The present study uses video recordings and qualitative interviews to examine the digital literacy practices of Norwegian students who have a personal laptop for school use. It uses the dichotomy between dominant school texts and vernacular out-of-school texts to examine the new school literacy practices. Findings indicate that the teachers’ use of visual technologies such as Power Point presentations in whole-class settings generates a variety of individual digital literacy practices among the students.
The purpose of this article is to promote the significance of feedback regarding students’ working with written texts in higher education and to point out how technology can develop the quality and form of teachers’ feedback. The results of studies and tests completed in eight separate subject areas demonstrate that video feedback simplifies and increases the efficiency of responding to students’ work, as it allows the opportunity to achieve increased levels of precision and quality in the feedback process. Students emphasize their learning dividend and the inspiration they experience from working with this format. They actively use their teacher’s comments and acquire a stronger emotional bond with him/her as well.
Keywords: Video feedback, screen capture, feedback, higher education.
This article describes and discusses the digital and information skills of Swedish youth in relation to educational goals and e-society participation, following pioneering research done by van Dijk, Buckingham, and Enochsson on this subject. By the findings from a questionnaire and interviews, a diversified picture of information skills and attitudes toward being a part of the e-society emerge — a picture that supports the idea that the school could contribute to the establishment of digital inequalities among the students.
Keywords: Digital skills, information-seeking, digital inequality.
Based on a qualitative study of laptop-equipped university students, this article investigates the laptop’s role in educational practice. Goffman’s framework on unfocused interaction was used to develop and analyze three use patterns: screen peeking, online tics and screensaver fear. These patterns advance our understanding of laptop use, unfocused interaction and the the role of the laptop in the studied situations. The laptop introduces an interpretative flexibility that allows a greater range of different behaviors relative to the dominant involvement.
iTEC (Innovative Technologies for an Engaging Classroom) is a four year-project which aims to bring together researchers, technology vendors, policymakers and innovative teachers in order to design and build learning and teaching scenarios for the future classroom in Europe. iTEC involves 27 project partners, including 14 Ministries of Education (MoE), and is funded by 9.45 million Euros from the European Commission’s FP7 programme. The key aim is to develop engaging scenarios that can be validated in large-scale pilots and subsequently be taken to scale. More than 1000 school pilots, with emphasis on science and maths in secondary schools, will be delivered in the project period running from September 2010 to August 2014. European Schoolnet (EUN) manages the project through 11 work packages and national pedagogical and technical coordinators. The Norwegian Centre for ICT in Education (NCIE) coordinates iTEC in Norway, and will deliver 80 school pilots.
Keywords: School Development, 21st Century Learning, Future Classroom, Maths, Science.