Nordic Journal of Digital Literacy最新文献

{"title":"Involvement with Response Technology as Student-Centring of Language Teaching","authors":"E. Einum","doi":"10.18261/issn.1891-943x-2019-01-02-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-01-02-02","url":null,"abstract":"Response technology (RT) is frequently applied to engage students in education, but research on RT has only per-functorily 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.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"22 1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78023158","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}

{"title":"Re-imagining literacies and literacies pedagogy in the context of semio-technologies","authors":"Chaka Chaka","doi":"10.18261/issn.1891-943x-2019-01-02-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-01-02-05","url":null,"abstract":"This paper seeks to explore and re-imagine the notion of literacy, by first reconceptualising it in its plural form as literacies, and second, by embedding it within the context of semio-technologies. From this basis, and employing interface theory, it contends that imagination serves as a launching pad for literacies, semio-technologies and literacies pedagogy. The paper also argues that in its plural form, literacies does not only entail the critical literacies, New Literacy Studies, new literacies and multiliteracies perspectives, but also encompasses other literacy permutations, such as multicultural literacies, pluralistic literacies, globalised literacies, digital literacies, mobile literacies, data literacies and high literacies. In addition, it proposes how literacies can be incorporated into school curricula and taught in both primary and secondary school contexts. It suggests three models (standalone, infusion and crosscutting models) for curriculating literacies. Lastly, the paper characterises the changing nature of learners and the changing roles of teachers in view of ever-evolving literacies.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"21 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77001591","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}

{"title":"Fun and games - Finnish children’s ideas for the use of digital media in preschool","authors":"Pekka Mertala","doi":"10.18261/ISSN.1891-943X-2016-04-01","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2016-04-01","url":null,"abstract":"This study has used drawings from and interviews with 5–6 year-old Finnish children (N=103) to explore their ideas for the use of digital media in preschool. The main findings, based on data driven analysis, were the following: Playing commercial digital games was the most popular activity followed by media production, mainly photographing. Computers, tablets and cameras were the most popular devices. Digital media was understood to be more about leisure than learning. Pedagogical implementations are discussed.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"42 1","pages":"207-226"},"PeriodicalIF":2.2,"publicationDate":"2019-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72792373","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}

{"title":"Information Skills of Finnish Basic and Secondary Education Students: The Role of Age, Gender, Education Level, Self-efficacy and Technology Usage","authors":"Meri-Tuulia Kaarakainen, Loretta Saikkonen, Juho Savela","doi":"10.18261/ISSN.1891-943X-2018-04-05","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-04-05","url":null,"abstract":"The information skills and technology use of 3,159 Finnish 12–22-year-old students were examined in this study. Data were collected using the combination of a usage habit questionnaire and a performancebased test that measured their skills when choosing a medium to seek information, defining search queries, and selecting and evaluating search results. On average, these students’ information skills were found to be insufficient. Particularly, students failed in creating search phrases, and they tended to concentrate on content relevance at the expense of source reliability. Versatility of technology use was found to be the most prominent predictor of students’ information skills. Education level also had an increasing effect on information skills, whereas age alone, within separate education levels, did not have the same effect. Self-efficacy was found to be associated only with male students’ information skills. Gender had no direct effect on information skills; rather it was identified as a moderator for the ongoing relationship between information skills and technology use.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"18 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89300484","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}

{"title":"How different national strategies of implementing digital technology can affect teacher educators","authors":"Siri Sollied Madsen, S. Archard, Steinar Thorvaldsen","doi":"10.18261/ISSN.1891-943X-2018-04-02","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-04-02","url":null,"abstract":"Over ten years have passed since Norwegian educational reform implemented the use of digital tools as a required basic skill in all subjects and at all levels of Norwegian schools. However, government surveys show that there is still a significant gap between the intention of educational policies and what is actually practiced in Norwegian education. This gap has often been attributed to practitioners’ skill deficiency. This paper challenges the notion of practitioners’ skill deficiency as being the sole causal explanation for lack of progress, and attempts to explore this through a comparative study between initial teacher education in Norway and New Zealand. Our analysis has shown some significant differences between the countries, and based on our findings, this article discusses how such differences may be connected to policy development and political influence. This analysis contributes to a broader understanding of the complexity behind this gap. Understanding the bigger picture is essential for being able to work constructively towards diminishing the difference between policy intentions and practice in the future. Our findings suggest that top-down governance of the educational use of digital technology could create resistance among teacher educators. It could therefore be understood as counterproductive regarding progress. Prioritising policy goals above pedagogical goals in this field is contrary to teachers’ understanding of teacher proficiency.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72946654","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}

{"title":"Flipping the classroom in physiotherapy education: experiences, opportunities and challenges","authors":"Yngve Røe, N. Ødegaard, T. Dahl-Michelsen","doi":"10.18261/ISSN.1891-943X-2018-04-03","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-04-03","url":null,"abstract":"In higher education, resistance to shifting educational methods presents a challenge in fulfilling the opportunities offered by new methods. The purpose of the present study is to document the experiences of a flipped classroom intervention in a Norwegian physiotherapy programme, from the perspectives of the students and the teachers. The findings demonstrate that the students’ attitudes were mainly positive. In particular, the students evaluated autonomous group work and unlimited access to digital material as positive. The academic outcomes from the final exam were similar to previous years. Interviews with the teachers showed that the learning environment associated with the group work in the flipped classroom was a different and highly appreciated experience. In conclusion, the present study indicates that there is potential in implementing digital approaches in physiotherapy programmes.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"9 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85796027","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}

{"title":"Children’s shared experiences of participating in digital communities","authors":"Marina Wernholm","doi":"10.18261/ISSN.1891-943X-2018-04-04","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-04-04","url":null,"abstract":"The aim of this study is to gain knowledge about children’s participation in digital communities and to develop a model that can be used as a tool for practitioners. The research question guiding t ...","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"40 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86300319","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}

{"title":"Book-review","authors":"B. Larsen","doi":"10.18261/ISSN.1891-943X-2018-04-06","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-04-06","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"41 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90246024","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}

{"title":"Teacher educators’ perceptions of working with digital technologies","authors":"Siri Sollied Madsen, Steinar Thorvaldsen, S. Archard","doi":"10.18261/ISSN.1891-943X-2018-03-04","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-03-04","url":null,"abstract":"This article is part of a research project aimed to broaden the understanding of the established gap between policies regarding the use of digital technology and the actual use of digital technology in Norway. To understand this gap we have conducted a comparative study between teacher education in Norway and teacher education in New Zealand, two countries with quite different approaches to implementing digital technology in education. We found several interesting differences between the countries. The regression analysis and the correlation analysis show that the professional use of digital tools correlates with the teacher educators’ level of digital competence in New Zealand. On the other hand, in Norway the professional use of digital tools correlates stronger with teacher educators’ attitudes towards digital technology in education. Attitudes has a stronger influence (impact) than digital competence regarding to what extent digital tools are being used in Norway, and digital competence has a stronger influence than attitudes regarding to what extent digital tools are being used in New Zealand.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"32 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2018-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75067779","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}

{"title":"Everyday Digital Schooling – implementing tablets in Norwegian primary school","authors":"R. Krumsvik, Erling Berrum, L. Jones","doi":"10.18261/ISSN.1891-943X-2018-03-03","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-03-03","url":null,"abstract":"Implementation of tablets in Norwegian schools has become quite common, but we still have too little research knowledge about the learning outcome from these implementation measures. To achieve more knowledge about the topic, this trailing research examines the first cohort of Bærum municipality’s implementation of tablets in primary school. The outcome measures in the study are external for the intervention, and are recorded data from National Tests (National reading, arithmetic and English Tests, Classes 5, 8 and 9, National Mapping Tests for reading and arithmetic, Classes 1–3, and the 2014–2016 National Pupil Survey). The whole study (N=15,708) relies on an explanatory, sequentially mixed-methods design (Fetters, Curry and Creswell (2013), and in this study we examine the quantitative effects of this implementation. The results stemming from the general focus areas, that is, spelling, reading, comprehension and arithmetic in the National Mapping Tests for reading for Classes 1–3, we find that there is no significant impact on pupil learning1 with respect to Classes 1 and 2 at the Pilot 1 schools in 2015 and 2016, compared with the results obtained for the other Bærum schools. The same applies to Class 3, with the exception of arithmetic, where we see negative results as a consequence of being a pilot school and having used tablets. This differs to what we see in the results of the National Tests for Class 5 in 2015 and 2016, where we note significant positive outcomes with respect to arithmetic and English among boys at the pilot schools, compared with Class 5 boys at the other Bærum schools. The findings is only based on the first nine months from the implementation of tablets and therefore a second cohort of 1. In other words, the percentage above the limit for concern with respect to the expected level of learning in this context. Vol. 13, No. 3-2018, p. 152–178 ISSN ONLINE: 1891-943X 153 NORDIC JOURNAL OF DIGITAL LITERACY | VOL. 13 | NO. 3-2018 This article is downloaded from www.idunn.no. © 2018 Author(s). This is an open access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License http://creativecommons.org/licenses/by-nc-sa/4.0/). research is recommended in order to validate and elaborate on these preliminary findings.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"19 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2018-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86358768","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}