Pub Date : 2020-10-09DOI: 10.18261/issn.1891-943x-2020-03-06
Karin Sundqvist, J. Korhonen, G. Eklund
The importance of using information and communication technology (ICT) is being increasingly highlighted in education and curriculum frameworks in European countries. However, little attention has been given to using ICT in relation to the school subject of Home Economics (HE). Thus, the aim of this study is to explore Finnish subjectteachers’ use of ICT in HE, specifically focusing on frequency, purpose of use, and teachers’ beliefs. The data was collected through an online questionnaire, and the sample comprises 161 subject-teachers in HE in grades 7–9. The results revealed three dimensions of ICT use among HE teachers. Further, the K-means cluster analysis identified three distinct ICT-user profiles among subject-teachers in HE: infrequent ICT users (n = 60), specific ICT users (n = 43), and frequent ICT users (n = 58). Infrequent ICT users are characterized by low ICT use and neutral beliefs regarding the use of ICT in HE. Specific ICT users mainly focus on using ICT for administration and lesson planning and hold negative beliefs regarding the use of ICT. Frequent ICT users are the most common and positive ICT users and are also most confident about using ICT in HE. This study aims to provide a better understanding of subjectteachers’ use of ICT in HE in lower secondary education in Finland. The results suggest a relationship between teachers’ beliefs and purpose of use in terms of facilitating pupils’ learning. When identifying the three ICT user profiles, it became even more evident that the use of ICT for learning purposes was rather infrequent among HE teachers. In order to enhance teaching in HE, subject-teachers should be supported to use ICT for instructional purposes in a manner that will benefit pupils’ learning.
{"title":"Finnish subject teachers’ beliefs and use of information and communication technology in Home Economics","authors":"Karin Sundqvist, J. Korhonen, G. Eklund","doi":"10.18261/issn.1891-943x-2020-03-06","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-03-06","url":null,"abstract":"The importance of using information and communication technology (ICT) is being increasingly highlighted in education and curriculum frameworks in European countries. However, little attention has been given to using ICT in relation to the school subject of Home Economics (HE). Thus, the aim of this study is to explore Finnish subjectteachers’ use of ICT in HE, specifically focusing on frequency, purpose of use, and teachers’ beliefs. The data was collected through an online questionnaire, and the sample comprises 161 subject-teachers in HE in grades 7–9. The results revealed three dimensions of ICT use among HE teachers. Further, the K-means cluster analysis identified three distinct ICT-user profiles among subject-teachers in HE: infrequent ICT users (n = 60), specific ICT users (n = 43), and frequent ICT users (n = 58). Infrequent ICT users are characterized by low ICT use and neutral beliefs regarding the use of ICT in HE. Specific ICT users mainly focus on using ICT for administration and lesson planning and hold negative beliefs regarding the use of ICT. Frequent ICT users are the most common and positive ICT users and are also most confident about using ICT in HE. This study aims to provide a better understanding of subjectteachers’ use of ICT in HE in lower secondary education in Finland. The results suggest a relationship between teachers’ beliefs and purpose of use in terms of facilitating pupils’ learning. When identifying the three ICT user profiles, it became even more evident that the use of ICT for learning purposes was rather infrequent among HE teachers. In order to enhance teaching in HE, subject-teachers should be supported to use ICT for instructional purposes in a manner that will benefit pupils’ learning.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"34 1","pages":"202-222"},"PeriodicalIF":2.2,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74540071","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 : 2020-07-02DOI: 10.18261/issn.1891-943x-2020-02-04
S. Wollscheid, C. 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,we explore in-service teachers’ perceptions of a professional development program organized as a small private online course (SPOC), the Massive Open Online Course (MOOC) in Mathematics Education. We compared teachers who joined the course individually from their schools with teachers collectively participating from their own schools. We conclude that the teachers who participated as a group from distinct schools appear to be more actively involved in offline activities that enhance professional development than their individually participating counterparts. Finally, we provide some implications for further research.
{"title":"How a SPOC might facilitate in-service teachers’ interactions in professional development","authors":"S. Wollscheid, C. Tømte, Jørgen Sjaastad","doi":"10.18261/issn.1891-943x-2020-02-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-04","url":null,"abstract":"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,we explore in-service teachers’ perceptions of a professional development program organized as a small private online course (SPOC), the Massive Open Online Course (MOOC) in Mathematics Education. We compared teachers who joined the course individually from their schools with teachers collectively participating from their own schools. We conclude that the teachers who participated as a group from distinct schools appear to be more actively involved in offline activities that enhance professional development than their individually participating counterparts. Finally, we provide some implications for further research.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"110 1","pages":"125-137"},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78123824","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 : 2020-07-02DOI: 10.18261/issn.1891-943x-2020-02-03
Francisco Buitrago-Florez, G. Danies, Javier F. 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 strategies to implement an alternative way to immerse university students in the learning process of CT development. Such strategies were designed and analyzed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. Results showed that our curriculum design engaged students in the active use of five key skills related to CT, which could be used as the base ground for further programming learning and high-level CT skills development. Additionally, data indicates that students were involved in reflective processes of learning, as well as in the development of key competencies such as teamwork, communication skills and creativity. Theoretical characteristics of the socio-cultural vision of education are subsequentially used to explain and discussed the scope and limitations of the implementation described herein.
{"title":"Designing a Socio-Cultural Approach for Teaching and Learning Computational Thinking","authors":"Francisco Buitrago-Florez, G. Danies, Javier F. Tabima, Silvia Restrepo, Carola Hernández","doi":"10.18261/issn.1891-943x-2020-02-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-03","url":null,"abstract":"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 strategies to implement an alternative way to immerse university students in the learning process of CT development. Such strategies were designed and analyzed under the socio-cultural vision of learning, in which individuals interact in communities to build significant knowledge. Results showed that our curriculum design engaged students in the active use of five key skills related to CT, which could be used as the base ground for further programming learning and high-level CT skills development. Additionally, data indicates that students were involved in reflective processes of learning, as well as in the development of key competencies such as teamwork, communication skills and creativity. Theoretical characteristics of the socio-cultural vision of education are subsequentially used to explain and discussed the scope and limitations of the implementation described herein.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"86 1","pages":"106-124"},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76808434","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 : 2020-07-02DOI: 10.18261/issn.1891-943x-2020-02-02
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 is particularly high in the Nordic countries, where practically all teenagers have Internet access at home and at school (OECD, 2015). In the Nordic context, out-of-school exposure entails that adolescents may choose their online activities and digital communities freely. The most popular activities are similar across Europe: listening to music with English song lyrics, viewing films and multi-episodic series with or without textual aid, browsing the Internet for fun and reading for information, playing computer games, and social networking (Eurostat, 2015; Statista, 2016). However, the time spent on an activity may differ between age groups, as shown in Peters (2018). English being one of the most widespread languages on the Internet, it is not surprising that adolescents themselves believe that web-based activities help them acquire English vocabulary (e.g., Brevik, 2019; Voulgari & al., 2014). Some learners tend to find learning through exposure so effective that they may lose motivation towards the formal study of English (Sundqvist & Olin-Scheller, 2013). However, incidental word learning may also take place in school as a by-product of information search for digitized school projects (Cabot, 2018; Kumpulainen & Mikkola, 2016).
{"title":"Informal acquisition of L2 English vocabulary","authors":"Marja-Leena Niitemaa","doi":"10.18261/issn.1891-943x-2020-02-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-02","url":null,"abstract":"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 is particularly high in the Nordic countries, where practically all teenagers have Internet access at home and at school (OECD, 2015). In the Nordic context, out-of-school exposure entails that adolescents may choose their online activities and digital communities freely. The most popular activities are similar across Europe: listening to music with English song lyrics, viewing films and multi-episodic series with or without textual aid, browsing the Internet for fun and reading for information, playing computer games, and social networking (Eurostat, 2015; Statista, 2016). However, the time spent on an activity may differ between age groups, as shown in Peters (2018). English being one of the most widespread languages on the Internet, it is not surprising that adolescents themselves believe that web-based activities help them acquire English vocabulary (e.g., Brevik, 2019; Voulgari & al., 2014). Some learners tend to find learning through exposure so effective that they may lose motivation towards the formal study of English (Sundqvist & Olin-Scheller, 2013). However, incidental word learning may also take place in school as a by-product of information search for digitized school projects (Cabot, 2018; Kumpulainen & Mikkola, 2016).","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"137 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532144","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 : 2020-07-02DOI: 10.18261/issn.1891-943x-2020-02-05
Øystein Gilje
{"title":"Digitization in the intersection between sociology, educational policy and deep learning","authors":"Øystein Gilje","doi":"10.18261/issn.1891-943x-2020-02-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-02-05","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"17 1","pages":"138-139"},"PeriodicalIF":2.2,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77110154","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 : 2020-04-30DOI: 10.18261/issn.1891-943x-2020-01-04
Olga Viberg, A. Mavroudi, Mohammad Khalil, Olof Balter
In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers’ preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers’ preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers’ digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.
{"title":"Validating an Instrument to Measure Teachers’ Preparedness to Use Digital Technology in their Teaching","authors":"Olga Viberg, A. Mavroudi, Mohammad Khalil, Olof Balter","doi":"10.18261/issn.1891-943x-2020-01-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-04","url":null,"abstract":"In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers’ preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers’ preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers’ digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"53 1","pages":"38-54"},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82276642","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 : 2020-04-30DOI: 10.18261/issn.1891-943x-2020-01-05
Marte Blikstad-Balas, Kirsti Klette
{"title":"Still a long way to go","authors":"Marte Blikstad-Balas, Kirsti Klette","doi":"10.18261/issn.1891-943x-2020-01-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-05","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"80 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73910319","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 : 2020-04-30DOI: 10.18261/issn.1891-943x-2020-01-01
R. Krumsvik
{"title":"Ontology, epistemology and context – and our social construction of educational technology","authors":"R. Krumsvik","doi":"10.18261/issn.1891-943x-2020-01-01","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-01","url":null,"abstract":"","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"509 1","pages":"3-7"},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76406570","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 : 2020-04-30DOI: 10.18261/issn.1891-943x-2020-01-03
Oscar Mario Miranda Villanueva
Although the first phase of this study analyzing the e-learning of undergraduate students in Campus Monterrey at Tecnologico de Monterrey resulted in several premises about how and what students learn on digital media (DM), the analysis of this paper1 focused on transforming those premises into research questions and measuring them. Thus, the main objective was to discover if there were any gender differences in the use of digital media (DM) and social media. E-learning theory (Haythornthwaite & Andrews, 2011) was mainly used to discuss the findings. A survey of undergraduate students enrolled in courses at the Department of Languages, in the Campus State of Mexico, was applied to collect data. Approximately 650 students answered the survey. Significant gender differences were found in the use of DM, as well as differences of purpose for its use and that of social media. By and large, this study suggested that the idea of Millennials as a generational movement using DM technologies is a questionable one, at least for the case of students in this age category at the State of Mexico campus, and that future study should consider an alternative reason.
虽然本研究的第一阶段分析了蒙特雷理工大学蒙特雷校区本科生的电子学习情况，得出了关于学生如何以及在数字媒体(DM)上学习内容的几个前提，但本文的分析侧重于将这些前提转化为研究问题并对其进行测量。因此，主要目的是发现在使用数字媒体(DM)和社交媒体方面是否存在性别差异。E-learning theory (Haythornthwaite & Andrews, 2011)主要用于讨论研究结果。对在墨西哥校园州语言系注册的本科生进行了调查，以收集数据。大约650名学生回答了这项调查。DM的使用存在显著的性别差异，DM的使用目的和社交媒体的使用目的也存在显著的性别差异。总的来说，这项研究表明，千禧一代作为使用DM技术的世代运动的想法是值得怀疑的，至少对于墨西哥州校园中这个年龄段的学生来说是如此，未来的研究应该考虑另一个原因。
{"title":"What Undergraduate Students from Tecnologico de Monterrey, State of Mexico Campus, Learn within Digital Environments","authors":"Oscar Mario Miranda Villanueva","doi":"10.18261/issn.1891-943x-2020-01-03","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-03","url":null,"abstract":"Although the first phase of this study analyzing the e-learning of undergraduate students in Campus Monterrey at Tecnologico de Monterrey resulted in several premises about how and what students learn on digital media (DM), the analysis of this paper1 focused on transforming those premises into research questions and measuring them. Thus, the main objective was to discover if there were any gender differences in the use of digital media (DM) and social media. E-learning theory (Haythornthwaite & Andrews, 2011) was mainly used to discuss the findings. A survey of undergraduate students enrolled in courses at the Department of Languages, in the Campus State of Mexico, was applied to collect data. Approximately 650 students answered the survey. Significant gender differences were found in the use of DM, as well as differences of purpose for its use and that of social media. By and large, this study suggested that the idea of Millennials as a generational movement using DM technologies is a questionable one, at least for the case of students in this age category at the State of Mexico campus, and that future study should consider an alternative reason.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"8 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79503654","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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