow-up research to an earlier quantitative study conducted during 2008–2010 which confirmed the key role of printed textbooks, especially in developing the content of lessons. Due to the spread of digital technologies, the question emerged whether this conclusion is still valid. The design of the current research was qualitative and based on in-depth interviews with five teachers. The data were analyzed by means of typological analysis. A typological analysis of the data identified two ways in which the participating teachers employed resources. The analysis also showed that the two ways differed markedly in the type of printed source and the purpose of its usage.
Note
Článek vznikl v rámci řešení výzkumného projektu Institucionálního rozvojového programu OU IRP201823 "Edukační média".
References
[1] Ayres, L., & Knaf, K. A. (2008). Typological Analysis. In L. M. Given (Ed.), The SAGE Encyclopedia of Qualitative Research Methods (s. 900–901). Los Angeles, London, New Delhi, Singapore: SAGE.
[2] Ballis, A., & Peyer, A. (Eds.). (2012). Lernmedien und Lernaufgaben im Deutschunterricht. Bad Heilbrunn: Verlag Julius Klinkhardt.
[3] Beetham, H., & Sharpe, R. (2013). An Introduction to Rethinking Pedagogy. In H. Beetham & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age (s. 1–12). New York: Routledge.
[4] Bruillard, É. (2011, April). Current Textbook Research in France: an Overview. Keynote presentation at International Textbook Symposium, ITS 2011, Seoul, Korea.
[5] Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London and New York: Routledge.
[6] Červenková, I. (2010). Žák a učebnice: užívání učebnic na 2. stupni základních škol. Ostrava: Ostravská univerzita.
[7] Červenková, I., & Sikorová, Z. (2014). Strategie žáků s textovými materiály při domácí přípravě na výuku. In Pedagogický výzkum: spojnice mezi teorií a praxí (s. 59–71). Olomouc: Agentura Gevak.
[8] DeCesare, M. (2007). A Textbook Approach to Teaching: Structural Uniformity among American High School Sociology Courses. American Sociologist, 38(2), 178–190. | DOI 10.1007/s12108-007-9007-9
[9] Dobler, E. (2015). E-Textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent & Adult Literacy, 58(6), 482–491. | DOI 10.1002/jaal.391
[10] Eden, S., & Eshet-Alkalai, Y. (2013). The effect of format on performance: Editing text in print versus digital formats. British Journal of Educational Technology, 44(5), 846–856. | DOI 10.1111/j.1467-8535.2012.01332.x
[11] Fan, L., & Kaeley, G. S. (1998, April). Textbook Use and Teaching Strategies. Paper presented at The American Educational Research Association (AERA) Annual Meeting. San Diego: AERA.
[12] Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM Mathematics Education, 45(5), 633–646. | DOI 10.1007/s11858-013-0539-x
[13] Fuchs, E., & Bock, A. (2018). Introduction. In E. Fuchs & A. Bock (Eds.), The Palgrave Handbook of Textbook Studies (s. 1–9). New York: Palgrave.
[14] Fuchs, E., Niehaus, I., & Stoletzki, A. (2014). Das Schulbuch in der Forschung. Analysen und Empfelungen für die Bildungspraxis. Göttingen: V&R unipress.
[15] Horsley, M., & Sikorová, Z. (2014). Classroom Teaching and Learning Resources: International Comparisons from TIMSS. A Preliminary Review. Orbis scholae, 8(2), 43–60. | DOI 10.14712/23363177.2015.65
[16] Horsley, M., & Walker, R. (2006). Video Based Classroom Observation Systems for Examining the Use and Role of Textbooks and Teaching Materials in Learning. In É. Bruillard, B. Aamotsbakken, S. V. Knudsen, & M. Horsley (Eds.), Caught in the Web or Lost in the Textbook? 8th International Conference on Learning and Educational Media (s. 263–268). Caen: IUFM.
[17] Horsley, M. (2012). Investment in classroom teaching and learning materials: equity and access in providing classroom teaching and learning materials in Australian schools. Sydney: Australian Publishers Association.
[18] Chulkov, D. V., & VanAlstine, J. (2013). College Student Choice Among Electronic and Printed Textbook Options. Journal of Education for Business, 88(4), 216–222. | DOI 10.1080/08832323.2012.672936
[19] Jung, S. M., & Lim, K. B. (2009, March). Leading Future Education: Development of Digital Textbooks in Korea. Paper presented at the 12th UNESCO-APEID International Conference: Quality Innovations for Teaching and Learning, Bangkok, Thailand. Bangkok: UNESCO.
[20] Klubal, L., Kostolányová, K., & Gybas, V. (2017). Using Tablet and ItunesU as Individualized Instruction Tools. In Mobile Learning 2017: Proceedings of the 13th International Conference Mobile Learning 2017 (s. 139–142). Budapest: IADIS Press.
[21] Lambert, D. (1999). Exploring the use of textbooks in KS3 geography classrooms: A small scale study. The Curriculum Journal, 10(1), 85–105. | DOI 10.1080/0958517990100107
[22] Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2009). New Media. A Critical Introduction. Second Edition. London, New York: Routledge.
[23] Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading Comprehension. International Journal of Educational Research, 58(1), 61–68. | DOI 10.1016/j.ijer.2012.12.002
[24] Manovich, L. (2005). Remixability and modularity. October–November 2005. Dostupné z: http://manovich.net/content/04-projects/046-remixability-and-modularity/43_article_2005.pdf
[25] Matthes, E., Schütze, S., & Wiater, W. (Eds.). (2013). Digitale Bildungsmedien im Unterricht. Bad Heilbrunn: Verlag Julius Klinkhardt.
[26] Miller, J. R., Nutting, A. W., & Baker-Eveleth, L. (2012). The Determinants of Electronic Textbook Use among College Students. Ithaca: Cornell Higher Education Research Institute. Dostupné z: http://www.ilr.cornell.edu/cheri
[27] Nicol, C. C., & Crespo, S. M. (2006) Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Vurriculum Materials. Educational Studies in Mathematics, 62(3), 331–355. | DOI 10.1007/s10649-006-5423-y
[28] Peacock, A., & Gates, S. (2000). Newly Qualified Primary Teacher's Perceptions of the Role of Text Material in Teaching Science. Research in Science and Technological Education, 18(2), 155–171.
[29] Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining Teacher Design Capacity: Mathematics Teachers' Interactions with Digital Curriculum Resources. ZDM: Mathematics Education, 49(5), 799–812. | DOI 10.1007/s11858-017-0870-8
[30] Reichenberg, O. (2015). Explaining variation in usage of instructional material in teaching practice: Collegial focus and teachers' decision-making power. IARTEM e-Journal, 7(2), 22–47.
[31] Reints, A., & Wilkens, H. (2014). Know What Works and Why. Kennisnet, April 2014, 5–37.
[32] Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (2012). Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. New York and London: Routledge.
[33] Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning. Computers & Education, 2013(63), 259–266. | DOI 10.1016/j.compedu.2012.11.022
[34] Rodríguez, J., Bruillard, E., & Horsley, M. (2015). Digital textbooks: What's New? Santiago de Compostela: Universidade de Santiago de Compostela and IARTEM.
[35] Sigurgeirsson, I. (1992). The Role, Use and Impact of Curriculum Materials in Intermediate Level Icelandic Classrooms. Brighton: University of Sussex.
[36] Sikorová, Z. (2010). Učitel a učebnice: užívání učebnic na 2. stupni základních škol. Ostrava: Ostravská univerzita.
[37] Sikorová, Z. (2011). The role of textbooks in lower secondary schools in the Czech Republic. IARTEM e-Journal, 4(2), 1–22.
[38] Sikorová, Z., & Červenková, I. (2014). Styles of Textbook Use. New Educational Review, 35(1), 112–122.
[39] Sikorová, Z., Červenková, I., & Václavík, M. (2017, September). Has the use of classroom teaching and learning resources changed? An analysis of TIMSS Studies 2007–2015 data on the use of resources. Paper presented at the IARTEM Conference, Lisbon, Portugal.
[40] Singer, L. M., & Alexander, P. A. (2017a). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education, 85(1), 155–172. | DOI 10.1080/00220973.2016.1143794
[41] Singer, L. M., & Alexander, P. A. (2017b). Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal. Review of Educational Research, 20(10), 1–35.
[42] Sosniak, L. A., & Stodolsky, S. S. (1993). Teachers and Textbooks: Materials Use in Four Fourth-Grade Classrooms. Elementary School Journal, 93(3), 249–275. | DOI 10.1086/461725
[43] Stará, J., Dvořáková, M., & Dvořák, D. (2010). Design based research (DBR) a tři učitelé: setkání záměru inovace a reality implementace. In R. Váňová & H. Krykorková (Eds.), Učitel v současné škole (s. 203–218). Praha: Univerzita Karlova.
[44] Stará, J., & Krčmářová, T. (2014a). Užívání nových učebnicových materiálů učiteli 1. stupně ZŠ. Pedagogická orientace, 24(1), 77–110. | DOI 10.5817/PedOr2014-1-77
[45] Stará, J., & Krčmářová, T. (2014b). How teachers reflect on textbook materials and how they utilise them. IARTEM e-Journal, 6(3), 67–87.
[46] Svatoš, T. (2006). Elektronická edukační média a cesty jejich evaluace. Pedagogika, 54(4), 348–360.
[47] Šeďová, K., & Švaříček, R. (2013). Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu. Pedagogická orientace, 23(4), 478–510. | DOI 10.5817/PedOr2013-4-478
[48] Švaříček, R., Šeďová, K., Janík, T., Kaščák, O., Miková, M., … Zounek, J. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
[49] Wikman, T., & Horsley, M. (2012). Down and up: Textbook research in Australia and Finland. IARTEM e-Journal, 5(1), 45–53.
[50] Wrobel, D., & Müller, A. (Eds.). (2014). Bildungsmedien für den Deutschunterricht: Vielfalt – Entwicklungen – Herausforderungen. Bad Heilbrunn: Verlag Julius Klinkhardt.
[51] Zahorik, J. A. (1991). Teaching Style and Textbooks. Teaching and Teacher Education, 7(2), 185–196. | DOI 10.1016/0742-051X(91)90026-L
[2] Ballis, A., & Peyer, A. (Eds.). (2012). Lernmedien und Lernaufgaben im Deutschunterricht. Bad Heilbrunn: Verlag Julius Klinkhardt.
[3] Beetham, H., & Sharpe, R. (2013). An Introduction to Rethinking Pedagogy. In H. Beetham & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age (s. 1–12). New York: Routledge.
[4] Bruillard, É. (2011, April). Current Textbook Research in France: an Overview. Keynote presentation at International Textbook Symposium, ITS 2011, Seoul, Korea.
[5] Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London and New York: Routledge.
[6] Červenková, I. (2010). Žák a učebnice: užívání učebnic na 2. stupni základních škol. Ostrava: Ostravská univerzita.
[7] Červenková, I., & Sikorová, Z. (2014). Strategie žáků s textovými materiály při domácí přípravě na výuku. In Pedagogický výzkum: spojnice mezi teorií a praxí (s. 59–71). Olomouc: Agentura Gevak.
[8] DeCesare, M. (2007). A Textbook Approach to Teaching: Structural Uniformity among American High School Sociology Courses. American Sociologist, 38(2), 178–190. | DOI 10.1007/s12108-007-9007-9
[9] Dobler, E. (2015). E-Textbooks: A personalized learning experience or a digital distraction? Journal of Adolescent & Adult Literacy, 58(6), 482–491. | DOI 10.1002/jaal.391
[10] Eden, S., & Eshet-Alkalai, Y. (2013). The effect of format on performance: Editing text in print versus digital formats. British Journal of Educational Technology, 44(5), 846–856. | DOI 10.1111/j.1467-8535.2012.01332.x
[11] Fan, L., & Kaeley, G. S. (1998, April). Textbook Use and Teaching Strategies. Paper presented at The American Educational Research Association (AERA) Annual Meeting. San Diego: AERA.
[12] Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM Mathematics Education, 45(5), 633–646. | DOI 10.1007/s11858-013-0539-x
[13] Fuchs, E., & Bock, A. (2018). Introduction. In E. Fuchs & A. Bock (Eds.), The Palgrave Handbook of Textbook Studies (s. 1–9). New York: Palgrave.
[14] Fuchs, E., Niehaus, I., & Stoletzki, A. (2014). Das Schulbuch in der Forschung. Analysen und Empfelungen für die Bildungspraxis. Göttingen: V&R unipress.
[15] Horsley, M., & Sikorová, Z. (2014). Classroom Teaching and Learning Resources: International Comparisons from TIMSS. A Preliminary Review. Orbis scholae, 8(2), 43–60. | DOI 10.14712/23363177.2015.65
[16] Horsley, M., & Walker, R. (2006). Video Based Classroom Observation Systems for Examining the Use and Role of Textbooks and Teaching Materials in Learning. In É. Bruillard, B. Aamotsbakken, S. V. Knudsen, & M. Horsley (Eds.), Caught in the Web or Lost in the Textbook? 8th International Conference on Learning and Educational Media (s. 263–268). Caen: IUFM.
[17] Horsley, M. (2012). Investment in classroom teaching and learning materials: equity and access in providing classroom teaching and learning materials in Australian schools. Sydney: Australian Publishers Association.
[18] Chulkov, D. V., & VanAlstine, J. (2013). College Student Choice Among Electronic and Printed Textbook Options. Journal of Education for Business, 88(4), 216–222. | DOI 10.1080/08832323.2012.672936
[19] Jung, S. M., & Lim, K. B. (2009, March). Leading Future Education: Development of Digital Textbooks in Korea. Paper presented at the 12th UNESCO-APEID International Conference: Quality Innovations for Teaching and Learning, Bangkok, Thailand. Bangkok: UNESCO.
[20] Klubal, L., Kostolányová, K., & Gybas, V. (2017). Using Tablet and ItunesU as Individualized Instruction Tools. In Mobile Learning 2017: Proceedings of the 13th International Conference Mobile Learning 2017 (s. 139–142). Budapest: IADIS Press.
[21] Lambert, D. (1999). Exploring the use of textbooks in KS3 geography classrooms: A small scale study. The Curriculum Journal, 10(1), 85–105. | DOI 10.1080/0958517990100107
[22] Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2009). New Media. A Critical Introduction. Second Edition. London, New York: Routledge.
[23] Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading Comprehension. International Journal of Educational Research, 58(1), 61–68. | DOI 10.1016/j.ijer.2012.12.002
[24] Manovich, L. (2005). Remixability and modularity. October–November 2005. Dostupné z: http://manovich.net/content/04-projects/046-remixability-and-modularity/43_article_2005.pdf
[25] Matthes, E., Schütze, S., & Wiater, W. (Eds.). (2013). Digitale Bildungsmedien im Unterricht. Bad Heilbrunn: Verlag Julius Klinkhardt.
[26] Miller, J. R., Nutting, A. W., & Baker-Eveleth, L. (2012). The Determinants of Electronic Textbook Use among College Students. Ithaca: Cornell Higher Education Research Institute. Dostupné z: http://www.ilr.cornell.edu/cheri
[27] Nicol, C. C., & Crespo, S. M. (2006) Learning to Teach with Mathematics Textbooks: How Preservice Teachers Interpret and Use Vurriculum Materials. Educational Studies in Mathematics, 62(3), 331–355. | DOI 10.1007/s10649-006-5423-y
[28] Peacock, A., & Gates, S. (2000). Newly Qualified Primary Teacher's Perceptions of the Role of Text Material in Teaching Science. Research in Science and Technological Education, 18(2), 155–171.
[29] Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining Teacher Design Capacity: Mathematics Teachers' Interactions with Digital Curriculum Resources. ZDM: Mathematics Education, 49(5), 799–812. | DOI 10.1007/s11858-017-0870-8
[30] Reichenberg, O. (2015). Explaining variation in usage of instructional material in teaching practice: Collegial focus and teachers' decision-making power. IARTEM e-Journal, 7(2), 22–47.
[31] Reints, A., & Wilkens, H. (2014). Know What Works and Why. Kennisnet, April 2014, 5–37.
[32] Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (2012). Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction. New York and London: Routledge.
[33] Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning. Computers & Education, 2013(63), 259–266. | DOI 10.1016/j.compedu.2012.11.022
[34] Rodríguez, J., Bruillard, E., & Horsley, M. (2015). Digital textbooks: What's New? Santiago de Compostela: Universidade de Santiago de Compostela and IARTEM.
[35] Sigurgeirsson, I. (1992). The Role, Use and Impact of Curriculum Materials in Intermediate Level Icelandic Classrooms. Brighton: University of Sussex.
[36] Sikorová, Z. (2010). Učitel a učebnice: užívání učebnic na 2. stupni základních škol. Ostrava: Ostravská univerzita.
[37] Sikorová, Z. (2011). The role of textbooks in lower secondary schools in the Czech Republic. IARTEM e-Journal, 4(2), 1–22.
[38] Sikorová, Z., & Červenková, I. (2014). Styles of Textbook Use. New Educational Review, 35(1), 112–122.
[39] Sikorová, Z., Červenková, I., & Václavík, M. (2017, September). Has the use of classroom teaching and learning resources changed? An analysis of TIMSS Studies 2007–2015 data on the use of resources. Paper presented at the IARTEM Conference, Lisbon, Portugal.
[40] Singer, L. M., & Alexander, P. A. (2017a). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. Journal of Experimental Education, 85(1), 155–172. | DOI 10.1080/00220973.2016.1143794
[41] Singer, L. M., & Alexander, P. A. (2017b). Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal. Review of Educational Research, 20(10), 1–35.
[42] Sosniak, L. A., & Stodolsky, S. S. (1993). Teachers and Textbooks: Materials Use in Four Fourth-Grade Classrooms. Elementary School Journal, 93(3), 249–275. | DOI 10.1086/461725
[43] Stará, J., Dvořáková, M., & Dvořák, D. (2010). Design based research (DBR) a tři učitelé: setkání záměru inovace a reality implementace. In R. Váňová & H. Krykorková (Eds.), Učitel v současné škole (s. 203–218). Praha: Univerzita Karlova.
[44] Stará, J., & Krčmářová, T. (2014a). Užívání nových učebnicových materiálů učiteli 1. stupně ZŠ. Pedagogická orientace, 24(1), 77–110. | DOI 10.5817/PedOr2014-1-77
[45] Stará, J., & Krčmářová, T. (2014b). How teachers reflect on textbook materials and how they utilise them. IARTEM e-Journal, 6(3), 67–87.
[46] Svatoš, T. (2006). Elektronická edukační média a cesty jejich evaluace. Pedagogika, 54(4), 348–360.
[47] Šeďová, K., & Švaříček, R. (2013). Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu. Pedagogická orientace, 23(4), 478–510. | DOI 10.5817/PedOr2013-4-478
[48] Švaříček, R., Šeďová, K., Janík, T., Kaščák, O., Miková, M., … Zounek, J. (2007). Kvalitativní výzkum v pedagogických vědách. Praha: Portál.
[49] Wikman, T., & Horsley, M. (2012). Down and up: Textbook research in Australia and Finland. IARTEM e-Journal, 5(1), 45–53.
[50] Wrobel, D., & Müller, A. (Eds.). (2014). Bildungsmedien für den Deutschunterricht: Vielfalt – Entwicklungen – Herausforderungen. Bad Heilbrunn: Verlag Julius Klinkhardt.
[51] Zahorik, J. A. (1991). Teaching Style and Textbooks. Teaching and Teacher Education, 7(2), 185–196. | DOI 10.1016/0742-051X(91)90026-L