The purpose of this article is to explore how aspects of students’ critical digital literacy can be developed through the analysis of digital multimodal texts in a secondary school classroom. The analysis of students’ group discussions, when deconstructing a video clip, shows that opportunities to develop a critical awareness of prominent perspectives in a digital multimodal text increase when students become aware of the construction of the text. However, more instructional attention needs to be given to the role modes play across diverse elements in a digital multimodal text.
In most contemporary societies there is broad access to a range of digital technologies. However, in the current debate concerning digital technology in early childhood education and care institutions (ECEC), digital technologies are often referred to merely as screens. This paper contributes to the current research by exploring the technology-mediated creation process when groups of young children (age 4–5) create multimodal digital stories in collaboration with a teacher. The theoretical perspectives informing the study are technological pedagogical content knowledge (TPACK) and professional digital competence. The study is a qualitative multiple-case study with two cases. The empirical material consists of video observations of the creation processes, which have been analysed inductively. The analysis shows that recording sound and sharing are the most important for the children. Further, the technology-mediated creation process is characterised by a complex interplay of non-digital and digital activities in which the teachers’ professional digital competence is an important factor.
Introduction of data-driven tools and practices in education may improve learning but also change education in ways not yet fully understood. Globally, ministries are now beginning to define big data policies for schools. How will this influence the work of teachers, and how do they want to engage with the new sources of information? This study compares two cases from Norway and China, two countries with very different educational systems and cultures, and different implementation policies. In a survey, a hundred primary and secondary school teachers from each country were asked what they wanted to know about their students, and what data they wanted educational big data analysis to be based upon. Qualitative analysis of learning technology infrastructure projects in Tongzhou district in Beijing and in Oslo and national policies provided a backdrop for interpreting the teachers’ answers. Focus group interviews with teachers gave additional insights into the different approaches to educational big data. This study shows that Chinese teachers have a much more open mind and interest for all information data may provide, while Norwegian teachers are more focussed on knowledge acquisition and would like to limit the scope to learning and teaching the curriculum, being concerned about questions related to privacy and data surveillance. Some of these differences could be explained by the differences in context of introducing big data in schools. In China, economic innovation is the driver, while in Norway the pretext for the introduction of learning analytics is adapted education. This study contributes to the knowledge of how data policies will impact on design of learning analytics tools and solutions. Approaches and technologies in this field have a global scope. Therefore, understanding how personal digital data is perceived in different cultural contexts is vital for both development and implementation.
In this small-scale study young students’ digital writing as it unfolds in real time via screen recordings is discussed. The students attend the first and third year of schooling in Sweden and are recorded during lessons. The aim is to describe students’ digital writing as they use computers to create texts, with a specific focus on the changes the students make. The type of change, its cause, whether the change results in correct or incorrect language use, and the semantic and syntactic consequences of the changes are analysed. The results show that changes are made locally, and that the students focus on dealing with software underlining that indicates problems with spelling or grammar. Revisions on deeper meaning-making levels, such as additions, insertions or reorganisations, are generally not performed even though such operations are easily accomplished with digital tools. Seven different strategies when dealing with underlining are identified, and how the students’ linguistic knowledge about spelling, rules for writing and digital literacy skills are used in explorative ways to avoid underlining is described. The students’ responsiveness toward following a correctness norm affects the semantic depth of the texts as misspelled words get erased or exchanged for more non-specific words. Syntactic structure is also affected resulting in non-conventional punctuation due to misunderstandings concerning the reason for software underlining. The outcomes show a close relationship between operational literacy and meaning-making as the content of the students’ texts often changes when underlining shows up on the screen. Identity formation is also at stake when a misunderstanding positions student as unaware of punctuation when the problem concerns the software’s rule of spacing after full stops. Different aspects of operational literacy and their significance for a social conception of literacy is suggested to inform teachers’ planning of text creation using digital tools in the classroom.
The importance of using information and communication technology (ICT) is being increasingly highlighted in education and curriculum frameworks in European countries. However, little attention has been given to using ICT in relation to the school subject of Home Economics (HE). Thus, the aim of this study is to explore Finnish subject-teachers’ use of ICT in HE, specifically focusing on frequency, purpose of use, and teachers’ beliefs. The data was collected through an online questionnaire, and the sample comprises 161 subject-teachers in HE in grades 7–9. The results revealed three dimensions of ICT use among HE teachers. Further, the K-means cluster analysis identified three distinct ICT-user profiles among subject-teachers in HE: infrequent ICT users (n = 60), specific ICT users (n = 43), and frequent ICT users (n = 58). Infrequent ICT users are characterized by low ICT use and neutral beliefs regarding the use of ICT in HE. Specific ICT users mainly focus on using ICT for administration and lesson planning and hold negative beliefs regarding the use of ICT. Frequent ICT users are the most common and positive ICT users and are also most confident about using ICT in HE. This study aims to provide a better understanding of subject-teachers’ use of ICT in HE in lower secondary education in Finland. The results suggest a relationship between teachers’ beliefs and purpose of use in terms of facilitating pupils’ learning. When identifying the three ICT user profiles, it became even more evident that the use of ICT for learning purposes was rather infrequent among HE teachers. In order to enhance teaching in HE, subject-teachers should be supported to use ICT for instructional purposes in a manner that will benefit pupils’ learning.
3-2020, Volume 15
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 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
Greta Björk Gudmundsdottir
Kjetil L. Høydal
Cathrine E. Tømte
Fredrik Mørk Røkenes
Ove Edvard Hatlevik
Lise Øen Jones
Birgitte Holm Sørensen
Design: Type It AS
Typeset: Bøk Oslo AS
ISSN online: 1891-943X
The journal is published in collaboration with University of Bergen
© Scandinavian University Press / Universitetsforlaget 2020