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Designing a Socio-Cultural Approach for Teaching and Learning Computational Thinking Nordic Journal of Digital Literacy Pub Date : 2020-07-02 Francisco Buitrago-Flórez, Giovanna Danies, Javier Tabima, Silvia Restrepo, Carola Hernández
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
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How a SPOC might facilitate in-service teachers’ interactions in professional development Nordic Journal of Digital Literacy Pub Date : 2020-07-02 Sabine Wollscheid, Cathrine Edelhard Tømte, Jørgen Sjaastad
Online professional development programs for teachers are much discussed. Teachers are obliged to continuously renew their skills in teaching methodology to keep pace with changing demands in society. Providing flexibility in time and space and opportunities for interaction, online courses are expected to facilitate teachers’ professional development in general. Informed by a single-case study design
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Informal acquisition of L2 English vocabulary Nordic Journal of Digital Literacy Pub Date : 2020-07-02 Marja-Leena Niitemaa
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
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Home schooling, remote teaching and digital Bildung in societal crisis Nordic Journal of Digital Literacy Pub Date : 2020-07-02 Rune Johan Krumsvik
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
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Promoting critical digital literacy in the leisure-time center: views and practices among Swedish leisure-time teachers Nordic Journal of Digital Literacy Pub Date : 2019-12-20 Carolina Martinez
This article focuses on the leisure-time center (LTC) as an arena for developing critical digital literacy. The main research question concerns how Swedish leisure-time teachers (LT teachers) work to promote critical digital literacy. In addition to this, the article directs attention to one specific aspect of critical digital literacy, namely, critical understanding of Internet advertising. The second
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Digital and media literacy in pre-service teacher education Nordic Journal of Digital Literacy Pub Date : 2019-12-20 Luca Botturi
In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit
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Productive Disciplinary Engagement and Videogames Nordic Journal of Digital Literacy Pub Date : 2019-12-20 Filipa de Sousa, Ingvill Rasmussen
Interactive learning environments such as videogames may facilitate learning through engagement. However, not all kinds of engagement are relevant to learning in formal education; much depends on the use of pedagogical approaches and videogames in the classroom. This study investigates a curricular unit in an upper secondary class using the commercial videogame The Walking Dead to teach ethical theories
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‘It Goes Around the World’ – Children’s Understanding of the Internet Nordic Journal of Digital Literacy Pub Date : 2019-12-20 Sirpa Eskelä-Haapanen, Carita Kiili
The Internet has become an important literacy environment, even for children. Therefore, building the foundations for their critical engagement with online information should start when they first enter school. One way to start is to help children build an understanding about the complexities of the Internet environment. The present study aimed at increasing our knowledge about children’s understanding
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Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms Nordic Journal of Digital Literacy Pub Date : 2019-12-20 Peter Bergström
This paper reports on teacher practices in tablet-based Finnish one-to-one computing classrooms in grades 7-9. The aim of this study was to increase the understanding of teacher practices by illust ...
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Re-imagining literacies and literacies pedagogy in the context of semio-technologies Nordic Journal of Digital Literacy Pub Date : 2019-11-06 Chaka Chaka
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
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Clicker Interventions at University Lectures and the Feedback Gap Nordic Journal of Digital Literacy Pub Date : 2019-11-06 Kjetil Egelandsdal, Rune Johan Krumsvik
The article presents a mixed methods study on clicker interventions conducted in collaboration with four philosophy teachers at fourteen university lectures. The aim was to examine how feedback from the interventions were received and used by teachers and students. The data material comprises a quasi-experiment based on 6,772 student responses, student logs, a student survey and semi-structured interviews
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Nursing students’ experiences with the use of a student response system when learning physiology Nordic Journal of Digital Literacy Pub Date : 2019-11-06 Hanne Maria Bingen, Bodil Tveit, Rune Johan Krumsvik, Simen A. Steindal
Digitisation has become a part of quality education and can help change the teacher’s role from a lecturer to a supervisor, encourage a more student-centred approach, and increase the interactivity between the teacher and the students. However, it can be challenging to facilitate more interactive pedagogy in large classes. The aim of this study was to gain knowledge about nursing students’ experience
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Digital Bildung: Norwegian Students’ Understanding of Teaching and Learning with ICT Nordic Journal of Digital Literacy Pub Date : 2019-11-06 Lillian Gran, Daniel Petterson, Christina Elde Mølstad
Nordic Journal of Digital Literacy er et vitenskapelig tidsskrift med apen tilgang (open access). Det vil si at det er gratis tilgjengelig for alle og finnes kun digitalt pa internett. Alle artikler publiseres i overenstemmelse med Creative Commons-lisensen CC BY-NC 4.0.
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Children’s shared experiences of participating in digital communities Nordic Journal of Digital Literacy Pub Date : 2019-04-10 Marina Wernholm
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 the study is: What kind of participation emerges from children’s shared experiences when engaging in digital communities? Lave and Wenger’s theory about communities of practice, and their notion of legitimate
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Information Skills of Finnish Basic and Secondary Education Students: The Role of Age, Gender, Education Level, Self-efficacy and Technology Usage Nordic Journal of Digital Literacy Pub Date : 2019-04-10 Meri-Tuulia Kaarakainen, Loretta Saikkonen, Juho Savela
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
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Flipping the classroom in physiotherapy education: experiences, opportunities and challenges Nordic Journal of Digital Literacy Pub Date : 2019-04-10 Yngve Røe, Nina B. Ødegaard, Tone Dahl-Michelsen
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
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How different national strategies of implementing digital technology can affect teacher educators Nordic Journal of Digital Literacy Pub Date : 2019-04-10 Siri Sollied Madsen, Sara Archard, Steinar Thorvaldsen
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’
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What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve? Nordic Journal of Digital Literacy Pub Date : 2018-10-17 Fredrik Hanell
This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular
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Everyday Digital Schooling – implementing tablets in Norwegian primary school Nordic Journal of Digital Literacy Pub Date : 2018-10-17 Rune Johan Krumsvik, Erling Berrum, Lise Øen Jones
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
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Teacher educators’ perceptions of working with digital technologies Nordic Journal of Digital Literacy Pub Date : 2018-10-17 Siri Sollied Madsen, Steinar Thorvaldsen, Sara Archard
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
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The Use of Learning Technologies and Student Engagement in Learning Activities Nordic Journal of Digital Literacy Pub Date : 2018-06-26 Nina Bergdahl, Uno Fors, Patrik Hernwall, Ola Knutsson
As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use ...
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Learning from New Literacies Nordic Journal of Digital Literacy Pub Date : 2018-06-26 Diane Hui
To address the academic and new literacies divide, this study examines the practices and perceived effects of new literacies on academic learning, specific to Asian English major undergraduate language learners. This mixed-methods study reports particularly on the statistical results of a longitudinal survey concerning students’ increasingly digital lives and positive perceptual change (p < 0.05).
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Conventional classroom teaching through ICT and distance teaching Nordic Journal of Digital Literacy Pub Date : 2018-03-12 Anders Øgaard
Conditions for schooling in Greenland are challenging in many ways. The staff of teachers in the country is very heterogeneous: some have teacher training, but many are without, and often work with limited resources. Distance teaching could be a tool to share teaching resources and raise the quality of teaching in the many small isolated communities and settlements. This paper presents a case study
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Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age Nordic Journal of Digital Literacy Pub Date : 2018-03-12 Inger Dagrunn Langset, Dan Yngve Jacobsen, Halvdan Haugsbakken
In Norway, digital skills are defined as an essential proficiency in the national curricular plans, and learning worldwide is in many ways changed by contemporary Web 2.0 technologies. Even so, teacher training is lagging behind when it comes to developing digital learning cultures and providing digital role models for future teachers. At the Norwegian University of Science and Technology (NTNU), we
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Pros and Cons: Handwriting Versus Digital Writing Nordic Journal of Digital Literacy Pub Date : 2017-12-18 Dahlström Dahlström, Boström Boström
This study compares three different writing conditions – pen and paper, tablet, and tablet with access to speech synthesis – within a class of fourth graders in Sweden. The aim was to examine if th ...
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What’s in a wiki? Nordic Journal of Digital Literacy Pub Date : 2017-12-18 Hilde Brox
This paper reports from a collaborative creative writing project in teacher education that involved the use of wikis. A fortunate match between task and technology created much enthusiasm among student teachers, and – as evident from an analysis of their logs – a growing awareness of technology as something more than a tool neatly adapted to particular purposes. In interviews conducted at a later stage
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Informal use of social media in higher education: A case study of Facebook groups Nordic Journal of Digital Literacy Pub Date : 2017-12-18 Erik Adalberon, Roger Säljö
Recent research in Norway reveals significant differences between how students and educators in higher education report using social media in the context of university activities. Students seem to use such media at their own initiative and largely outside the academic agenda. This study looks further into students’ use of social media by means of a case study of four, student-initiated, Facebook groups
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What’s to be learned? Nordic Journal of Digital Literacy Pub Date : 2017-10-19 Ana Karina de Oliveira Nascimento, Michele Knobel
ABSTRACT This circumscribed review analyzes recent sociocultural, qualitative research in digital literacies within pre-service teacher education. It focuses on what teacher educators are doing with respect to working with pre-service teacher education students and digital literacies conceived more in terms of social practices than as proficiency in using education technology tools. Analysis suggests
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Leadership for learning in technology-rich upper secondary school classrooms Nordic Journal of Digital Literacy Pub Date : 2017-10-19 Kjell Atle Halvorsen
The article analyses strategies for classroom leadership in technology rich upper secondary classrooms, arguing that such strategies can involve technical, organizational, didactic and relational involvement elements. It suggests that these elements can be captured in an interactive, ecological model of classroom leadership. The findings are discussed in the light of theories on leadership as distributed
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How ICT savvy are Digital Natives actually? Nordic Journal of Digital Literacy Pub Date : 2017-10-19 Tore Ståhl
The purpose of this article is to explore how habits of using Information and Communications Technologies (hereafter ICT) and actual ICT skills relate to what has been called Digital Natives. The present study explores Digital Native-like people and other groups among two cohorts of students in their first year of university, contributing to the overall picture of Digital Natives as part of the young
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Peer discussions and response technology: short interventions, considerable gains Nordic Journal of Digital Literacy Pub Date : 2017-06-21 Kjetil Egelandsdal, Rune Johan Krumsvik
Student response systems are commonly used in combination with peer discussions during lectures. Research has shown that the number of correct answers increases when the same question is re-asked after discussion. This may occur because unconfident students copy the answer from their peers. To preclude this, the authors added a second, similar question to answer individually, disguised as a new case
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Rethinking Digital Literacy in Nordic School Curricula Nordic Journal of Digital Literacy Pub Date : 2017-06-21 Ola Berge
The position of digital technology in the Nordic school systems is currently being strengthened. One important part of this is the recent push to include programming or the concept of algorithmic thinking in curricula, not only in the Nordic countries but also across Europe and elsewhere in the world. A comprehensive overview of the situation in Europe is offered in the report «Developing Computational
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Wikis as digital learning resources in nursing education Nordic Journal of Digital Literacy Pub Date : 2017-06-21 Kjersti Røsvik, Thor Arne Haukedal
This article examined how first year undergraduate nursing students experienced the use of wikis as pedagogical learning resources in a social science module. The purpose of the study was to investigate how wikis contributed to collaboration and academic interests, using following question: How do students evaluate the use of wiki-based learning in a social science learning module? Are there possible
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The impact of class attendance on student learning in a flipped classroom Nordic Journal of Digital Literacy Pub Date : 2017-06-21 Njål Foldnes
We investigate the relationship between class attendance and academic achievement in a flipped classroom that was designed to foster social learning in fixed groups. Controlling for initial mathematical skill and attitudes, we found a substantial effect of class attendance on student achievement. Increasing class attendance by one standard deviation was associated with an increase in mathematics performance
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Use of tablets in primary and secondary school - a case study Nordic Journal of Digital Literacy Pub Date : 2016-12-14 Petter Kongsgården, Rune Johan Krumsvik
Norwegian schools are increasingly implementing tablets in school and there seems to be a need for more research within this area to examine how this implementation affects pupils’ learning processes. This article focuses on the use of tablets in pupils’ learning and the extent to which pupils become more involved in the planning, implementation and assessment of their learning. We used a qualitative
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Tablets as a digital tool in supervision of student teachers’ practical training Nordic Journal of Digital Literacy Pub Date : 2016-12-14 Petter Mathisen, Cato Bjørndal
Published version. Source at http://doi.org/10.18261/issn.1891-943x-2016-04-02 . License CC BY-NC-SA 4.0 .
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Fun and games - Finnish children’s ideas for the use of digital media in preschool Nordic Journal of Digital Literacy Pub Date : 2016-12-14 Pekka Mertala
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
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In or Out of School? - Meaningful Output with Digital and Non-digital Artefacts within Personal English Learning Ecologies Nordic Journal of Digital Literacy Pub Date : 2016-10-14 Rune Johan Krumsvik, Lise Øen Jones, Marianne Øfstegaard, Ole Johan Eikeland
This paper integrates ecological perspectives with language development theories to elucidate students' self-perceived learning trajectories. It presents data from focus, in-depth and member checking interviews with three boys and three girls. The findings show low English as a foreign language (EFL) written output and improved oral output in school (girls) and outside school (boys). It is of particular
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Upper Secondary School Teachers’ Digital Competence: Analysed by Demographic, Personal and Professional Characteristics Nordic Journal of Digital Literacy Pub Date : 2016-10-14 Rune Johan Krumsvik, Lise Øen Jones, Marianne Øfstegaard, Ole Johan Eikeland
Educational technology provides an opportunity to improve the quality of education. There is however a lack of uptake in utilizing the equipment provided, as well as a lack of well-established methods for monitoring the use of educational technology. In this paper, which is based on one of the largest ICT studies in secondary schools in Norway, we explore the relationship between upper secondary school
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Manoeuvring in a digital dilemmatic space: making sense of a digitised society Nordic Journal of Digital Literacy Pub Date : 2016-10-14 Göran Fransson
Although an increasingly digitised society offers a variety of options, it also implies challenges, risks and dilemmas for citizens, organisations and corporations. The purpose of this article is t ...
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Screen-based literacy practices in Swedish primary schools Nordic Journal of Digital Literacy Pub Date : 2016-06-07 Peter Andersson, Sylvana Sofkova-Hashemi
This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However
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Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic Nordic Journal of Digital Literacy Pub Date : 2016-06-07 Irina Engeness, Anders Mørch
This paper presents a study of Norwegian Upper Secondary School students’ writing process in English with: 1) feedback from an essay critiquing system (EssayCritic) (target class) and 2) feedback from collaborating peers (comparison class). The students in both classes significantly improved their grades. In the target class, the feedback from EssayCritic gave content-specific cues and the students
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The potential of digital tools for enabling the observation of comprehension in the classroom Nordic Journal of Digital Literacy Pub Date : 2016-06-07 Lisbeth M Brevik, Chris Davies
This article examines findings about the role of digital tools in supporting teachers in the challenging task of observing student comprehension in upper secondary school. These findings indicate that digital tools can provide valuable information to teachers about students’ uses of comprehension strategies, as well as enabling the students to demonstrate or reflect on their own uses of these strategies
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‘We have to be professional’ – Swedish preschool teachers’ conceptualisation of digital media Nordic Journal of Digital Literacy Pub Date : 2016-03-01 Patrik Hernwall
This paper describes how a group of preschool teachers participating in a design workshop sketched ideas for how ICT (information and communication technology) can be developed in relation to preschool practice. The design process, which was modelled on creative research methods and future workshops, is presented in detail. The main findings, based on a data-driven analysis of verbal and written statements
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Teacher Inquiry into Student Learning: - The TISL Heart Model and Method for use in Teachers’ Professional Development Nordic Journal of Digital Literacy Pub Date : 2016-03-01 Cecilie J. Hansen, Barbara Wasson
Researchers have recently been calling for new models of teacher education and professional development for the 21st century. Teacher inquiry, where the teacher’s own practice is under investigation, can be seen both as a way to improve day-to-day teaching in the classroom and as professional development for teachers. As such, it should also have a role in teacher education. In this article, we present
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