Minttu Minna Sirena Johler

• Johler, Minttu Minna Sirena & Krumsvik, Rune Johan (2022). Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279. p. 1–15. doi: 10.1080/03004279.2022.2143721. Full text in Research Archive Show summary

  In this case study, the aim was to investigate how primary school teachers in a leading-edge Norwegian primary school use digital technologies to differentiate instruction in order to promote a more inclusive learning environment in academically diverse classrooms. Seven teachers teaching grades 1 and 5 were observed and interviewed to collect data on their beliefs and practices regarding differentiation. Afterwards, 20 teachers in the same school answered in a survey about teaching in highly digitalised learning environments. The results suggest that teachers find a lot of potential and possibilities in using digital technologies to differentiate instruction to create an inclusive learning environment. However, pupils’ digital products indicate that they would need more guidance in taking advantage of the teachers’ intentions and flexible curricula

• Johler, Minttu Minna Sirena (2022). Collaboration and communication in blended learning environments. Frontiers in Education. ISSN 2504-284X. 7, p. 1–14. doi: 10.3389/feduc.2022.980445. Full text in Research Archive
• Johler, Minttu Minna Sirena; Krumsvik, Rune Johan; Bugge, Hans Erik & Helgevold, Nina (2022). Teachers’ perceptions of their role and classroom management practices in a technology rich primary school classroom. Frontiers in Education. ISSN 2504-284X. 7, p. 1–13. doi: 10.3389/feduc.2022.841385. Full text in Research Archive

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• Stuvland, Rebecca Anne Charboneau; Johler, Minttu Minna Sirena & Meissner, Catherine (2023). Shaping the Modern Classroom: Implementing Student-Active Digital Learning Cycles within Norwegian Teacher Education.
• Johler, Minttu Minna Sirena (2022). From tool to transformation? How have digital technologies transformed activity designs and practices in technology-rich primary school classrooms?
• Johler, Minttu Minna Sirena (2020). Technology and 21st Century Skills with Young Learners.How Technology is Used to Promote 21st Century Learning in Primary School Classrooms .
• Tikkanen, Tarja; Haaland Scarbocci, Paolo & Johler, Minttu Minna Sirena (2020). Technology-Enhanced Learning in Teacher Education at the University of Stavanger.
• Johler, Minttu Minna Sirena (2019). Technology in primary school: education of younger students on citizenship and democracy.
• Johler, Minttu Minna Sirena; Krumsvik, Rune Johan; Bugge, Hans Erik & Helgevold, Nina (2023). “Take the plunge and give it a try” Primary school teachers’ perceptions of their role and pedagogical practices in technology-rich classrooms . University of Stavanger. ISSN 978-82-8439-197-7. Show summary

  The goal of this study is to shed light on how primary school teachers perceive their role in technology-rich learning environments and how they enact this role in their pedagogical practices. The majority of previous research regarding the use of digital technologies in teaching and learning has been conducted in schools with no heightened focus on digital elements. In an attempt to make new discoveries, this study was conducted in a school that sets high priority to digital competence of their staff and pupils and takes advantage of the opportunities that digital technologies can offer. Therefore, framing the project as an intrinsic case study was considered a well-founded approach. As the Norwegian educational system builds heavily on the principles of sociocultural learning, sociocultural views are used as the theoretical base for the study. There were many findings that partly confirmed findings from previous research, but also provided interesting new perspectives on the topic. The overall perception of the informants regarding how digital technologies influence teacher’s role and enactment of it in their pedagogical practices can be described as both positive and realistic. The informants were well aware of the ideals related to the new role and practices – such as having a more facilitating, exploratory and inclusive approach – while being realistic about the change and processes related to it being complex, time-consuming, and ever-changing. The staff found that the school leadership advocated for and supported the development of teachers’ professional digital competence (PDC) and development of mutual practices at a high level, while they also encouraged teachers to experiment with new things without the fear of failing. This, together with close and systematic collaboration with colleagues, were found to be some of the key elements for finding success in exploring and developing their roles and practices. The results were viewed through the lenses of teacher’s role perception, inclusion, differentiated instruction, communication, and collaboration. One of the most interesting findings was that, in contrast to many previous findings from the field, these teachers experienced very little disruptive behaviour or other inappropriate behaviour related to pupils’ use of their personal devices. Not unexpectedly, but surprisingly clearly, given the overall digital profile of the school, teachers with formal education in PDC at a higher education level had a more positive perception of how digital technologies impact the learning environment. They found more advantages regarding the use of digital technologies and were less concerned about challenges, such as distractions or unexpected technology malfunction, than their colleagues with less formal training. Overall, the teachers found that their role had become that more of a facilitator than a traditional role where teacher is the primary source of knowledge. This was modelled in multiple examples, particularly amongst older learners, where the pupils had many opportunities for influencing the learning process and product. On several occasions, teachers modelled exploratory learning, which seemed to encourage pupils to have a somewhat more adventurous approach to the subject matter and activities, as well. Teachers, particularly in grade one, focused often on teaching and discussing strategies that supported pupils in becoming more independent and efficient learners, for instance in communication and collaboration. Despite high ambition and PDC level, the teachers and school leadership acknowledged that there is still a lot more to learn and develop – and there always will be. While digital technologies were weaved in to almost all aspects of teaching and learning and employed in a variety of ways, the pupils could have used some more guidance in developing their competences when given more autonomy in their learning processes.

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