Pub Date : 2021-12-14DOI: 10.18261/issn.1891-943x-2021-03-04-01
R. Krumsvik
{"title":"Classroom management in a time of upheaval","authors":"R. Krumsvik","doi":"10.18261/issn.1891-943x-2021-03-04-01","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-03-04-01","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"74 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91067768","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 : 2021-12-14DOI: 10.18261/issn.1891-943x-2021-03-04-02
S. Wollscheid, C. Tømte, Henrikke Flittig-Aardalen, Karin Vaagland, Frida F. Vennerød-Diesen
{"title":"A balancing Act – Perceptions of how Teachers in Norwegian and Mathematics combine Digital and Analogue Devices","authors":"S. Wollscheid, C. Tømte, Henrikke Flittig-Aardalen, Karin Vaagland, Frida F. Vennerød-Diesen","doi":"10.18261/issn.1891-943x-2021-03-04-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-03-04-02","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77212458","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 : 2021-12-14DOI: 10.18261/issn.1891-943x-2021-03-04-04
André Storto
{"title":"Fingerprints: towards a multisensory approach to meaning in digital media","authors":"André Storto","doi":"10.18261/issn.1891-943x-2021-03-04-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-03-04-04","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"19 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85111772","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 : 2021-12-14DOI: 10.18261/issn.1891-943x-2021-03-04-05
Vallery Michael,Jussi Okkonen
{"title":"Towards a Conceptual Model of Media Education: A Finnish Perspective","authors":"Vallery Michael,Jussi Okkonen","doi":"10.18261/issn.1891-943x-2021-03-04-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-03-04-05","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"185 1","pages":"144-157"},"PeriodicalIF":2.2,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532145","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 : 2021-08-16DOI: 10.18261/issn.1891-943x-2021-02-04
Ola Erstad,Susanne Kjällander,Sanna Järvelä
Digital technology has become increasingly central in curriculum plans during the last decade, but there is hardly any research about the curriculum in the digital age, nor about ‘digital competence’ as a newdidactic area that has entered the educational field. In this article, we discuss and analyse two interrelated issues: first, on recent trends in curriculum developments in Norway, Sweden and Finland concerning digital competence; and, second, on related research initiatives of relevance for digital competence as an educational field. The article is based on a theoretically informed reviewof policy documents during the last decade and research initiatives in this field. The outcome of our study show that digital competence has become an increasingly complex concept, with a key emphasis in recent curricula, and is strongly linked to 21 st century education. The article contributes to the ongoing debate about digital competence as part of contemporary educational strategies.
{"title":"Facing the challenges of ‘digital competence’","authors":"Ola Erstad,Susanne Kjällander,Sanna Järvelä","doi":"10.18261/issn.1891-943x-2021-02-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-02-04","url":null,"abstract":"Digital technology has become increasingly central in curriculum plans during the last decade, but there is hardly any research about the curriculum in the digital age, nor about ‘digital competence’ as a newdidactic area that has entered the educational field. In this article, we discuss and analyse two interrelated issues: first, on recent trends in curriculum developments in Norway, Sweden and Finland concerning digital competence; and, second, on related research initiatives of relevance for digital competence as an educational field. The article is based on a theoretically informed reviewof policy documents during the last decade and research initiatives in this field. The outcome of our study show that digital competence has become an increasingly complex concept, with a key emphasis in recent curricula, and is strongly linked to 21 st century education. The article contributes to the ongoing debate about digital competence as part of contemporary educational strategies.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"12 1","pages":"77-87"},"PeriodicalIF":2.2,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542056","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 : 2021-08-16DOI: 10.18261/issn.1891-943x-2021-02-03
Arne Midtlund, E. Instefjord, Aleksandra Lazareva
This article investigates factors influencing teachers in secondary school when they plan for pupils’ use of digital tools for collaboration and communication. Six social studies teachers in Oslo were interviewed about how they facilitate digital collaboration and communication. The results demonstrate that teachers facilitate this to a certain extent, both in the form of pupils’ co-writing and sharing files with each other. However, there is little communication between pupils by means of digital tools as an integrated part of the teaching. None of the teachers mentioned communication using digital tools as part of basic competence without being directly asked about it. Based on the analysis of the interviews, it is likely that the barriers to using digital tools for collaborating and communicating are time restrictions and the pupils’ lack of digital competence. As the pupils are physically at the same place at the same time, it is perceived as unnecessary to spend time facilitating digital communication and collaboration. The findings indicate that systematic and planned work with digital competence, including communication and interaction, should be facilitated.
{"title":"Digital communication and collaboration in lower secondary school","authors":"Arne Midtlund, E. Instefjord, Aleksandra Lazareva","doi":"10.18261/issn.1891-943x-2021-02-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-02-03","url":null,"abstract":"This article investigates factors influencing teachers in secondary school when they plan for pupils’ use of digital tools for collaboration and communication. Six social studies teachers in Oslo were interviewed about how they facilitate digital collaboration and communication. The results demonstrate that teachers facilitate this to a certain extent, both in the form of pupils’ co-writing and sharing files with each other. However, there is little communication between pupils by means of digital tools as an integrated part of the teaching. None of the teachers mentioned communication using digital tools as part of basic competence without being directly asked about it. Based on the analysis of the interviews, it is likely that the barriers to using digital tools for collaborating and communicating are time restrictions and the pupils’ lack of digital competence. As the pupils are physically at the same place at the same time, it is perceived as unnecessary to spend time facilitating digital communication and collaboration. The findings indicate that systematic and planned work with digital competence, including communication and interaction, should be facilitated.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"19 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82611625","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 : 2021-08-16DOI: 10.18261/issn.1891-943x-2021-02-02
Ole Smørdal, I. Rasmussen, L. Major
{"title":"Facing the challenges of ‘digital competence’","authors":"Ole Smørdal, I. Rasmussen, L. Major","doi":"10.18261/issn.1891-943x-2021-02-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2021-02-02","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"152 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82527828","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 : 2021-04-30DOI: 10.18261/ISSN.1891-943X-2021-01-03
Monika Bader, Sarah Hoem Iversen, Tony Burner
This article investigates how student teachers of English at two different teacher education institutions perceive and use a new digital tool, OneNote Class Notebook. The intervention study explores student responses to and use of a specific digital tool implemented for a specific pedagogical purpose, namely to enhance formative assessment. The data consist of 128 reflection notes written by 40 student teachers during a semester and a focus group interview with three of the students. The results show that the students’ attitudes towards the new tool varied considerably. Both the attitudes and the reported use were overwhelmingly related to the perceived ease of use, rather than the learning-related potential of digital technology. On the other hand, the interview data show that at least some students are aware of the affordances provided by the digital tool for enhancing formative assessment. The article highlights that the transformational potential of digital artifacts rests on teachers and learners alike. The students need to be made aware of the pedagogical, and not just the practical, aspects of digital technology, and be willing to exploit it. The article concludes that more fundamental changes in students’ working habits and their expectations of higher education may be required to truly harness the transformational power of digital technology .
{"title":"Students’ perceptions and use of a new digital tool in teacher education","authors":"Monika Bader, Sarah Hoem Iversen, Tony Burner","doi":"10.18261/ISSN.1891-943X-2021-01-03","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2021-01-03","url":null,"abstract":"This article investigates how student teachers of English at two different teacher education institutions perceive and use a new digital tool, OneNote Class Notebook. The intervention study explores student responses to and use of a specific digital tool implemented for a specific pedagogical purpose, namely to enhance formative assessment. The data consist of 128 reflection notes written by 40 student teachers during a semester and a focus group interview with three of the students. The results show that the students’ attitudes towards the new tool varied considerably. Both the attitudes and the reported use were overwhelmingly related to the perceived ease of use, rather than the learning-related potential of digital technology. On the other hand, the interview data show that at least some students are aware of the affordances provided by the digital tool for enhancing formative assessment. The article highlights that the transformational potential of digital artifacts rests on teachers and learners alike. The students need to be made aware of the pedagogical, and not just the practical, aspects of digital technology, and be willing to exploit it. The article concludes that more fundamental changes in students’ working habits and their expectations of higher education may be required to truly harness the transformational power of digital technology .","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"12 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84883874","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 : 2021-04-30DOI: 10.18261/ISSN.1891-943X-2021-01-02
A. Svendsen, Jesper Tinggaard Svendsen
Digital literacy and digital competences are increasingly being formulated as important educational goals. In that regard, the precision, clarity and topicality of curricular guidelines relating to these concepts become vital, and this calls for research that investigates how digital literacy and digital competences are represented in curricular documents. This study makes a contribution to knowledge in this field by investigating the general curriculum for the Gymnasium in Denmark, with a specific focus on differences between the subjects. The article provides a qualitative analysis of 150 paragraphs containing between 4 and 175 words. The findings suggest that aspects relating to digital literacy and digital competences are broadly covered, but also that the different curricula formulate and organize these in very different ways. The article furthermore identifies a clear division of labour between the subjects, where the subjects within the educational field of Natural Science and Technology especially focus on ICT as a neutral learning tool and on ICT-operational competences. The challenges relating to these findings are discussed.
{"title":"Digital directions: Curricular goals relating to digital literacy and digital competences in the Gymnasium (stx) in Denmark.","authors":"A. Svendsen, Jesper Tinggaard Svendsen","doi":"10.18261/ISSN.1891-943X-2021-01-02","DOIUrl":"https://doi.org/10.18261/ISSN.1891-943X-2021-01-02","url":null,"abstract":"Digital literacy and digital competences are increasingly being formulated as important educational goals. In that regard, the precision, clarity and topicality of curricular guidelines relating to these concepts become vital, and this calls for research that investigates how digital literacy and digital competences are represented in curricular documents. This study makes a contribution to knowledge in this field by investigating the general curriculum for the Gymnasium in Denmark, with a specific focus on differences between the subjects. The article provides a qualitative analysis of 150 paragraphs containing between 4 and 175 words. The findings suggest that aspects relating to digital literacy and digital competences are broadly covered, but also that the different curricula formulate and organize these in very different ways. The article furthermore identifies a clear division of labour between the subjects, where the subjects within the educational field of Natural Science and Technology especially focus on ICT as a neutral learning tool and on ICT-operational competences. The challenges relating to these findings are discussed.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"59 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80258162","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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