Pub Date : 2018-10-17DOI: 10.18261/ISSN.1891-943X-2018-03-02
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 viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences. (Less)
{"title":"What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve?","authors":"Fredrik Hanell","doi":"10.18261/ISSN.1891-943X-2018-03-02","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-03-02","url":null,"abstract":"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 viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences. (Less)","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"37 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2018-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81404080","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 : 2018-06-26DOI: 10.18261/ISSN.1891-943X-2018-02-02
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). These results inform how “efficacious learning” mediated by new literacies can transform the academic literacies important for academic success. Their pedagogical implications are discussed.
{"title":"Learning from New Literacies","authors":"Diane Hui","doi":"10.18261/ISSN.1891-943X-2018-02-02","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-02-02","url":null,"abstract":"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). These results inform how “efficacious learning” mediated by new literacies can transform the academic literacies important for academic success. Their pedagogical implications are discussed.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"5 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78924457","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 : 2018-06-26DOI: 10.18261/ISSN.1891-943X-2018-02-03
M. Cabot
{"title":"Personal English Learning Ecologies and Meaningful Input with Digital and Non-Digital Artefacts","authors":"M. Cabot","doi":"10.18261/ISSN.1891-943X-2018-02-03","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-02-03","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"118 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77400142","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 : 2018-06-26DOI: 10.18261/ISSN.1891-943X-2018-02-04
Nina Bergdahl, U. Fors, P. 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 ...
{"title":"The Use of Learning Technologies and Student Engagement in Learning Activities","authors":"Nina Bergdahl, U. Fors, P. Hernwall, Ola Knutsson","doi":"10.18261/ISSN.1891-943X-2018-02-04","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-02-04","url":null,"abstract":"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 ...","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"150 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75676445","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 : 2018-03-12DOI: 10.18261/ISSN.1891-943X-2018-01-04
Ammar Bahadur Singh, A. Mørch
{"title":"An Analysis of Participants’ Experiences from the First International MOOC Offered at the University of Oslo","authors":"Ammar Bahadur Singh, A. Mørch","doi":"10.18261/ISSN.1891-943X-2018-01-04","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-01-04","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"16 1","pages":"40-64"},"PeriodicalIF":2.2,"publicationDate":"2018-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80634101","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 : 2018-03-12DOI: 10.18261/ISSN.1891-943X-2018-01-02
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 on distance teaching in a school in Greenland. Data from work on Grounded Theory is used to investigate ways of utilizing distance teaching in the school. The analysis draws on a prevalent perspective on distance teaching as providing access to education. The perspective combines with Michel Foucault’s concept of “governmentality”. I will show how progressive possibilities are not necessarily to be found in ICT-driven distance teaching. Pedagogical drivers operate behind the choices of ICT equipment and ICT solutions which, in this case, brings ICT under the command of a less progressive pedagogical agenda. As I will show, the commitment from the municipality and from the teachers was to use distance teaching and ICT for conventional schooling. The case lays the ground for a discussion on the progressivity of distance teaching and the use of advanced ICT solutions in schools. My aim with the paper is to add to the understanding of the scope of distance teaching in schools. Does ICT and distance teaching serve progressive ends per se? What do we learn about distance teaching from this setup in the school in Greenland?
{"title":"Conventional classroom teaching through ICT and distance teaching: A case study from Greenland","authors":"Anders Øgaard","doi":"10.18261/ISSN.1891-943X-2018-01-02","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2018-01-02","url":null,"abstract":"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 on distance teaching in a school in Greenland. Data from work on Grounded Theory is used to investigate ways of utilizing distance teaching in the school. The analysis draws on a prevalent perspective on distance teaching as providing access to education. The perspective combines with Michel Foucault’s concept of “governmentality”. I will show how progressive possibilities are not necessarily to be found in ICT-driven distance teaching. Pedagogical drivers operate behind the choices of ICT equipment and ICT solutions which, in this case, brings ICT under the command of a less progressive pedagogical agenda. As I will show, the commitment from the municipality and from the teachers was to use distance teaching and ICT for conventional schooling. The case lays the ground for a discussion on the progressivity of distance teaching and the use of advanced ICT solutions in schools. My aim with the paper is to add to the understanding of the scope of distance teaching in schools. Does ICT and distance teaching serve progressive ends per se? What do we learn about distance teaching from this setup in the school in Greenland?","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"15 1","pages":"9-23"},"PeriodicalIF":2.2,"publicationDate":"2018-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79192331","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":"Digital professional development: towards a collaborative learning approach for taking higher education into the digitalized age","authors":"I. Langseth, D. Jacobsen, Halvdan Haugsbakken","doi":"10.18261/ISSN.1891-","DOIUrl":"https://doi.org/10.18261/ISSN.1891-","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"1 1","pages":"24-39"},"PeriodicalIF":2.2,"publicationDate":"2018-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91057227","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 : 2017-12-18DOI: 10.18261/ISSN.1891-943X-2017-04-04
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 ...
{"title":"Pros and Cons : Handwriting Versus Digital Writing","authors":"Dahlström Dahlström, Boström Boström","doi":"10.18261/ISSN.1891-943X-2017-04-04","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2017-04-04","url":null,"abstract":"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 ...","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"129 1","pages":"143-161"},"PeriodicalIF":2.2,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86595524","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 : 2017-12-18DOI: 10.18261/ISSN.1891-943X-2017-04-02
Erik Adalberon, R. 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 created in connection with campus-based courses. The main function of such groups appears to lie in providing an arena for managing practical and social aspects of academic life and for asking for and disseminating information. Occasionally, academic contents are addressed by students asking for clarifications or initiating discussions.
{"title":"Informal use of social media in higher education: A case study of Facebook-groups","authors":"Erik Adalberon, R. Säljö","doi":"10.18261/ISSN.1891-943X-2017-04-02","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2017-04-02","url":null,"abstract":"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 created in connection with campus-based courses. The main function of such groups appears to lie in providing an arena for managing practical and social aspects of academic life and for asking for and disseminating information. Occasionally, academic contents are addressed by students asking for clarifications or initiating discussions.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"42 1","pages":"114-128"},"PeriodicalIF":2.2,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80603214","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 : 2017-12-18DOI: 10.18261/ISSN.1891-943X-2017-04-03
H. 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, this awareness is no longer evident, and the student teachers are unable to connect their experiences to concepts like ‘digital competence’ and ‘learning outcomes’. The article discusses how and why teacher education should encourage a deeper understanding of technology, in which both human and technological agency are explored and problematized. This calls for a pedagogical setting that acknowledges the value of technological experimentation beyond recognized ‘learning outcomes’.
{"title":"Whats in a wiki? Issues of agency in light of student teachers' encounters with wiki technology","authors":"H. Brox","doi":"10.18261/ISSN.1891-943X-2017-04-03","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2017-04-03","url":null,"abstract":"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, this awareness is no longer evident, and the student teachers are unable to connect their experiences to concepts like ‘digital competence’ and ‘learning outcomes’. The article discusses how and why teacher education should encourage a deeper understanding of technology, in which both human and technological agency are explored and problematized. This calls for a pedagogical setting that acknowledges the value of technological experimentation beyond recognized ‘learning outcomes’.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"35 1","pages":"129-142"},"PeriodicalIF":2.2,"publicationDate":"2017-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85534079","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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