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- Domeij, Rickard, et al.
(författare)
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Workshop on NLP for Reading and Writing : Resources, algorithms and tools
- 2008
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Ingår i: Swedish Conference of Language Technology, 2008. - 1736-6305. ; VOL. 3
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Konferensbidrag (refereegranskat)abstract
- New tools and media are creating new possibilities for people to communicate and find information over the Internet in a multilingual, global society. This is reflected in the fact that writers now write more in everyday life, typically create text directly on the computer and on the Internet (e.g. on blogs and other Web 2.0 technologies), and use new forms of writing in e-mails, web chats or SMS-messages on mobile phones. This concerns not only adults at work, but also children and youth. However, the new possibilities also put higher demands on our skills in using language for achieving our communicative goals in different situations. If the demands are not met, a great number of people will risk being excluded from participation in the emerging information society. Of course, this will have unfortunate consequences not only for the individual, but also for society at large. Therefore, there is a growing need for support in reading and writing. Certainly, there already exists writing tools such as authoring aids in word processors and instructional support in writing education. However, existing solutions have great difficulties meeting the growing need of support. In part, this is due to technical limitations of the tools in processing language, but also to the fact that these tools are poorly adjusted to different tasks, target user groups, genres and media.
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| 2. |
- Grigic Magusson, Anita, 1980, et al.
(författare)
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Complexities of Managing a Mobile Phone Ban in the Digitalized Schools’ Classroom
- 2023
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Ingår i: Computers in the Schools. ; 40:3, s. 303-323
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal qualitative study followed a teacher team at an upper secondary school during the implementation of a mobile phone ban during class, which was an initiative the team had jointly decided upon. Data consist of audio-recorded weekly team meetings, during which the teachers discussed their initiative. The teachers’ implementation strategy was to inform the students about the ban at the start of the semester, and to collect their mobile phones before starting each class with the motivation that the ban would improve the learning environment. This strategy failed. Exceptions were made to the ban for several reasons. The collection procedure was cumbersome, time-consuming, and caused negative tensions between teachers and students. The team discussions made it apparent that with the teachers’ consent, the students’ mobile phones were already used as pedagogical tools complementary to other digital technologies in class.
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| 3. |
- Grigic Magusson, Anita, 1980, et al.
(författare)
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TECHNOLOGY OF CHOICE: CHALLENGES AND OPPORTUNITIES OF MOBILE PHONES IN SCHOOL
- 2017
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Ingår i: EDULEARN17 Proceedings. - : IATED. - 2340-1117. - 9788469737774
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Konferensbidrag (refereegranskat)abstract
- Due to ever increasing digitalisation, both opportunities and challenges are offered by the proliferation of laptops and tablets in the classrooms of contemporary schools. The technology provided by school is, however, not the only technology available. In Sweden, almost every pupil in secondary school has their own mobile phone and schools differ in their approach, from a complete ban to promoting use of mobile phones in class. This case study investigates secondary school pupils’ perspective on mobile phone use in school: What are their perceptions of mobile phone use during lessons in a 1:1 school environment, in which all students have an internet connected laptop provided by the school? Data consist of focus group discussions with 13-14 years old pupils. The findings indicate that mobile phones were used as a complement to the schools’ laptops or sometimes as the technology that the students preferred. Occasionally school assignments required that mobile phones were used during lessons and sometimes this was explicitly encouraged by the teacher. The use of mobile phones differed depending on if the lesson was challenging or engaging the pupils. The students were further concerned about the disruption and disturbance that mobile phones may cause, and voiced a need for guidance from teachers. The pupils’ narratives indicate a shift from teacher-centred learning to personalized student-centred learning.
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| 4. |
- Hård af Segerstad, Ylva, 1969, et al.
(författare)
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Att lära sig skriva i IT-samhället
- 2004
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Ingår i: Texter om svenska med didaktisk inriktning. Proceedings från Andra nationella konferensen i svenska med didaktisk inriktning..
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Konferensbidrag (refereegranskat)
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| 8. |
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| 9. |
- Hård af Segerstad, Ylva, 1969, et al.
(författare)
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Skrift i IT-samhället
- 2003
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Ingår i: Första Svenska Lingvistikkonferensen - SLING 2003.
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Konferensbidrag (refereegranskat)
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