This article explores the ways in which abilities to search information and evaluate sources, and critical understanding of these activities are addressed in the Swedish curriculum for compulsory school, preschool classes and recreation centres (Lgr11). The article is based on a qualitative textual analysis of Lgr11 and grounded in a socio-material understanding of technology, information and its use. The analysis shows that search engines and other infrastructures for information provision in society are regarded as neutral infrastructures in the curriculum. This is problematic when attempting to achieve critical media and information literacies.
In media education, a common question in the production process is whether the learners’ work should be made accessible to a wider online audience. Digital technologies enable user presence and the sharing of information. This theoretical paper develops a cumulative framework for enhancing an individual’s relationship with the public. It is suggested that the learner’s relationship with the public and publicity is based on three gradual frames: exposing, enabling, and engaging. This article discusses the potential assets and problems regarding the different degrees of publicity from the teacher’s and the learner’s perspectives.
The uptake and use of digital technologies in the classroom was studied in Unos Umeå, a One-to-One (1:1) initiative between Umeå University and the municipality of Umeå in Sweden. The focus was set on teachers’ expectations and activities regarding Technology-Enhanced Learning (TEL). Possibilities and challenges in teachers’ activities were analyzed using the Ecology of Resources Model (Luckin, 2010). Creating collaborative learning environments, furthering teachers’ skills in Information and Communication Technology (ICT) and supporting laptop use will have implications for TEL.
The aim of this study is to describe an interactive model developed for movement awareness in a practical learning situation and to explore the use of video-based digital feedback and reflective enquiry in this model among nursing students. Sixteen students participated in individual interactive video sessions with a facilitator, who encouraged the students to reflect upon their own movements. Qualitative analysis showed that movement patterns were visualized, and that movement awareness and self-analysis were gradually developed. Encountering one’s own movement and reflecting on one’s own experiences appear to support motivation for movement changes.