| 1. |
- Holm, Hampus, 1979-, et al.
(författare)
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Innovating literacy learning for 21st century teacher education
- 2023
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Ingår i: The future of teacher education. - Leiden ; Boston : Brill Academic Publishers. - 9789004678545 - 9789004678538 - 9789004678521 ; , s. 286-310
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Bokkapitel (refereegranskat)abstract
- Teaching training can lag changes in school and society. With the onset of ubiquitous writing and mobile devices, the literacies experiences of today’s school and teacher students are different to those of most teacher trainers. In this chapter, a sequence of case studies is presented linking the school student, the teacher education student, and the teacher educator to provide a multifaceted picture of literacies development. Two questionnaires answered by 71 and 39 upper secondary school students, respectively, provided a picture of literacies use in upper secondary school (Case Study 1). The written tasks and the post-writing interviews with three upper secondary school students highlighted the tensions between out-of-school ubiquitous literacies and the in-school academic writing demands (Case Study 2). The teacher education student participatory research case study with four students challenged perceptions of how teacher education students learn academic literacies, and of student resilience (Case Study 3). Together, the case studies showed a disconnection in school between school student contemporary ubiquitous literacies and school literacies expectations. Although finding ways to ameliorate this disconnection through innovative teacher education is important, finding ways to simultaneously strengthen student teachers’ learning autonomy, strengthen the sustainability of their teaching to keep abreast of ubiquitous literacies changes is central to make school inclusive and sustainable.
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| 2. |
- Holm, Hampus, 1979-, et al.
(författare)
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Bringing Informal E-Learning into the School English as a Second Language Classroom : What Do E-Sports Do to Learning?
- 2021. - 1
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Ingår i: Research on E-Learning and ICT in Education. - Cham : Springer. - 9783030643621 - 9783030643638 ; , s. 239-256
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Bokkapitel (refereegranskat)abstract
- This chapter presents a questionnaire study that asks Swedish upper secondary school students about their informal out-of-school ICT-based literacies and how these feed into their formal school-based writing of English argumentative texts. Two questionnaires in combination with national test grades for an English argumentative text assignment are used to tease apart which out-of-school, ICT-based, and other literacies relate to the grades achieved. This showed that reading in Swedish had a significant impact on the grades achieved when writing in English, but writing in Swedish had a negative impact, with English reading or writing in ICT-based platforms having no impact. However, as the boys achieved as well as girls on the English writing task in the national test, unlike in other subjects, we argue that our ordinal regression analysis failed to capture the impact of informal e-learning of English. Free text questionnaire answers confirmed our view of the important role ICT-based literacies in social media and e-sport have on the informal learning of English and the students’ confidence in writing in English as second language. In sum, e-sports and other out-of-school ICT-based literacies lift boys’ performance in English as second language writing. Finally, this chapter presents some directions for future research.
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| 3. |
- Lindström, Niclas, 1974-, et al.
(författare)
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Wayfinding Through Disrupting Controversies in the Religious Education Classroom: Teachers’ Views
- 2021
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Ingår i: Education in the North. - Aberdeen. - 0424-5512 .- 2398-0184. ; 28:1, s. 68-81
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Tidskriftsartikel (refereegranskat)abstract
- Controversial issues are a teaching challenge that can either be accepted and pedagogically grasped by the teacher, or repressed. However, there is no generally accepted definition of ‘controversial issues’ in the literature. Most definitions contain behavioural, epistemic and political elements. Hence, controversial issues are topics about which individuals tend to disagree, about which individuals tend to hold conflicting explanations, and about which individuals create solutions based on different values (Cooling, 2012; Hand, 2008; Ljunggren et al., 2015; Stradling, 1984). We collected critical incidents (Flanagan, 1954) from teachers working in the north of Sweden in an Indigenous language zone. We found that the teachers do not consider an given issue as controversial per se, but rather they see controversiality as created in the specific classroom context. For example, one teacher expressed this as follows: “a controversial issue is created through the students in the classroom and what backgrounds they have.” Globalisation and refugee flows have created classrooms with students from the North and South allowing more issues to be perceived as controversial than earlier when school was more homogeneous. In this paper, we problematise the teachers’ construction of critical issue incidents.
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| 4. |
- Waldmann, Christian, Docent, 1976-, et al.
(författare)
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Syntax Rules and (Un)Grammaticality
- 2019
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Ingår i: Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners. - Hershey, PA : IGI Global. - 9781522584674 - 9781522585022 - 9781522584681 ; , s. 103-126
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Bokkapitel (refereegranskat)abstract
- This chapter deals with syntax rules and grammaticality judgments in the teaching and learning of English as a second and foreign language for linguistically diverse learners. Grammaticality judgment tasks are used in linguistic research to probe speakers’ implicit knowledge about the syntactic rules of language. This chapter discusses grammaticality judgment tasks in educational contexts and proposes a method for teaching syntactic rules of English based on the grammaticality judgments of second and foreign language learners of English. The chapter also attempts to raise grammatical consciousness for teaching of English as a second or foreign language as well as illustrating how various media can be used to design and present grammaticality judgment tasks to support language learning and learner engagement, participation, and motivation.
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| 5. |
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Cases on professional distance education degree programs and practices : successes, challenges and issues
- 2013
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Although internet technologies have transformed the concept of professional development by providing the opportunity for virtual learning environments in a non-traditional setting, the implementation of professional distance education programs still poses a challenge.Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues examines the best practices for executing technology applications and the utilization of distance education techniques. This publication will serve as a reference for academics and instructors coordinating distance education programs, initiating distance education courses, and implementing such programs for those earning professional degrees.
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| 6. |
- Sullivan, Kirk P. H., 1965-, et al.
(författare)
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Lighting the fire : unleashing student agency in emergency remote teaching during the covid-19 pedagogical shift
- 2023
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Ingår i: Education in North. - : University of Aberdeen. - 0424-5512 .- 2398-0184. ; 30:2, s. 120-135
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.
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| 7. |
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| 8. |
- Zhao, Huahui, et al.
(författare)
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Teaching presence in computer conferencing learning environments : effects on interaction, cognition and learning uptake
- 2017
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Ingår i: British Journal of Educational Technology. - : Wiley-Blackwell. - 0007-1013 .- 1467-8535. ; 48:2, s. 538-551
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Tidskriftsartikel (refereegranskat)abstract
- This exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty-six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks. The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.
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| 9. |
- Busic, Vesna, et al.
(författare)
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New-arrivals challenged by remote teaching : creating solutions during the COVID-19 pandemic
- 2020
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Ingår i: Education in the North. - Aberdeen : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 214-228
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Tidskriftsartikel (refereegranskat)abstract
- Ensuring access to equal education is more complex than adopting remote teaching approaches. International reactions to Covid-19 included closing physical schools and moving teaching online. This has created learning challenges for newly arrived refugees and immigrants, and teaching challenges for their teachers. On 18 March 2020, language teaching for post-compulsory school-aged refugees and immigrants moved to remote teaching. This paper investigates this move. Through semi-structured interviews, we investigated how teachers attempted to assure equal access to these language courses and their perception of their students’ experiences of this shift. We found that many of the teachers’ students were inexperienced computer users. We also found that the teachers perceived that their students’ feelings of isolation from society increased, and that this in turn reduced their abilities to access the education being offered. Remote teaching is not sufficient on its own to support the social function of these courses. However, the interviewed teachers are highly creative teachers. For example, they kept trialling combinations of a wide range of communication possibilities including visiting students at home and holding outdoor meetings. In these ways they created an instantiation of agency that may have encouraged students. These actions suggest avenues for future research and potential ways of ameliorating the educational challenges created by the sudden move to teaching online.
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| 10. |
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