Oppgrader til nyeste versjon av Internet eksplorer for best mulig visning av siden. Klikk her for for å skjule denne meldingen
Ikke pålogget
{{session.user.firstName}} {{session.user.lastName}}
Du har tilgang til Idunn gjennom , & {{sessionPartyGroup.name}}
Editorial
Open access
(side 168-171)
av Morten Søby
Open access
Vitenskapelig publikasjon
(side 172-193)
av Anna Åkerfeldt
This article explores how resources used in test situations shape pupils’ writing and to some extent their possibilities to represent their knowledge. Two conditions (pen-and-paper and digital) are ...
Engelsk sammendrag

Abstract

This article explores how resources used in test situations shape pupils’ writing and to some extent their possibilities to represent their knowledge. Two conditions (pen-and-paper and digital) are investigated in two subjects. The theoretical underpinnings stem from a design-oriented and multimodal perspective on learning (Jewitt, 2009; Kress, 2010; Selander & Kress, 2010). Findings presented in this article are in line with previous research, which has shown that digital writing technologies have an impact on pupils’ writing process (Haas, 1996; Stapleton, 2012; Genlott & Grönlund, 2013) and that the modes and media used for learning shape communication and to some extent delimit what is possible to represent as knowledge in a given situation (Kress, 2003; Jewitt, 2009; Selander & Kress, 2010).

Keywords: Designs for learning, multimodality, learning, writing, literacy
Open access
Vitenskapelig publikasjon
(side 194-215)
av Toril Aagaard
New practices in technology-rich schools call for teachers who can be responsive to change. This article explores a group of Norwegian upper-secondary school teachers’ approach to students’ digital ...
Engelsk sammendrag

Abstract

New practices in technology-rich schools call for teachers who can be responsive to change. This article explores a group of Norwegian upper-secondary school teachers’ approach to students’ digital stories – a multimodal genre recently introduced to many classrooms. The concept of inscription (Latour, 1992) is used in an abductive analysis to show teachers’ struggle with identifying the premises of digital stories and, consequently, how to assess such texts. The analysis demonstrates that established assessment conventions tend to guide teachers’ assessment of digital stories, thereby resulting in tensions between traditional and emerging practices.

Keywords: Teachers, professional learning, assessment, digital stories, genre, sociocultural, inscription
Open access
Vitenskapelig publikasjon
(side 216-236)
av Jonna Leinonen og Sara Sintonen
Media education and media cultures should be considered a part of early childhood education, because media has an important role in children’s lives. With a socio-cultural learning approach ...
Engelsk sammendrag

Abstract

Media education and media cultures should be considered a part of early childhood education, because media has an important role in children’s lives. With a socio-cultural learning approach, children are considered active participants and competent actors with the media. In this paper, media education has been approached as a case study from the viewpoint of active production and participation. The processes of creating media stories included steps from orientation and planning to action and story production. According to the results gained via content analysis, children were able to share ideas and listen to each other’s choices and opinions in participatory learning. They were also social actors motivated to participate in conversations and negotiations. The joy of learning and acting together intensified the social learning.

Keywords: Early childhood education, digital literacy, participation, media production
Idunn bruker informasjonskapsler (cookies). Ved å fortsette å bruke nettsiden godtar du dette. Klikk her for mer informasjon