Pub Date : 2021-12-31DOI: 10.1080/20004508.2021.2019374
Margarita Karafylli, Christina Maligkoudi
ABSTRACT The past and current situation in Greece regarding the refugee crisis has created educators’ need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators’ employment of practices such as translanguaging and inclusion of students’ L1 in the creation of linguistic signs and how they are reflected in the schoolscape. Based on photographs and interviews gathered by eleven educators in formal and non-formal education in Greek schools, we decoded translanguaging and sign-making practices by identifying a taxonomy of different functions represented by the signs, the initiative of teachers as primary sign-makers, and the promotion of teaching Greek as L2. The study suggests that incorporating students’ and teachers’ translingual signs and multimodal practices in learning procedures paves a promising way to designing a competent curriculum for teaching language diversity and encouraging intercultural awareness.
{"title":"Educators’ perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings","authors":"Margarita Karafylli, Christina Maligkoudi","doi":"10.1080/20004508.2021.2019374","DOIUrl":"https://doi.org/10.1080/20004508.2021.2019374","url":null,"abstract":"ABSTRACT The past and current situation in Greece regarding the refugee crisis has created educators’ need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators’ employment of practices such as translanguaging and inclusion of students’ L1 in the creation of linguistic signs and how they are reflected in the schoolscape. Based on photographs and interviews gathered by eleven educators in formal and non-formal education in Greek schools, we decoded translanguaging and sign-making practices by identifying a taxonomy of different functions represented by the signs, the initiative of teachers as primary sign-makers, and the promotion of teaching Greek as L2. The study suggests that incorporating students’ and teachers’ translingual signs and multimodal practices in learning procedures paves a promising way to designing a competent curriculum for teaching language diversity and encouraging intercultural awareness.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"306 - 335"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44275852","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}
Pub Date : 2021-11-22DOI: 10.1080/20004508.2021.1985247
Ingvill Krogstad Svanes, Emilia Andersson-Bakken
ABSTRACT This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from four schools and an examination of whole-class teaching in 32 language arts lessons. The results show that the teacher practice of asking open questions has one core function – classroom management. The teachers also ask open questions that are more subject specific, and the material covers writing activities and orthography and grammar instruction. The functions of open questions are quite similar in the two data sets. This may indicate that the teachers’ open questions mediate an understanding of school culture and the values of the subject to the students, here how writing activities and grammar instruction should be interpreted. This article argues that we should go further than merely differentiating between open and closed questions and investigate the functions of open questions in the classroom.
{"title":"Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education","authors":"Ingvill Krogstad Svanes, Emilia Andersson-Bakken","doi":"10.1080/20004508.2021.1985247","DOIUrl":"https://doi.org/10.1080/20004508.2021.1985247","url":null,"abstract":"ABSTRACT This study identifies the various functions of open questions in whole-class teaching in language arts classrooms in primary school, and it explores how these questions may work as a mediating tool. Open questions are considered a valuable tool in classroom discourse, enhancing dialogue and students’ learning by giving the students an opportunity to elaborate on their thoughts. The analysis draws on two data sets and includes observations from four schools and an examination of whole-class teaching in 32 language arts lessons. The results show that the teacher practice of asking open questions has one core function – classroom management. The teachers also ask open questions that are more subject specific, and the material covers writing activities and orthography and grammar instruction. The functions of open questions are quite similar in the two data sets. This may indicate that the teachers’ open questions mediate an understanding of school culture and the values of the subject to the students, here how writing activities and grammar instruction should be interpreted. This article argues that we should go further than merely differentiating between open and closed questions and investigate the functions of open questions in the classroom.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"231 - 250"},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44166962","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}
Pub Date : 2021-11-15DOI: 10.1080/20004508.2021.1995140
Jenny Green
ABSTRACT Feedback does not always engage students. To better understand why this happens, the present study analysed Grade 2 (7- to 8-year-old) students’ experiences of formative feedback in mathematics to identify aspects with potential importance for student engagement. The researcher processed the students’ experiences with the help of stimulated recall and semi-structured interviews. Most of the students appreciated feedback that focused on the process, instead of simply offering solution methods. However, due to a conflict between teachers and students regarding the social and socio-mathematical norms, some of the students did not understand the purpose while others wanted the teacher to state the solution method. This shows that it is important not only which norms are established, but also that this is done at an early stage. Thus, both teachers and students need to understand and accept the norms, and potentially establish new norms, if the current ones are counterproductive.
{"title":"Primary students’ experiences of formative feedback in mathematics","authors":"Jenny Green","doi":"10.1080/20004508.2021.1995140","DOIUrl":"https://doi.org/10.1080/20004508.2021.1995140","url":null,"abstract":"ABSTRACT Feedback does not always engage students. To better understand why this happens, the present study analysed Grade 2 (7- to 8-year-old) students’ experiences of formative feedback in mathematics to identify aspects with potential importance for student engagement. The researcher processed the students’ experiences with the help of stimulated recall and semi-structured interviews. Most of the students appreciated feedback that focused on the process, instead of simply offering solution methods. However, due to a conflict between teachers and students regarding the social and socio-mathematical norms, some of the students did not understand the purpose while others wanted the teacher to state the solution method. This shows that it is important not only which norms are established, but also that this is done at an early stage. Thus, both teachers and students need to understand and accept the norms, and potentially establish new norms, if the current ones are counterproductive.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"285 - 305"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48131872","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}
Pub Date : 2021-11-10DOI: 10.1080/20004508.2021.1994117
Shawn G. Pennelle, R. Case, G. Williams
ABSTRACT This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.
{"title":"Bilingual paraprofessionals in the second language acquisition classroom","authors":"Shawn G. Pennelle, R. Case, G. Williams","doi":"10.1080/20004508.2021.1994117","DOIUrl":"https://doi.org/10.1080/20004508.2021.1994117","url":null,"abstract":"ABSTRACT This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"251 - 266"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166233","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}
Pub Date : 2021-10-29DOI: 10.1080/20004508.2021.1994687
A. Vahed, M. Walters, A. Ross
ABSTRACT Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology. The results of this study provide the basis to initiate deeper discussions on developing shared understandings of assessment literacy, assessment bunching, and assessment validity and reliability. These elements are all required for the enhancement of quality assurance and monitoring of fit for purpose continuous assessment practices.
{"title":"Continuous assessment fit for purpose? Analysing the experiences of academics from a South African university of technology","authors":"A. Vahed, M. Walters, A. Ross","doi":"10.1080/20004508.2021.1994687","DOIUrl":"https://doi.org/10.1080/20004508.2021.1994687","url":null,"abstract":"ABSTRACT Despite the expanding literature in the last three decades on modes of implementation and the various forms of formal and informal assessments, there is limited evidence of academics’ knowledge and understanding of continuous assessment practice. Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology. The results of this study provide the basis to initiate deeper discussions on developing shared understandings of assessment literacy, assessment bunching, and assessment validity and reliability. These elements are all required for the enhancement of quality assurance and monitoring of fit for purpose continuous assessment practices.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"267 - 283"},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47896490","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}
Pub Date : 2021-10-08DOI: 10.1080/20004508.2021.1984075
Anna Roumbanis Viberg, K. Forslund Frykedal, Sylvana Sofkova Hashemi
ABSTRACT The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analysed using directed content analysis. The theoretical perspective taken is a subject-centred socio-cultural approach to professional agency. This is an approach where the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study, professional agency was explored in the work context, in teaching practice and in relation to the professional identity. The results of this study not only confirm the complexity of being a professional TE in the times of digitalisation but more importantly demonstrate a paradox in the TE’s perceived high agency that both enables and hinders self-development (the individual) as well as development of the working community, the organisation, and the university. The study implies that considerations and understanding of the TE’s autonomy and perceived agency are significant for professional and work development.
{"title":"“The teacher educator’s perceptions of professional agency – a paradox of enabling and hindering digital professional development in higher education”","authors":"Anna Roumbanis Viberg, K. Forslund Frykedal, Sylvana Sofkova Hashemi","doi":"10.1080/20004508.2021.1984075","DOIUrl":"https://doi.org/10.1080/20004508.2021.1984075","url":null,"abstract":"ABSTRACT The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analysed using directed content analysis. The theoretical perspective taken is a subject-centred socio-cultural approach to professional agency. This is an approach where the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study, professional agency was explored in the work context, in teaching practice and in relation to the professional identity. The results of this study not only confirm the complexity of being a professional TE in the times of digitalisation but more importantly demonstrate a paradox in the TE’s perceived high agency that both enables and hinders self-development (the individual) as well as development of the working community, the organisation, and the university. The study implies that considerations and understanding of the TE’s autonomy and perceived agency are significant for professional and work development.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"213 - 230"},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934067","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}
Pub Date : 2021-10-02DOI: 10.1080/20004508.2021.1988451
Anders D. Olofsson, J. Lindberg
The research symposium Teaching and Teacher Education in the Light of the Digitalised K-12 school – a Nordic Perspective, held in October 2019 at Umeå University, Sweden, was the third in a series of symposiums organised by the authors of this editorial to address broad-term challenges and possibilities concerning the digitalisation in K-12 schools and in teacher education. The included papers in this special issue of the Education Inquiry originate from this symposium. The first symposium, International Symposium on Informed Design of Educational Technologies – Enhanced Learning and Teaching, took place in October 2012 (Olofsson & Lindberg, 2012). The second symposium in October 2017 had a specific focus on Recent Trends in the Digitalisation of Nordic K-12 schools (Lindberg & Olofsson, 2018). While working on the special issue, a fourth symposium held in November 2020 specifically concerned Swedish and Norwegian Teacher Education in a Time of a Digital Transformation of Society. As the four abovementioned symposiums indicate, in a Nordic context, the question of digital technology in teaching and teacher education per se is not new, neither is it new in research (e.g. Caeli & Bundsgaard, 2019; Gudmundsdottir & Hatlevik, 2018; Ilomäki, Paavola, Lakkala, & Kantosalo, 2016; Olofsson, Lindberg, Hauge, & Fransson, 2015) or educational practice and policy (e.g. in Denmark, Strategy for Denmark’s Digital Growth, 2018; in Finland, The National Core Curriculum for Upper Secondary Education, 2019; in Norway, Digitalisation strategy for primary and lower secondary schools, 2017; and in Sweden, #skolDigiplan, 2019). Interestingly, the literature indicates that educational policies often emphasise the potential of digital technology to reform or even transform teaching, learning and assessment, but research reports that digital technology has not yet had the positive impact expected from policy (see Hammond, 2014; Vrasidas, 2015; Wastiau et al., 2013). With that in mind, we wanted the 2019 symposium to be an event aimed at identifying and exploring signs of a socalled Nordic model of building digital competence and improving digital technology use in the contexts of K-12 school and teacher education. The event was to support joint academic efforts to investigate what the Nordic countries potentially have in common and how we together can improve and develop various issues in theory, as well as policy and practice, concerning digital competence and the uptake and use of digital technology in teaching and teacher education. Former research in this field of interest indicates that elucidating such a thing as a Nordic model or a specific educational dimension to unite the Nordic countries is a rather challenging endeavour (cf. Blossing, Imsen, & Moos, 2014; Imsen, Blossing, & EDUCATION INQUIRY 2021, VOL. 12, NO. 4, 311–316 https://doi.org/10.1080/20004508.2021.1988451
{"title":"A glimpse of a Nordic model? Policy and practice in the digitalisation of the K-12 school and teacher education in Denmark, Finland, Norway and Sweden: Editorial introduction","authors":"Anders D. Olofsson, J. Lindberg","doi":"10.1080/20004508.2021.1988451","DOIUrl":"https://doi.org/10.1080/20004508.2021.1988451","url":null,"abstract":"The research symposium Teaching and Teacher Education in the Light of the Digitalised K-12 school – a Nordic Perspective, held in October 2019 at Umeå University, Sweden, was the third in a series of symposiums organised by the authors of this editorial to address broad-term challenges and possibilities concerning the digitalisation in K-12 schools and in teacher education. The included papers in this special issue of the Education Inquiry originate from this symposium. The first symposium, International Symposium on Informed Design of Educational Technologies – Enhanced Learning and Teaching, took place in October 2012 (Olofsson & Lindberg, 2012). The second symposium in October 2017 had a specific focus on Recent Trends in the Digitalisation of Nordic K-12 schools (Lindberg & Olofsson, 2018). While working on the special issue, a fourth symposium held in November 2020 specifically concerned Swedish and Norwegian Teacher Education in a Time of a Digital Transformation of Society. As the four abovementioned symposiums indicate, in a Nordic context, the question of digital technology in teaching and teacher education per se is not new, neither is it new in research (e.g. Caeli & Bundsgaard, 2019; Gudmundsdottir & Hatlevik, 2018; Ilomäki, Paavola, Lakkala, & Kantosalo, 2016; Olofsson, Lindberg, Hauge, & Fransson, 2015) or educational practice and policy (e.g. in Denmark, Strategy for Denmark’s Digital Growth, 2018; in Finland, The National Core Curriculum for Upper Secondary Education, 2019; in Norway, Digitalisation strategy for primary and lower secondary schools, 2017; and in Sweden, #skolDigiplan, 2019). Interestingly, the literature indicates that educational policies often emphasise the potential of digital technology to reform or even transform teaching, learning and assessment, but research reports that digital technology has not yet had the positive impact expected from policy (see Hammond, 2014; Vrasidas, 2015; Wastiau et al., 2013). With that in mind, we wanted the 2019 symposium to be an event aimed at identifying and exploring signs of a socalled Nordic model of building digital competence and improving digital technology use in the contexts of K-12 school and teacher education. The event was to support joint academic efforts to investigate what the Nordic countries potentially have in common and how we together can improve and develop various issues in theory, as well as policy and practice, concerning digital competence and the uptake and use of digital technology in teaching and teacher education. Former research in this field of interest indicates that elucidating such a thing as a Nordic model or a specific educational dimension to unite the Nordic countries is a rather challenging endeavour (cf. Blossing, Imsen, & Moos, 2014; Imsen, Blossing, & EDUCATION INQUIRY 2021, VOL. 12, NO. 4, 311–316 https://doi.org/10.1080/20004508.2021.1988451","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"12 1","pages":"311 - 316"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49580675","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}
Pub Date : 2021-09-22DOI: 10.1080/20004508.2021.1980973
Agneta Grönlund, Joakim Samuelsson, J. Samuelsson
ABSTRACT Teachers’ feedback via Learning Management Systems (LMSs) is studied within the subject of social studies at upper secondary school in Sweden. A qualitative study involved classroom observations within LMSs, gathering teachers’ feedback on pupils’ submitted assignments, and semi-structured interviews with six teachers. With the support of activity theory, the interest of the study was directed towards the tensions that arise in an activity system consisting of teachers’ feedback actions in a digital assessment context. The results reveal tensions in the relationship between grading documentation in the LMS and the subject’s traditions in the form of discussions, for example. Tensions were distinguished in the interaction between a school policy of using a feedback matrix and teachers’ formative ideals. Tensions were also distinguished between teachers’ need to legitimise grades and give feedback according to formative ideals. Finally, a tension was distinguished between the time available for providing feedback and teachers’ formative ideals for giving feedback.
{"title":"When documentation becomes feedback: tensions in feedback activity in Learning Management Systems","authors":"Agneta Grönlund, Joakim Samuelsson, J. Samuelsson","doi":"10.1080/20004508.2021.1980973","DOIUrl":"https://doi.org/10.1080/20004508.2021.1980973","url":null,"abstract":"ABSTRACT Teachers’ feedback via Learning Management Systems (LMSs) is studied within the subject of social studies at upper secondary school in Sweden. A qualitative study involved classroom observations within LMSs, gathering teachers’ feedback on pupils’ submitted assignments, and semi-structured interviews with six teachers. With the support of activity theory, the interest of the study was directed towards the tensions that arise in an activity system consisting of teachers’ feedback actions in a digital assessment context. The results reveal tensions in the relationship between grading documentation in the LMS and the subject’s traditions in the form of discussions, for example. Tensions were distinguished in the interaction between a school policy of using a feedback matrix and teachers’ formative ideals. Tensions were also distinguished between teachers’ need to legitimise grades and give feedback according to formative ideals. Finally, a tension was distinguished between the time available for providing feedback and teachers’ formative ideals for giving feedback.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"14 1","pages":"194 - 212"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42070659","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}
Pub Date : 2021-09-17DOI: 10.1080/20004508.2021.1972594
Ann-Thérèse Arstorp
ABSTRACT This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky’s artifact categories. The analytical categories developed for this study are tool artifacts, teacher professional artifacts and discursive artifacts. The results show that the different categories dominate at different times. The Norwegian policy documents indicate an increase in teacher professional artifacts and a decrease in tool artifacts over time, whereas the Danish policy documents show the opposite tendency. Discursive artifacts are absent in Danish policy documents while their presence diminishes over time in the Norwegian policy documents. As teachers, and ITE in particular, are still struggling to realise educational policy aims, there is still a need for direction, this absence seems to run counter to the goal of increasing PDC in ITE.
{"title":"25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents","authors":"Ann-Thérèse Arstorp","doi":"10.1080/20004508.2021.1972594","DOIUrl":"https://doi.org/10.1080/20004508.2021.1972594","url":null,"abstract":"ABSTRACT This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky’s artifact categories. The analytical categories developed for this study are tool artifacts, teacher professional artifacts and discursive artifacts. The results show that the different categories dominate at different times. The Norwegian policy documents indicate an increase in teacher professional artifacts and a decrease in tool artifacts over time, whereas the Danish policy documents show the opposite tendency. Discursive artifacts are absent in Danish policy documents while their presence diminishes over time in the Norwegian policy documents. As teachers, and ITE in particular, are still struggling to realise educational policy aims, there is still a need for direction, this absence seems to run counter to the goal of increasing PDC in ITE.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"12 1","pages":"365 - 389"},"PeriodicalIF":0.0,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42131224","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}
Pub Date : 2021-09-06DOI: 10.1080/20004508.2021.1976454
Anders D. Olofsson, J. Lindberg, Alex Young Pedersen, Ann-Thérèse Arstorp, Christian Dalsgaard, E. Einum, Francesco Caviglia, Liisa Ilomäki, M. Veermans, P. Häkkinen, Sara Willermark
ABSTRACT This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.
{"title":"Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?","authors":"Anders D. Olofsson, J. Lindberg, Alex Young Pedersen, Ann-Thérèse Arstorp, Christian Dalsgaard, E. Einum, Francesco Caviglia, Liisa Ilomäki, M. Veermans, P. Häkkinen, Sara Willermark","doi":"10.1080/20004508.2021.1976454","DOIUrl":"https://doi.org/10.1080/20004508.2021.1976454","url":null,"abstract":"ABSTRACT This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.","PeriodicalId":37203,"journal":{"name":"Education Inquiry","volume":"12 1","pages":"317 - 328"},"PeriodicalIF":0.0,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48982574","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}
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