| 1. |
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
- Salavati, Sadaf
(författare)
-
The complex picture of novel use of mobile and ubiquitous technologies in every teaching and learning practices
- 2014
-
Ingår i: EDULEARN14 Proceedings. - : The International Academy of Technology, Education and Development. - 9788461705573 ; , s. 4293-4302
-
Konferensbidrag (refereegranskat)abstract
- Effective autumn 2011, all Swedish schools adopted the latest compulsory school system curriculum, including required technology learning outcomes. However, this mandate provided no instructional guidelines. Rather, the education systems continued to make technology investments in the hope that teachers will adopt and students will benefit from mobile and ubiquitous technologies.This paper aims to present the complex problematic situation impacting adoption of novel use of mobile and ubiquitous technologies in everyday teaching and learning practices. Findings are based upon three projects conducted at local compulsory schools in Växjö municipality, Sweden: Geometry Mobile (GeM); Learning Ecology with Technologies from Science for Global Outcomes (LETS GO); and Collaborative Learning Using Digital Pens and Interactive Whiteboards (Collboard). Research studies reflect collaboration with teachers, students and fellow researchers from the CeLeKT research group at Linnaeus University.Two Thematic Analyses have been conducted. The first employs an inductive approach to explore the students’ and teachers’ experience of using mobile and ubiquitous technologies in their learning and teaching environment based on themes from the empirical data. The second analysis was deductive as the themes were generated from the Unified Theory of Acceptance and Use of Technology models, with the aim of understanding the perception and acceptance of teachers’ use of mobile and ubiquitous technologies.Results are illustrated in a Soft Systems Methodology Rich Picture, providing a holistic view of the problematic situation. Clear indicators suggest the added value of mobile and ubiquitous technology in classrooms: students are able to actively participate, collaborate and discuss in different learning settings, activities that enhance their understanding. At the same time, challenges influence adoption and usage, including ease of use and reliability of technology, as well as availability of training to use technology as a supporting teaching and learning tool.
|
|
| 5. |
- Sofkova Hashemi, Sylvana, 1969-
(författare)
-
Cross-class Online Talks : learning beyond classroom walls
- 2014
-
Ingår i: EDULEARN14 Proceedings, 6th International Conference on Education and New Learning Technologies. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT, LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN. - 9788461705573 ; , s. 1754-1754
-
Konferensbidrag (refereegranskat)abstract
- Social media provide opportunities for the production of content online and literacy practices that involve communication, publication and active participation. Children and young people are frequent writers in online digital environments in their leisure time. They develop experiences in digital communication and sharing of information, and they are creative in their use of language (e.g. Hård af Segerstad & Sofkova Hashemi, 2006; Crystal, 2009). Bringing social media arenas into the classroom, writing in school becomes increasingly visible, “real”, interactive and more of a dynamic process as opposed to print-based practice with the text as a static and linear artefact (Warschauer, 2010). Text messaging (SMS, chat) and status updates on blogs and web communities provide for an authentic form of text production where others can read and comment, shifting the focus to literacy as a social and cultural practice (Merchant, 2008). This multi-case study (Yin, 2012) explores online meaning-making and communicative practices in social media environment at three year-one-classes at three primary schools. Extending literacy practices with real-time interactive conversation online, the study focus is on the potentials of synchronous discussions for literacy learning in early years. In a cross-class project, the three classes conducted synchronous meetings, where the students in groups communicated in writing in the free service chat room Today’s Meet. Applying ethnographic methods, observations of the online communication and video recordings of the chat sessions conducted at each school comprise the data.Enabling learning connections beyond the boundary of classroom walls, the students exchanged information about their school culture (e.g. school lunches, activities during breaks), hobbies, films and computer games they like and on-going work in classes. In the synchronous text-dialogs the students were engaged in collaborative composing of the message. The cross-class interaction invited to further talk in the local classes about the message conveyed in the conversation, communicative structure and strategies how to address the recipient group. It also raised questions about the meanings of certain words, netiquette as well as the schools’ geographical location and peer’s cultural origin. A challenge with beginner readers was to keep up with the content thread of the online chat. In overall the study demonstrates the potential for early literacy education engaging students in online conversations developing awareness of audience, culture and social skills.References:[1]Crystal, D. (2009). Txtng. The gr8 db8. Oxford: Oxford University Press.[2] Hård af Segerstad, Y., & Sofkova Hashemi, S. (2006). Learning to Write in the Information Age: A Case Study of Schoolchildren's Writing in Sweden. In L. Van Waes, M. Leijten & C. Neuwirth (Eds.), Writing and Digital Media. Amsterdam: Elsevier.[3] Merchant, G. (2008). Digital writing in the early years. In M. K. J. Coiro, C. Lankshear & D. J. Leu (Eds.), The handbook of research in new literacies (pp. 751-774). New York: Lawrence Erlbaum Associates.[4] Warschauer, M. (2010). Invited Commentary: New Tools for Teaching Writing. Language Learning & Technology, 14(1), 3–8.Yin, R. K. (2012). Applications of Case Study Research. (3. ed.) Thousand Oaks, California: SAGE.
|
|
| 6. |
- Sofkova Hashemi, Sylvana, 1969-
(författare)
-
Meaning-making and Communication in Virtual Nordic Classrooms : transmediation in cross-border understanding.
- 2014
-
Ingår i: EDULEARN14 Proceedings, 6th International Conference on Education and New Learning Technologies. - : IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT, LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN. - 9788461705573 ; , s. 1820-1830
-
Konferensbidrag (refereegranskat)abstract
- The increasing digitalization of print engages students in multiple modalities of communication raising questions about the ways students are socialised in textual practices. This study explores the design and development of cross-border meaning-making practices in the context of inter-Scandinavian comprehension between Danish, Norwegian and Swedish students collaborating in virtual classrooms. Subject content and students’ interpretation and shifts across signs systems (words, images, sound) were studied combining ethnographic methods with multimodal semiotic analysis of transmediation.The cross-border Nordic education proved to provide space for students to engage in motivating, technology-enhanced composing and communication developing linguistic, cultural, critical and digital competences through multimodal productions, collaborative sharing of knowledge and real-time meetings. In the inter-Scandinavian comprehension practices, semiotic signs became tools for thinking through parallel designing and transmediation of linguistic and semiotic choices. Students discovered meaning potentials in conscious decision of gains and losses in print and screen representations, translating in degrees between semiotic systems, dividing responsibilities and applying their own informal media competences.
|
|
