Nordic Journal of Digital Literacy最新文献_第7页

Finnish subject teachers’ beliefs and use of information and communication technology in Home Economics 芬兰学科教师的信念与家政学中信息通信技术的使用

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-10-09 DOI: 10.18261/issn.1891-943x-2020-03-06

Karin Sundqvist, J. Korhonen, G. Eklund

{"title":"Finnish subject teachers’ beliefs and use of information and communication technology in Home Economics","authors":"Karin Sundqvist, J. Korhonen, G. Eklund","doi":"10.18261/issn.1891-943x-2020-03-06","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-06","url":null,"abstract":"The importance of using information and communication technology (ICT) is being increasingly highlighted in education and curriculum frameworks in European countries. However, little attention has been given to using ICT in relation to the school subject of Home Economics (HE). Thus, the aim of this study is to explore Finnish subjectteachers’ use of ICT in HE, specifically focusing on frequency, purpose of use, and teachers’ beliefs. The data was collected through an online questionnaire, and the sample comprises 161 subject-teachers in HE in grades 7–9. The results revealed three dimensions of ICT use among HE teachers. Further, the K-means cluster analysis identified three distinct ICT-user profiles among subject-teachers in HE: infrequent ICT users (n = 60), specific ICT users (n = 43), and frequent ICT users (n = 58). Infrequent ICT users are characterized by low ICT use and neutral beliefs regarding the use of ICT in HE. Specific ICT users mainly focus on using ICT for administration and lesson planning and hold negative beliefs regarding the use of ICT. Frequent ICT users are the most common and positive ICT users and are also most confident about using ICT in HE. This study aims to provide a better understanding of subjectteachers’ use of ICT in HE in lower secondary education in Finland. The results suggest a relationship between teachers’ beliefs and purpose of use in terms of facilitating pupils’ learning. When identifying the three ICT user profiles, it became even more evident that the use of ICT for learning purposes was rather infrequent among HE teachers. In order to enhance teaching in HE, subject-teachers should be supported to use ICT for instructional purposes in a manner that will benefit pupils’ learning.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"34 1","pages":"202-222"},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74540071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

How a SPOC might facilitate in-service teachers’ interactions in professional development SPOC如何促进在职教师在专业发展中的互动

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-07-02 DOI: 10.18261/issn.1891-943x-2020-02-04

S. Wollscheid, C. Tømte, Jørgen Sjaastad

引用次数: 1

Designing a Socio-Cultural Approach for Teaching and Learning Computational Thinking 设计一种教与学计算思维的社会文化方法

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-07-02 DOI: 10.18261/issn.1891-943x-2020-02-03

Francisco Buitrago-Florez, G. Danies, Javier F. Tabima, Silvia Restrepo, Carola Hernández

{"title":"Designing a Socio-Cultural Approach for Teaching and Learning Computational Thinking","authors":"Francisco Buitrago-Florez, G. Danies, Javier F. Tabima, Silvia Restrepo, Carola Hernández","doi":"10.18261/issn.1891-943x-2020-02-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-03","url":null,"abstract":"In recent years, Computational Thinking (CT) has been claimed to be a powerful way for competencies and skill development for students at any stage. Programming has been the main tool for CT development; nevertheless, several issues associated with learning and teaching programming exist and have been widely described. In this study, we designed and tested in a qualitative way a set of active pedagogical strategies to implement an alternative way to immerse university students in the learning process of CT development. Such strategies were designed and analyzed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. Results showed that our curriculum design engaged students in the active use of five key skills related to CT, which could be used as the base ground for further programming learning and high-level CT skills development. Additionally, data indicates that students were involved in reflective processes of learning, as well as in the development of key competencies such as teamwork, communication skills and creativity. Theoretical characteristics of the socio-cultural vision of education are subsequentially used to explain and discussed the scope and limitations of the implementation described herein.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"86 1","pages":"106-124"},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76808434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Home schooling, remote teaching and digital Bildung in societal crisis 社会危机中的家庭教育、远程教学和数字化教育

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-07-02 DOI: 10.18261/issn.1891-943x-2020-02-01

R. Krumsvik

{"title":"Home schooling, remote teaching and digital Bildung in societal crisis","authors":"R. Krumsvik","doi":"10.18261/issn.1891-943x-2020-02-01","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-01","url":null,"abstract":"We live in a time of \"epistemic uncertainty\" (Kay & King 2020) and where home schooling and remote teaching as a consequence of COVID-19 has become a global phenomenon in recent months By 19 March 2020, 102 countries globally had shut all schools, affecting almost 900 million children and youth (UNESCO 2020, OECD 2020) Further school shutdowns have continued from 19 March up to June 2020, involving more countries and regions and impacting over 60% of the world's student population (UNESCO 2020) And UNESCO \"is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning\" (p 1) Since WHO (2020) states that we will probably experience similar pandemics as COVID-19 in the future, there is reason to believe that home schooling and remote teaching will affect and partly change education in the years to come We therefore need to build on the current state of knowledge, examining \"how teachers teach and learners learn\" in this extraordinary coronavirus situation as well as how this affects pupils' digital Bildung journey © 2019 Author(s)","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"1 1","pages":"71-85"},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90141620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Informal acquisition of L2 English vocabulary 第二语言词汇的非正式习得

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-07-02 DOI: 10.18261/issn.1891-943x-2020-02-02

Marja-Leena Niitemaa

{"title":"Informal acquisition of L2 English vocabulary","authors":"Marja-Leena Niitemaa","doi":"10.18261/issn.1891-943x-2020-02-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-02","url":null,"abstract":"Introduction Research has confirmed a positive relationship between participation in online out-ofschool activities and language skills in L2 English, such as vocabulary knowledge, reading, listening and writing (e.g., Brevik, 2019; Härmälä et al., 2014; Peters, 2018; Sundqvist, 2019). In Europe,the most active daily Internet users are 16–19-year-olds with a high level of formal education. The rate is particularly high in the Nordic countries, where practically all teenagers have Internet access at home and at school (OECD, 2015). In the Nordic context, out-of-school exposure entails that adolescents may choose their online activities and digital communities freely. The most popular activities are similar across Europe: listening to music with English song lyrics, viewing films and multi-episodic series with or without textual aid, browsing the Internet for fun and reading for information, playing computer games, and social networking (Eurostat, 2015; Statista, 2016). However, the time spent on an activity may differ between age groups, as shown in Peters (2018). English being one of the most widespread languages on the Internet, it is not surprising that adolescents themselves believe that web-based activities help them acquire English vocabulary (e.g., Brevik, 2019; Voulgari & al., 2014). Some learners tend to find learning through exposure so effective that they may lose motivation towards the formal study of English (Sundqvist & Olin-Scheller, 2013). However, incidental word learning may also take place in school as a by-product of information search for digitized school projects (Cabot, 2018; Kumpulainen & Mikkola, 2016).","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"137 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digitization in the intersection between sociology, educational policy and deep learning 社会学、教育政策和深度学习交叉领域的数字化

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-07-02 DOI: 10.18261/issn.1891-943x-2020-02-05

Øystein Gilje

引用次数: 0

Validating an Instrument to Measure Teachers’ Preparedness to Use Digital Technology in their Teaching 验证一种测量教师在教学中使用数字技术的准备程度的工具

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-04-30 DOI: 10.18261/issn.1891-943x-2020-01-04

Olga Viberg, A. Mavroudi, Mohammad Khalil, Olof Balter

{"title":"Validating an Instrument to Measure Teachers’ Preparedness to Use Digital Technology in their Teaching","authors":"Olga Viberg, A. Mavroudi, Mohammad Khalil, Olof Balter","doi":"10.18261/issn.1891-943x-2020-01-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-04","url":null,"abstract":"In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers’ preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers’ preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers’ digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"53 1","pages":"38-54"},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82276642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

Still a long way to go 还有很长的路要走

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-04-30 DOI: 10.18261/issn.1891-943x-2020-01-05

Marte Blikstad-Balas, Kirsti Klette

引用次数: 20

Ontology, epistemology and context – and our social construction of educational technology 本体论、认识论与语境——兼论我国教育技术的社会建构

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-04-30 DOI: 10.18261/issn.1891-943x-2020-01-01

R. Krumsvik

引用次数: 0

What Undergraduate Students from Tecnologico de Monterrey, State of Mexico Campus, Learn within Digital Environments 墨西哥蒙特雷理工大学的本科生在数字环境中学习了什么

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-04-30 DOI: 10.18261/issn.1891-943x-2020-01-03

Oscar Mario Miranda Villanueva

{"title":"What Undergraduate Students from Tecnologico de Monterrey, State of Mexico Campus, Learn within Digital Environments","authors":"Oscar Mario Miranda Villanueva","doi":"10.18261/issn.1891-943x-2020-01-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-03","url":null,"abstract":"Although the first phase of this study analyzing the e-learning of undergraduate students in Campus Monterrey at Tecnologico de Monterrey resulted in several premises about how and what students learn on digital media (DM), the analysis of this paper1 focused on transforming those premises into research questions and measuring them. Thus, the main objective was to discover if there were any gender differences in the use of digital media (DM) and social media. E-learning theory (Haythornthwaite & Andrews, 2011) was mainly used to discuss the findings. A survey of undergraduate students enrolled in courses at the Department of Languages, in the Campus State of Mexico, was applied to collect data. Approximately 650 students answered the survey. Significant gender differences were found in the use of DM, as well as differences of purpose for its use and that of social media. By and large, this study suggested that the idea of Millennials as a generational movement using DM technologies is a questionable one, at least for the case of students in this age category at the State of Mexico campus, and that future study should consider an alternative reason.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"8 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79503654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0