| 1. |
- Backåberg, Sofia, 1979-, et al.
(författare)
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Video-based feedback combined with reflective enquiry : An interactive model for movement awareness among nursing students
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 10:4, s. 246-264
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe an interactive model developed for movement awareness in a practical learning situation and to explore the use of video-based digital feedback and reflective enquiry in this model among nursing students. Sixteen students participated in individual interactive video sessions with a facilitator, who encouraged the students to reflect upon their own movements. Qualitative analysis showed that movement patterns were visualized, and that movement awareness and self-analysis were gradually developed. Encountering one’s own movement and reflecting on one’s own experiences appear to support motivation for movement changes.
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| 2. |
- Hanell, Fredrik
(författare)
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What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve?
- 2018
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Ingår i: Nordic Journal of Digital Literacy. - Oslo : Scandinavian University Press. - 1891-943X .- 0809-6724. ; 13:3, s. 137-151
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences.
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| 3. |
- Olofsson, Anders D., et al.
(författare)
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Uptake and use of digital technologies in primary and secondary schools : a thematic review of research
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - Oslo : Universitetsforlaget. - 1891-943X. ; 10:4, s. 103-121
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Forskningsöversikt (refereegranskat)abstract
- This article is a review of international research on the uptake and use of digital technologies in primary and secondary schools. The aim was to provide a credible and clear picture of current research, together with some wellinformed suggestions as to how future research could develop. Two strategies were used: (1) identify themes within current research that indicate important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons, identify which knowledge-gaps need to be closed and in the light of this suggest directions for further research. It is concluded that a rather complex and fragmented picture of the uptake and use of digital technologies emerges from the literature review. Three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e.g. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and mmethodological approaches when designing and analyzing studies within the field.
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| 4. |
- Dunkels, Elza, 1960-
(författare)
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A critical perspective on online safety measures
- 2010
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Ingår i: Nordic Journal of Digital Literacy. - Oslo : Universitetsforlaget. - 1891-943X. ; 1:1, s. 72-85
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Tidskriftsartikel (refereegranskat)abstract
- The Nordic countries have enjoyed mass use of the Internet at home and in schools since the mid-1990’s. Children have been noted to have rapidly taken the Internet into possession and to have made use of the affordances (Greeno, 1994) of Internet communication. However, media coverage of how children take on, and learn what the Internet has to offer has often been of a negative kind. Blazing headlines portray a generation in bottomless danger where children are defined both as possible victims and perpetrators. Another common attribute of this media coverage is the exoticising of young people’s net cultures – describing the young and their cultures as profoundly different from earlier generations and elevating the “colourful and the bizarre” (Coffey et al., 1999, p. 169) to a level where it appears normal for this particular generation. In this setting safe use guides – tips for parents and children on how to keep safe on the Internet – began to appear. They were often composed by teachers, concerned parents, non-governmental organisations and in some cases governments. The safe use guides were disseminated online in different forums aimed at concerned adults. In this article I will give a brief description of current online safety issues and examine them critically. My earlier research – 104 interviews with 12-year old Swedes conducted in 2004-2005 (Dunkels, 2007) and a study of European safe use guides conducted in 2008 (Lüders et al., 2009) left me with a number of questions. I could see that safe use guides were strikingly similar, despite their origin, and I could see that they rested upon norms and values that were actually neither accounted for nor even declared. This article is a literature review of the area with the aim of critically discussing some of these questions.
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| 5. |
- Edstrand, Emma, 1981-, et al.
(författare)
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Exploring nature through virtual experimentation
- 2013
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Ingår i: Nordic Journal of Digital Literacy. - Oslo. - 1891-943X. ; 8:3, s. 139-155
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Tidskriftsartikel (refereegranskat)abstract
- In the present article, a study of the use of a virtual lab in environmental science teaching is reported. The lab was used as part of regular instruction; the idea was to provide a context to learn about experimentation as a research method. The study builds on a sample of 80 of 511 students, and uses pre- and post-test data of students’ insights about concepts and procedures relevant for designing an experiment in environmental science. The results show that students discovered some principles of how to organize an experiment. A majority of the students appropriated some of the relevant terminology and procedures relevant for organizing experiments. However, the findings also pointed to limitations in how students were able to reason about experimentation. A major problem for the students was to understand the role an experiment plays in resolving an issue. Such insights do not emerge from using the virtual lab per se, but rather from realizing the role an experiment plays as part of a scientific study of a problem © Universitetsforlaget, nordic journal of digital literacy
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| 6. |
- Håkansson Lindqvist, Marcia, 1962-
(författare)
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Exploring activities regarding technology enhanced learning in a one-to-one initiative
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X. ; 10:4, s. 227-245
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Tidskriftsartikel (refereegranskat)abstract
- The uptake and use of digital technologies in the classroom was studied in Unos Umeå, a One-to-One (1:1) initiative between Umeå University and the municipality of Umeå in Sweden. The focus was set on teachers’ expectations and activities regarding Technology-Enhanced Learning (TEL). Possibilities and challenges in teachers’ activities were analyzed using the Ecology of Resources Model (Luckin, 2010). Creating collaborative learning environments, furthering teachers’ skills in Information and Communication Technology (ICT) and supporting laptop use will have implications for TEL.
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| 7. |
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| 8. |
- Adalberon, E., et al.
(författare)
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Informal use of social media in higher education: A case study of Facebook groups
- 2017
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-6724 .- 1891-943X. ; 12:4, s. 114-128
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 9. |
- Andersson, Peter, 1974, et al.
(författare)
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Screen-based literacy practices in Swedish primary schools
- 2016
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724 .- 0809-7143. ; 10:2, s. 83-100
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 10. |
- Bergdahl, Nina, et al.
(författare)
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The Use of Learning Technologies and Student Engagement in Learning Activities
- 2018
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724. ; 13:2, s. 113-130
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Tidskriftsartikel (refereegranskat)abstract
- As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.
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