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.
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.
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.