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Digital Didactics in Social Subjects -work in progress

This study investigates how teachers of social subjects in Swedish secondary schools utilize digital technology, particularly 1:1 computing. Through an analysis of open-ended survey responses from 33 educators, the research highlights diverse teaching practices and relates them to underlying subject conceptions. It aims to understand the impact of technology on pedagogical approaches and whether it enhances or transforms educational practices in civics, history, religious studies, and geography. Insights reveal both successful and challenging implementations of digital tools in fostering student engagement.

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Digital Didactics in Social Subjects -work in progress

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  1. Digital Didactics in Social Subjects-work in progress Linus Henriksson Matilda Wiklund Örebro University, Sweden

  2. Background • In our survey studies social subjectsareamong the subjectsweremostteachersclaimtouse digital technology • Not least for social subjects,digital technology poses possibilities as well as pitfalls • In a Swedish context, digital technology in social studies seemsunderexamined

  3. Motivation This motivates a study of how digital technology (= use of 1:1-computers) is used and understood by teachers in social subjects

  4. Empirical material • Open ended survey case reports of successful (as defined by the answering teachers themselves) teaching/education with digital technology from 33 teachers of social subjects in Swedish secondary (y 6-9) and upper secondary schools (Unosuno schools).

  5. Social subjects – social sciences • These 33 are selected among the 254 survey answering teachers due to the fact that they describe teaching within social subjects • Civics, History, Religious studies,Geography

  6. Digital technology in social subjects ”…digital technologyusecan be seen as itselfconstituting a distinctculturethat is morecongruouswithsomesubjectsthanothers” […] ”In somesubjects… digital technologiescan be seen as battlingwith existing, deep-rooted norms and valueswhile in othersubjectstheyaremoreeasilyassimilated”. (Selwyn 2011:96)

  7. Subjectconceptions and digital technologyuse Thisguidedourinteresttowards the waysteachers in social subjects present theirteachingpracticeswhenusing digital technology and torelatethistosubjectconceptionsofrelevance for social subjects

  8. Social subjectsconceptions • (1) disciplined civic education/ subject of orientation • (2) participatory civic education/ subject of analysis • (3) critical civic education/ subject of discussion Levinson, Meira (2007; 2012) Odenstad, Christina (2010) m fl.

  9. Objectives The aimofourstudy is tofindouthow the teachers present the ways in whichtechnology is at workin specificteachingpractices and howthismay be relatedtocontent, goals and traditions ofthesesubjects.

  10. Twopointsofdeparture • To whatdegreecan the different usagesoftechnologythat the teachers’ present be saidtochangeeducationpractices? • Enhancement • Transformation • Which different subjectconceptionsareactualized in the different usagesoftechnologythat the teachers’ present?

  11. Social subjectsconceptions and digital technologyuse • Howcongrouscan social subjects, given the teachers’ presentations and the different conceptions, be saidtowith the usageof digital technology? • Can digital technologiesbe seen as battlingwithexisting norms and valuesin social subjects, given the teachers’ presentations and the different subjectconceptions?

  12. Enhancing or transformingpractices • Using presentation software for presentations, teachers and student examples • Internet data sources • Communication via platform • Projecting student materials • Google earth/Globalis • Blogging for student discussions • Presentation software collaborativelyused • Student filming • Wiki/forum publicationsof student results • Student creating computer games

  13. Subjectoforientation • Didactic focus on students aquiringfactualsubjectknowledge for orientation • Twostructuring principles • Teacher centered frontal teaching: human right project presentation ofoverviewof different livingconditions/ presentation ofsubject moments on platform • Student active information search (more common): fictivetravelthrough the US, news show filming, collecting online information about the vikings for computer game making

  14. Subjectofanalysis • Didactic focus on comparison, connections, relations, pro-conpractices. • Structuring principle: teacherintroducedcomparisonsbetween different phenomenawith internet search, tools and/or presentation software. • Comparisonof different historicalolympic games from a list ofaspects. • Comparisonof different parts of the worldconcerning given factorssuch as economy, watersupply, energy… • Arabic spring comparing present and history • Cause and effectquestions about migration

  15. Subjectofdiscussion • Didactic focus on students expressing opinions and motivatethese. Mostlyinvolving internet search and/or presentation software or online tools. • Blogging about incomedifferentiationafteryoutube input. • Discussing dilemma issuesconcerning WW2 via Ning. • Future scenario creating and arguing for relevance. • Homepaginghometownhistorically • Blogreflectionsproject logg booking

  16. Concludingremarks • Most common practicesare internet searchpractices and presentation software, some examples ofblogs, wikis and digital tools, somecreative multimedia, filming, game making etc. • 11/33 presentations transformative (less or more) • Transformative practicesmeansrestructuring and moredistinctdidacticrethinking, morechallenges – less ”successful”?

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