Involvement with Response Technology as Student-Centring of Language Teaching: Upper-Secondary Student and Teacher Experiences
Peer reviewed, Journal article
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OriginalversjonNordic Journal of Digital Literacy. 2019, 14 (1-2), 6-22. https://doi.org/10.18261/issn.1891-943x-2019-01-02-02
Response technology (RT) is frequently applied to engage students in education, but research on RT has only perfunctorily studied student involvement in decision-making in secondary education. Because such research is also scarce in language learning, this study aimed to identify and examine how students and teachers experience student-centring of language teaching through RT-mediated involvement. A qualitative-dominant, mixed-methods case study design provided data through observations, interviews, and surveys, which was analysed through constant comparative coding and categorisation, descriptive statistics, and analytic abduction. This identified two forms of involvement—active and passive—which entered into a dynamic, student-centring, relationship-guiding practice, and between which teachers’ and students’ decision-making roles varied. By combining RT and involvement, this study provides an introduction to an area of research which may further unlock the potential of RT for student-centring of education.