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Open access
Vitenskapelig publikasjon
(side 86-103)
av Peter Andersson og Sylvana Sofkova-Hashemi
This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen ...
Engelsk sammendrag
This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defined in previous research.

Keywords: New Literacies, Print-based Practices, Screen-based Practices, Primary School
Open access
Vitenskapelig publikasjon
(side 102-117)
av Lisbeth M Brevik og Chris Davies
This article examines findings about the role of digital tools in supporting teachers in the challenging task of observing student comprehension in upper secondary school. These findings indicate that digital ...
Engelsk sammendrag
This article examines findings about the role of digital tools in supporting teachers in the challenging task of observing student comprehension in upper secondary school. These findings indicate that digital tools can provide valuable information to teachers about students’ uses of comprehension strategies, as well as enabling the students to demonstrate or reflect on their own uses of these strategies. Based on interviews, narratives, and observations in four classrooms, these findings suggest that digital tools potentially afford rich information about student processes of learning, in the course of being used for a variety of specific pedagogical purposes in the classroom.

Keywords: Digital Tools, Classroom Observation, Comprehension, Strategies, Upper Secondary School
Open access
Vitenskapelig publikasjon
(side 118-135)
av Irina Engeness og Anders Mørch
This paper presents a study of Norwegian Upper Secondary School students’ writing process in English with: 1) feedback from an essay critiquing system (EssayCritic) (target class) and 2) feedback from collaborating peers ...
Engelsk sammendrag
This paper presents a study of Norwegian Upper Secondary School students’ writing process in English with: 1) feedback from an essay critiquing system (EssayCritic) (target class) and 2) feedback from collaborating peers (comparison class). The students in both classes significantly improved their grades. In the target class, the feedback from EssayCritic gave content-specific cues and the students included more ideas in their essays than the students in the comparison class who struggled when giving feedback to each other.

Keywords: Developing Writing Skills in English, Computer Generated Feedback, Cultural Historical Theory, Galperin
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