Abstract
Purpose
The purpose of this thesis is to examine how teachers can be involved in the use of film technology in connection with a course for visiting school classes at the institution FILM-X. It is examined how teacher involvement can support teachers' understanding of technology and whether teachers' use of technology during the visit at FILM-X can contribute to how teaching with technology in school classes is qualified. The thesis aims to contribute to a course at FILM-X with recommendations that focus on the development of teachers’ understanding of technology during a FILM-X visit.
Method
The study is conducted applying a pragmatic Design-Based-Research approach. A didactic design was developed, and this design was furthermore tested during several school class visits at FILM-X. The empirical data consist of observations from class visits before the intervention and from the actual intervention. In addition, it includes interviews with teachers, guides and students from seven visiting classes and a survey in which thirteen teachers answered the questions. The analysis was conducted based on this collected data, as well as on the foundation complimentary theory. The domain specific knowledge emerges slowly through studies of real life practice and is analyzed with coding techniques from Grounded Theory. This inductive approach is supported by deductively applying Engeströms model for Activity Theory to identify and analyze problem areas in the current practice.
Results
The study concludes that changes can be made to FILM-Xs’ current practice that would contribute to the teachers understanding of technology. One of the changes involves teachers themselves have the opportunity to try out the app FILM-X Animation. This also has an impact on the teachers’ motivation for teaching with the FILM-X Animation in the classroom. Based on the findings, I suggest some final recommendations evaluated by the knowledge of the intervention outcomes.
Limitations and perspectives
Investigation using Design-Based-Research are time demanding and in order to see more potentials in the didactic design unfold, further DBR—studies with more iterations of the design is needed.