Recent research in Norway reveals significant differences between how students and educators in higher education report using social media in the context of university activities. Students seem to use such media at their own initiative and largely outside the academic agenda. This study looks further into students’ use of social media by means of a case study of four, student-initiated, Facebook groups created in connection with campus-based courses. The main function of such groups appears to lie in providing an arena for managing practical and social aspects of academic life and for asking for and disseminating information. Occasionally, academic contents are addressed by students asking for clarifications or initiating discussions.
This paper reports from a collaborative creative writing project in teacher education that involved the use of wikis. A fortunate match between task and technology created much enthusiasm among student teachers, and – as evident from an analysis of their logs – a growing awareness of technology as something more than a tool neatly adapted to particular purposes. In interviews conducted at a later stage, this awareness is no longer evident, and the student teachers are unable to connect their experiences to concepts like ‘digital competence’ and ‘learning outcomes’. The article discusses how and why teacher education should encourage a deeper understanding of technology, in which both human and technological agency are explored and problematized. This calls for a pedagogical setting that acknowledges the value of technological experimentation beyond recognized ‘learning outcomes’.
This study compares three different writing conditions – pen and paper, tablet, and tablet with access to speech synthesis – within a class of fourth graders in Sweden. The aim was to examine if these different conditions for writing had any impact on students’ creation of narrative text. The empirical data consists of students’ texts, composed under these three conditions, completed with data from participant observations. The theoretical model, the Wheel of Writing, in combination with a process analysis described in Systemic Functional Linguistics, served as a basis for analysis of the texts. Observations were analysed using content analysis. Findings presented in this article are partly in line with previous research. Speech synthesis seemed to play a crucial role in improving students’ writing. The texts were affected in terms of increased text length, spelling, structure, and content when using digital resources. These results were most obvious for students with Swedish as their second language. One core finding, which was true for most students, was that processes describing action verbs increased when students wrote digitally. Contradicting this, when students wrote by hand they used more processes, describing feelings and verbal processes.
4-2017, Volume 12
Nordic Journal of Digital Literacy (NJDL) is aimed at researchers, school authorities, school leaders in primary and secondary schools, teachers in primary and secondary education, at colleges and universities, and others concerned with education and ICT.
The journal contains peer-reviewed articles, conference papers, debates and commentaries, software and book reviews. Through dissemination of national and international research, the journal contributes to the debate on education policy. The journal aims at creating a platform for the critical analysis of digital literacy and competence, and the use of ICT in educational context. Moreover the aim is to stimulate dialogue between different participants in the field. Upon reception, the editor evaluates all submissions. After editor screening, approved contributions are sent to at least two anonymous international reviewers.
Nordic Journal of Digital Literacy has a focus on articles that deal thematically with digital literacy and the use of ICT in educational settings. Papers can among others be targeted on the following themes:
ICT use and innovation in education
Theoretical, methodological and practical challenges around the use of ICT in education
ICT in subjects (didactic context)
Evaluation and development
Learners’ work and learners’ ICT skills
Teachers, teacher education and classroom management
Gréta Björk Guðmundsdóttir
Ove Edvard Hatlevik
Birgitte Holm Sørensen
Design and typeset: Laboremus Sandefjord AS
ISSN online: 1891-943X
The journal is published in collaboration with the Norwegian Centre for ICT in Education
© Scandinavian University Press / Universitetsforlaget 2017