Expanding Scenarios for Visible Learners:Innovative Designs of Including Technology-based Interventions for Learners with Developmental and Attention Difficulties in K1-K10 Practices

Abstract

This thesis investigates how teachers can be supported in developing innovative, pedagogic designs in contexts of including technology-based interventions for learners with developmental and attention difficulties. The Ph.D. thesis consists of seven research papers, which are gathered in the separate publication: Expanding Scenarios for Visible Learners – the research behind. The dissertation framework falls into two parts. The first part contains the theoretical and methodological basis behind the accomplished research. Second part presents and reflects the articles separately, and combines conclusions from those into a model for utilising technologies to promote inclusion of this target group of learners. While the research articles primarily address teachers and provide them with inspiration for what they may do to support learners with developmental and attention difficulties, the meta reflection to a greater extent applies gatekeepers around teachers as e.g. principals, supervisors, consultants, public servants, or politicians and supply them with a seven-step framework on how teachers may be supported to develop and utilise the beneficial findings from the study. From a context of a nature, in which an including technology-based approach may be implemented, the study identifies as well some challenges and conflicting interest.This thesis investigates how teachers can be supported in developing innovative, pedagogic designs in contexts of including technology-based interventions for learners with developmental and attention difficulties. The Ph.D. thesis consists of seven research papers, which are gathered in the separate publication: Expanding Scenarios for Visible Learners – the research behind. The dissertation framework falls into two parts. The first part contains the theoretical and methodological basis behind the accomplished research. Second part presents and reflects the articles separately, and combines conclusions from those into a model for utilising technologies to promote inclusion of this target group of learners. While the research articles primarily address teachers and provide them with inspiration for what they may do to support learners with developmental and attention difficulties, the meta reflection to a greater extent applies gatekeepers around teachers as e.g. principals, supervisors, consultants, public servants, or politicians and supply them with a seven-step framework on how teachers may be supported to develop and utilise the beneficial findings from the study. From a context of a nature, in which an including technology-based approach may be implemented, the study identifies as well some challenges and conflicting interest