Design research on establishing a learning ecology for the use of a graphic calculator during collaborative work

Research that goes beyond the numerous effect studies on the influence of the graphic calculator on student achievement shows that the use of this tool in an explorative manner asks for a well-tuned learning ecology. Thus, if the latter is seen as a valuable option, the question arises how such a learning ecology can be developed. To answer this question, a design research project was carried out in two classrooms within schools for vocational education. This study aimed at changing the learning ecology by fostering gradual changes in teacher behavior. As a result of this intervention, teachers changed their teaching style, which resulted in changes in the students’ way of working together. Teachers developed a more process and group oriented coaching style and students started to work collaboratively, using the graphic calculator in an exploratory and investigative way. This paper will report on the intervention strategy that has been developed as part of the study.