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- Sofkova Hashemi, Sylvana, 1969-
(författare)
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Berättelser i wiki : Autentiskt författarskap och responsarbete i digitalt textskapande i grundskolan
- 2011
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Ingår i: Texter om svenska med didaktisk inriktning. - Uppsala : Nationella nätverket för svenska med didaktisk inriktning. - 9789163700927 ; , s. 133-144, s. 133-144
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sociala medier erbjuder idag en aktiv produktion av innehåll online med ett digitalt textskapande som öppnar för nya didaktiska perspektiv på läsning och skrivning liksom utveckling av språkmedvetenhet. Det publika skrivandet i blogg och wiki erbjuder en autentisk publicering som kombineras dels med multimodala resurser och dels innehåller stöd för kommentering, diskussion och kontinuerlig loggning av text. I studien undersöks närmare den digitala textproduktionen i wiki och hur de omedelbara möjligheterna till kommentering, diskussion och loggning tillämpas i processen. Elevtexter i fyra wikiprojekt i årskurs fyra och sex i grundskolan har studerats och analyserats utifrån de skrivaktiviteter och redigeringsmönster som förekommer. Studien redovisar texternas omfång och mediala inslag, karaktären på instruktioner till skrivuppgiften, omfattningen av lärar- och kamratrespons och de skrivaktiviteter och redigeringsprocesser som förekommer. Resultaten visar att wiki som skrivarena inbjuder till en mer vidgad och synlig skrivprocess med multimodala resurser och stöd i responsarbetet, men också att miljöns funktionaliteter inte utnyttjas fullt ut och av alla deltagare. Den digitala miljön motiverade eleverna som hade lättare att komma igång med sitt skrivande. Eleverna främst skriver på och utvecklar texten där de slutade. De utövar skilda strategier i bearbetning av text, där instruktioner i skrivuppgiften påverkar tydligt deras texthandlingar. Lärarresponsen fokuserade på både innehållet i texten som på den språkliga formen och elevresponsen utnyttjades sporadiskt.
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- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence : Experiences from the Nordic Higher Education Institutions
- 2023
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Ingår i: Rising like a Phoenix. - Atlanta, GA : Association for Information Systems. - 9781958200070
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Konferensbidrag (refereegranskat)abstract
- During the COVID-19 pandemic, Nordic higher education institutions (HEIs) as any other learning providers had to abruptly switch from onsite in-person delivery strategies to a more ‘pandemic-friendly’ online mode. To manage these emergent transformations of learning environments successfully, development of teachers’ digital competence became pivotal. This study investigates the experiences of teachers and students from HEIs in the Nordic countries of the impact of the transition to online teaching during the pandemic crisis on teachers’ professional digital competence (TPDC). The findings indicate that the pandemic promoted teachers’ creativity and innovation, enabling individual initiatives, openness, and decentralization that demonstrates the Nordic HEIs readiness to mobilize relevant digital infrastructure and exert academic freedom in times of crises. The study further broadens the concept of TPDC involving aspects of well-being and physical environment as additional indicators, to ensure equality, inclusion, and sustainability in the future of online education in higher education.
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- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Making room for the transformation of literacy instruction in the digital classroom
- 2016
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Ingår i: Journal of Early Childhood Literacy. - Newbury Park : SAGE Publications. - 1468-7984 .- 1741-2919. ; 17:2, s. 221-253
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Tidskriftsartikel (refereegranskat)abstract
- Education is in the process of transforming traditional print-based instruction intodigital formats. This multi-case study sheds light on the challenge of coping with theold and new in literacy teaching in the context of technology-mediated instruction inthe early years of schooling (7–8 years old children). By investigating the relationbetween literacy and digital technology in diverse pedagogical contexts we capturethe complexity in the educational transformation that needs to be acknowledged.Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible ininstruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support childrenfrom various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation betweentechnology and literacy with an understanding that the epistemological focus and contextof practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide room for action for the teachers and address issues of purpose, pedagogy and organisation around technology.
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- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Text and Language Practices in One-to-one Environments in a Swedish Primary School.
- 2012
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Ingår i: CALL. - Dublin : Research-publishing.net. - 9781908416032 ; , s. 274-279
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Konferensbidrag (refereegranskat)abstract
- Recent investments in schools in Sweden focus on increased availability of technology and ways to incorporate digital media in the classroom. Via the computer screen, students are involved in a new type of writing and communication culture that allows for new approaches in literacy instruction and learning (Lorenzen & Smidt, 2010). The purpose of the present study was to investigate how the availability and every day access to technology in a one-to-one laptop programme in primary school impact on text and language practices. The objective was to explore what text genres the students meet and what artefacts they use to facilitate their work, the modalities they engage in and if they work on their own or in collaboration. Also, what new demands are put on the instruction. The empirical results are based on classroom observations of a sample of lectures in two classes in year three and two classes in year five where the students had been using computers for about 2.5 years. In both year three and five the students expressed great enthusiasm for the work on computers. Narrative and expository strategies were prominent in the development of text and language competencies. New practices facilitating multimodal and digital expression occurred more on the students’ own initiative. The activities in year three provided opportunities for both individual and collaborative work, whereas year five mainly did individual work. The assignments in both years were mostly designed to result in products of the same type and were published on their computers for a restricted audience. We interpret these practices as being mainly teacher-controlled and for the benefit of the teacher and fellow classmates. This stands in contrast to previous analysis on changes in literacy processes in laptop classes that report on more student autonomous and public uses (e.g. Warschauer, 2008).
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- Lyngfelt, Anna, 1965, et al.
(författare)
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Analys av digitala, multimodala elevtexter i årskurs 1 och 2
- 2014
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Ingår i: Forum för textforskning 9, Göteborgs universitet, 12–13 juni 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den delstudie som presenteras utgör en del av projektet DILS (Digitala arenor för läs- och skrivpraktiker i grundskolans tidigare år, 2012–2014). Syftet med presentationen är att diskutera en modell för textanalys som är lämplig för multimodala elevtexter där en rad olika digitala verktyg använts och svårigheter som kan tänkas föreligga vad gäller lärares möjligheter att diskutera kvalitéer och utvecklingsmöjligheter i elevernas multimodala texter.Studien bygger på de grundläggande aspekter av multimodalitet och lärande som behandlas i teoribildningen om multiliteracies (Cope & Kalantzis, 2000; New London Group, 1996), New Literacy Studies (Gee, 2005; Lankshear & Knobel, 2003; Street, 1997) och multimodal semiotik (Jewitt, 2006; Kress et al, 2005). För att utveckla textanalysmodellen knyts användningen av semiotiska resurser till de textuella och (socialt) kontextuella sammanhang i vilka resurserna används. Hur de semiotiska resurserna väljs utifrån ändamål och bildar sammanhang i enskilda elevtexter diskuteras genom att textanalysmodellen består av (a) en sammanställning av de semiotiska resurser som eleverna använder, (b) analys av de inomtextuella mönster som resurserna konstituerar i texterna och (c) analys av de normer som ligger till grund för textskapandet (uppgiftsformulering, uppgiftskultur och lärares tolkning av styrdokument/praxis).
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- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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En elev en dator i grundskolans tidigare år : En analys av didaktiska förhållningssätt utifrån perspektiv pålärarens ledarskap, texter och textpraktiker, samt språklärande
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The project presented in this report concerns teaching and practices in one-to-one computer projects in primary school from the perspectives of teacher leadership, texts and text practices, and language learning. The aim of this project was not to study the implementation of the computers as investigated by many before. The focus was rather on classes where the technology had been used for some time. The teaching in four classes in year 3 and 5 at a school in western Sweden was observed by three researchers with the purpose of finding out what role the teacher assumes and what space the students get, whether the text repertoire widens and the text practices become more varied or different, whether the computer becomes a communication or production instrument for language learning. Recurring participant observations in the classes were made during one term in years 3 and 5. The students in year 3 were also followed during one term in year 4. Semi-structured interviews were conducted about the informants’ experiences of the work with computers. The analyses concern the daily access to a computer in the classes in conjunction with the traditional learning activities, resources and forms of representation in the teaching, as well as the forms of collaboration visible in the classroom. We summarize the conclusions from years 3 and 5 as: Motivated students and teachers – it was fun to work with computers. Development of digital competencies – the teachers stimulated the students to learn skills that gradually built up their knowledge regarding their IT competency. Enriched working methods – the students were offered both digital and more traditional resources and produced presentations, films and animations in which pure text was accompanied by modalities such as pictures and sound. Printed sources dominated – online text sources were not regarded as being as good or easy to find, the students mainly sought and fetched pictures from the Internet. Somewhat widened text repertoire – communicative texts appeared alongside narrative and expository texts in year 3. Narrative and expository texts dominated in year 5. The students used other text types and modalities – activities initiated by students offtask involved other texts and presentation forms, often based on pictures, film or sound, communication and took place more online. Individual and collaborative work in year 3, while having your own computer in year 5 meant individual work. More teacher-controlled than student-controlled classroom work – the teacher decided what to do and how to do it and the majority of tasks presupposed that all students did the same thing. Unclear balance between teaching content and technology – the technology was in focus and the teaching objectives were less clear. The transition for the year 3 students to year 4 resulted in an implementation of a more individualized instruction with less challenges for development and creativity. The activities mainly concerned writing, gathering of facts or practicing English. The teachers owned the technology and the students did not get to express their digital experience.
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| 9. |
- Öman, Anne, 1965, et al.
(författare)
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Design and redesign of a multimodal classroom task : implications for teaching and learning
- 2015
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Ingår i: Journal of Information Technology Education. - Santa Rosa, CA : Informing Science Institute. - 1547-9714 .- 1539-3585. ; 14:1, s. 139-159
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.
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- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Mobile Technology for Social Inclusion of Migrants in the Age of Globalization: A Case Study of Newly Arrived Healthcare Professionals in Sweden
- 2019
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Ingår i: The International Journal of Technology, Knowledge, and Society. - 1832-3669. ; 15:2, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- In 2015–2016, an increased number of migrants entered the European Union. Supporting them in entering host societies and enhancing their social inclusion is a challenge. An essential inclusionary step is providing language and host culture training for the newcomers as well as supporting them in making contacts with locals. Mobile technology, due to its accessibility, can be a bridging tool between migrants and host societies. This study investigates the needs of a specific group of migrants—namely, newly arrived health care professionals (HCPs)—in terms of employability and integration into the labour market. Further, it reports on a user test conducted to explore how a specific mobile application “Welcome!” meets these needs and promotes HCPs’ integration into Swedish society. A qualitative methodology based on semi-structured focus group interviews and questionnaires with HCPs was used. The results show that the respondents express strong needs in language for specific purposes and intercultural communication training in relation to the healthcare context as well as in making contacts with professionals, which can be beneficial to obtaining employment. As the app provides opportunities for more general language training and contacts with locals, the participants showed little interest in using it. The study gives suggestions for developing mobile tools for supporting social inclusion of highly educated migrants, emphasizing the need to consider specific subpopulations in the design of mobile applications for migrant integration.
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