| 1. |
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| 2. |
- Magnusson, Petra, 1963-, et al.
(författare)
-
Texts, information and multimodality in the digital age : towards sustained and composite MIL in education
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For this presentation, we have compiled seven studies from primary to higher education. Thepurpose is to illuminate affordances the digital and multimodal text landscape impose onteachers and students. The Swedish curriculum (revised 2017) aims to strengthen students’digital competences towards understanding effects on society, using and understanding digitaltools and media, applying a critical and responsible approach and solving problems andapplying ideas creatively. This recent curricular revision puts emphasis on work withinteractive texts, texts created in collaboration with others, texts where words, images andsound interact, democracy and public opinion in social media, responsible use of language indigital media, understanding how information can be controlled by underlying algorithms,distinguishing between sources of information and interests behind them, boundary betweenfreedom of expression and social media violations, impact of digitalization on labor market,attitudes and values. Obviously, the technology brings new opportunities to the classroomfostering responsible and equitable access to information and knowledge and with thatrequirements to develop MIL skills to understand information and multimodal texts andnavigate safely in an increasingly complex society. As future citizens, students need to be ableto design texts, read to find and evaluate multimodal information. Consequently, students needinstructions and strategies to develop MIL and relevant digital text competences. How doteachers and students meet these expectations and requirements on MIL?A crucial feature, which has been shown in several studies including ours, displays that bothteachers and students need to develop knowledge of and a language for the phenomena that arecurrently outside what is traditionally covered by the school subjects. Further, teachers needtools attuned to new grading and assessment criteria, in order to support students in evaluatingand interpreting information and designing multimodal texts. Students, in turn, need strategiesand instructions on how to evaluate and interpret information to avoid superficial, misguidedor mechanical processing of information. They need to develop a broad understanding of visual,auditory and other modal representations and develop strategies for navigating and interpretingmultimodal text design. We have also found that teachers, regardless of grade or subject,experience difficulties to relate students’ digital text competences to the knowledgerequirements in curricula that to a large extent emphasize verbal language (i.e. speech andwriting). This may explain some of our results showing that other ways of expressing meaning(i.e. images and sound) tend to be overlooked or downplayed in assessment of students’ texts.Without teachers valuing non-verbal language, students will not access and engage incontemporary media and texts which implies lack of opportunities to develop MIL needed asfuture, critical and engaging citizens. We contend that the competence to design digital texts isthe other side of the coin of evaluating and reading information. We want especially highlightthe value of understanding the multimodal aspects of digital texts for teachers’ and students’critical access, use, and participation in the flow of information as a means to realize rights tofreedom of information and expression.
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| 3. |
- Magnusson, Petra, et al.
(författare)
-
Texts, information and multimodality in the digital age : towards sustained and composite MIL in education
- 2019
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For this presentation, we have compiled seven studies from primary to higher education. Thepurpose is to illuminate affordances the digital and multimodal text landscape impose onteachers and students. The Swedish curriculum (revised 2017) aims to strengthen students’digital competences towards understanding effects on society, using and understanding digitaltools and media, applying a critical and responsible approach and solving problems andapplying ideas creatively. This recent curricular revision puts emphasis on work withinteractive texts, texts created in collaboration with others, texts where words, images andsound interact, democracy and public opinion in social media, responsible use of language indigital media, understanding how information can be controlled by underlying algorithms,distinguishing between sources of information and interests behind them, boundary betweenfreedom of expression and social media violations, impact of digitalization on labor market,attitudes and values. Obviously, the technology brings new opportunities to the classroomfostering responsible and equitable access to information and knowledge and with thatrequirements to develop MIL skills to understand information and multimodal texts andnavigate safely in an increasingly complex society. As future citizens, students need to be ableto design texts, read to find and evaluate multimodal information. Consequently, students needinstructions and strategies to develop MIL and relevant digital text competences. How doteachers and students meet these expectations and requirements on MIL?A crucial feature, which has been shown in several studies including ours, displays that bothteachers and students need to develop knowledge of and a language for the phenomena that arecurrently outside what is traditionally covered by the school subjects. Further, teachers needtools attuned to new grading and assessment criteria, in order to support students in evaluatingand interpreting information and designing multimodal texts. Students, in turn, need strategiesand instructions on how to evaluate and interpret information to avoid superficial, misguidedor mechanical processing of information. They need to develop a broad understanding of visual,auditory and other modal representations and develop strategies for navigating and interpretingmultimodal text design. We have also found that teachers, regardless of grade or subject,experience difficulties to relate students’ digital text competences to the knowledgerequirements in curricula that to a large extent emphasize verbal language (i.e. speech andwriting). This may explain some of our results showing that other ways of expressing meaning(i.e. images and sound) tend to be overlooked or downplayed in assessment of students’ texts.Without teachers valuing non-verbal language, students will not access and engage incontemporary media and texts which implies lack of opportunities to develop MIL needed asfuture, critical and engaging citizens. We contend that the competence to design digital texts isthe other side of the coin of evaluating and reading information. We want especially highlightthe value of understanding the multimodal aspects of digital texts for teachers’ and students’critical access, use, and participation in the flow of information as a means to realize rights tofreedom of information and expression.
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| 4. |
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| 5. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Developing a model for teacher professional digital competence
- 2019
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Ingår i: The 18th Biennial EARLI Conference, 12-16 August 2019, Aachen, Germany. Book of abstracts, s. 409.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Thinking Tomorrow's Education: Learning from the past, in the present and for the future" - Aachen, Germany
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| 6. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency
- 2022
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores teachers’ reflections on the competences that come into play in technology-mediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers’ envisioned or enacted transformative agency.
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| 7. |
- Magnusson, Petra, et al.
(författare)
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How to analyse and talk about lingering, perhaps non-apparent, change in classroom practice?
- 2023
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Konferensbidrag (populärvet., debatt m.m.)abstract
- We present results from two separate Swedish research projects. The first, Advancing teachers professional digital competence, running 2020-2023, addresses aspects of teachers’ digital competence in multimodal literacy practices that are characterized as spatial, digital and non-digital. The project is underpinned by educational design research (McKenney & Reeves, 2019) and is informed by sociocultural perspective (Wertsch, 2007), especially New Literacy Studies (Street, 2003) and space theory (Massey, 2005). The second project, Teachers' meta-knowledge, and assessment practices in digital, multimodal learning environments, running from 2022-2024 (DiMLA) addresses authentic educational challenges that teachers encounter when working with pupils' digital multimodal representations. The project draws on Design-Based Research (DBR) (Anderson & Shattuck, 2012), and is informed by multimodal social semiotics (Kress, 2010) and didactic design theoretical perspective (Selander, 2022; Sofkova Hashemi, 2022; Åkerfeldt, 2014). This roundtable deals mainly with teachers’ design for learning, i.e the teachers' choices of resources and why these were chosen, concerning aims and objectives as well as what was recognised as learning (Bezemer & Kress, 2016). We present data material as: (1) fieldnotes from classroom observations and transcriptions of video observations, (2) students’ digital, multimodal representations and would like to discuss: • our analysis – credibility, choice of theoretical perspective, missed aspects • whether these results are important and how they can (ought to) be discussed • what kind of contribution to research • if and how these results can inform the continuing work with the schools. Petra Magnusson, Kristianstad University Design for what kind of learning? The challenges identified through initial survey and interviews with teachers and pupils in the DiMLA project can be expressed as 1) alignment in teaching and assessing students’ digital multimodal meaning-making, 2) teachers’ genre knowledge and preparedness for use of digital tools. Preliminary findings from school one (year 6) show a discrepancy in teachers’ focus between content and form and a lack of explicit recognition of students' digital competence. This result is supported in the students’ digital representations which follows what is signaled as recognised learning thus resulting in powerpoint presentations dominated by verbal writing and seemingly random choice of visual text parts. Ewa Skantz Åberg, University of Gothenburg Materiality, dimensions of space, and mediation in early years literacy education: Negotiating text making across digital and non-digital contexts The analysis shows that the teachers, during the introduction of composing a dish in Keynote, occupy the front classroom space with body movements, gestures, speech, and gazes, while the pupils remain passive. However, the teachers invite them to construct a shared space for dialogue and learning wherein different semiotic means are negotiated, e.g. a ‘zooming gesture’. In group collaboration, the idea content is transformed in various symbolic systems and materialized by the pupils into a written planning, a playdough model and a digital presentation. The two first non-digital mediational means appear to offer spaces for establishing intersubjectivity, but they also serve as structuring and cognitive tools to remember what to include in the digital presentation. The dimensions of space found are physical, embodied, dialogic and screen space. The pedagogical approach applied is similar to Merchant’s (2008) parallel model, although the teachers emphasize the written over other expressional means. Merchant, G. (2008). Digital Writing in the Early Years. In J. Coiro, M.Knobel, C. Lankshear & D. J. Leu (Eds) Handbook of Research on New Literacies (s. 751-774). Lawrence Erlbaum Associates. Sylvana Sofkova Hashemi, University of Gothenburg Designing ghost stories with several modalities and digital resources: a challenge of bridging curricular goals In year 3 in the DiMLA-project, teachers designed for work with ghost stories involving several modalities and digital resources achieving an enhanced focus on multimodal aspects of texts and meaning-making. In this engaging and well structured design with focus on the auditive mode, the teacher modeled and read aloud ghost stories imitating voices and scary sounds. Pupils engaged in verbal activities of spelling, highlighting, brainstorming spooky words and creating a mind map for their ghost story on paper, writing in pairs on screen and recording reading aloud their final ghost story. The spoken and written word became preparatory for digital writing and reading aloud, similarly to Merchant's (2008) parallel model assuming control of pen-and-paper writing processes alongside specific screen-based activities. The study implies that teachers are challenged bridging the curricular goals with modal and digital knowledge objectives that connect rather to the creative discourse or shine with absence.Merchant, G. (2008). Digital Writing in the Early Years. In J. Coiro, M.Knobel, C. Lankshear & D. J. Leu (Eds) Handbook of Research on New Literacies (s. 751-774). Lawrence Erlbaum Associates.
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| 8. |
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| 9. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Adekvat digital kompetens - ett svårfångat begrepp
- 2019
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Ingår i: Skolverket.se.
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Forskningsbevakning av två artiklar som behandlar begreppen digital kompetens och adekvat digital kompetens i relation till den svenska och de nordiska läroplanerna.
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| 10. |
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| 11. |
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| 12. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Children’s digital storymaking - The negotiated nature of instructional literacy events
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - 1891-943X. ; 10:3, s. 170-189
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Tidskriftsartikel (refereegranskat)abstract
- Narrative is used in early childhood education to engage children in reading and writing. With the advent of digital technologies, new contexts are created for multimodal ways of narrating. The purpose of this study is to illuminate the relationship between a digital storymaking activity and the stories made in an early years practice. The results show that the children’s texts to varying degrees approximate a narrative genre and illustrate how these variations can be understood in terms of how the participants negotiate the task.
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| 13. |
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| 14. |
- Skantz Åberg, Ewa, 1965
(författare)
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Children’s storytelling activity with digital technology
- 2013
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Ingår i: 23rd EECERA conference: Value, Culture and contexts – Tallinn, Estonia, Konferensbidrag - refereegranskat abstract 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Digital storymaking – a powerful pedagogic approach in the Swedish preschool class
- 2022
-
Ingår i: In K Kumpulainen, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner, S. Jakobsdóttir (Eds.). Nordic Childhoods in the Digital Age: Insights into Contemporary Research on Communication, Learning and Education. - London : Routledge. - 9780367702526 ; , s. 66-78
-
Bokkapitel (refereegranskat)abstract
- Children in Western society are frequent users of digital devices and Web resources and thereby encounter a textual landscape where symbolic systems, sounds, and images are woven together in new dynamic ways, which offer interactive possibilities for meaning-making (Burnett & Daniels, 2016; Chaudron et al., 2018; Neumann et al., 2017). Experiences with such texts contribute to position children as capable users and producers of new modal combinations (Erstad et al., 2019). Nordic research shows, however, when children enter formal education, they commonly meet a pedagogy that does not regularly build on these experiences but emphasises academic content and methods (for discussion about the Swedish preschool class1 see Ackesjö & Persson, 2019). Especially in literacy practices, conventional skills-oriented reading and writing instruction dominates (Hagtvet, 2017), regardless of the use of print or screen-based technology (Andersson & Sofkova Hashemi, 2016). Such teaching, which tends to reduce children’s opportunities to learn through experience-based interaction (Botö et al., 2018), is likely maintained by the political discourse that values measurable learning outcomes (Sefton-Green et al., 2016). The question is whether skills-oriented approaches are sustainable given the digitalisation of society, which places increasing demands on citizens’ literacy competences. Research indicates that teachers face challenges in meeting the curriculum standardisation and simultaneously providing children with opportunities to develop so-called twenty-first-century skills (Neumann et al., 2017; Oakley et al., 2018) suitable for participation in modern society, such as communicating, problem-solving, creativity, critical thinking, and digital literacies (Sefton-Green et al., 2016). A balanced pedagogy is needed, which in parallel to conventional literacy cultivates such skills. However, to date, there is limited research on how such pedagogy can be designed. In this chapter, we present a detailed analysis of storymaking activities embedded in a Swedish preschool class, where the teacher’s balanced approach enables the children to involve multiple uses of semiotic means and thereby displaying how digital storymaking can be powerful for supporting emergent literacy and twenty-first-century skills.
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| 16. |
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| 17. |
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| 18. |
- Skantz Åberg, Ewa, 1965
(författare)
-
‘Horrible or happy – we’ll have a little grey now’: aesthetic judgements in children’s narration with an interactive whiteboard
- 2017
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 25:1, s. 72-88
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Tidskriftsartikel (refereegranskat)abstract
- This empirical study investigates what activities emerge when six-year olds are instructed to create narratives with an interactive whiteboard (IWB). A detailed analysis is provided of what the participants are oriented towards in the activity, and further what aesthetic judgements are used and their role in the evolving activity. Theoretically, the study builds on a sociocultural perspective on learning and Dewey’s (1934–80. Art as Experience. New York, NY: Perigee Books) philosophy on aesthetic experience. The empirical data consist of video recordings of six technology-mediated story-making activities in a preschool class. The findings show that even when the teacher attempts to scaffold narrative learning, the children direct their attention foremost to the visual arts, which occasionally lead to the participants’ insufficient intersubjectivity. This finding is explained with reference to the inherent design of the IWB. Furthermore, the participants frequently use aesthetic judgements on both actions and the created visual objects. The judgements turn out to constitute directives in terms of leading the activities forward and, importantly, being indicators of the children’s learning.
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| 19. |
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| 20. |
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| 21. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Lärare har digital kompetens men varierad tillgång till tekniken - Förskoleklassens olika förutsättningar
- 2020
-
Ingår i: Skolporten.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Digitaliseringen av skolan och Coronavirusets framfart ställer förskoleklassens verksamhet inför särskilda prövningar. I en enkät som utformats av fyra forskare vid Göteborgs universitet, uttrycker lärare som undervisar i förskoleklass en frustration över att de glöms bort i skolans diskussioner om eventuell distansundervisning och att den digitala utrustningen är begränsad. ”Jag har kompetensen men inte tillgång till verktygen”, skriver exempelvis en lärare.
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| 22. |
- Skantz Åberg, Ewa, 1965
(författare)
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Lärares många kompetenser i en digitaliserad undervisning
- 2020
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Ingår i: TIMDA blogg.
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Skolans digitalisering har lett till ett förtydligat uppdrag att stärka elevers digital kompetens. Vilka krav på lärares färdigheter och förmågor uppdraget medför är däremot inte tydligt definierat. Många lärare upplever en osäkerhet och utmaning i att organisera en undervisning som stöttar elevers digitala utveckling. Vad är det som krävs i det dagliga arbetet? Begreppet lärares professionella digitala kompetens (PDK) har introducerats i forskning för att försöka ringa in de kompetenser som är specifika för just lärarprofessionen.
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| 23. |
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| 24. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
'Once upon a time there was a mouse':children's technology-mediated storytelling in preschool class
- 2014
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:11, s. 1583-1598
-
Tidskriftsartikel (refereegranskat)abstract
- With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool class write a digital story, using a word processor and speech-synthesised feedback computer software. Empirical material was collected in a primary school that participates in a larger community project on writing with digital technology. The focus of the study is on how the storytelling activity is mediated by the technologies and the participants (teacher and children). The results show that the digital tools used, in part, directed the children away from narrating, instead turning their attention to negotiations of division of labour and literate conventions. The latter were also at the forefront of the teacher's contributions to the children's activity. Despite these circumstances, the children succeed in accomplishing the instructed task of collaboratively composing a story.
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| 25. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Revisiting the situated perspective of TPACK context in teacher-researcher reflections
- 2022
-
Ingår i: DIALOGUE, DIVERSITY AND INTERDISCIPLINARITY IN THE FIELD OF LEARNING AND INSTRUCTION, BOOK OF ABSTRACTS, SEPTEMBER 7– 9 2022, BELGRADE. - 9788664272346
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- TPACK is a framework that accurately describes teachers’ technological, pedagogical, and content knowledge, necessary for integrating technology in teaching. TPACK addi-tionally includes contexts since teaching is dependent on situational conditions. What the concept of context encompasses, however, remains ambiguous and untheorized. Ad-hering to the growing interest in revisiting the original situated perspective of TPACK, this study aims to explore the significance of context, as articulated in collaborative teacher-researcher reflections about teachers’ TPACK in technology-mediated teaching activities. The study adopts a design approach and theoretically leans on TPACK in Situdeveloped by Pareto and Willermark (2019), which presupposes that teachers’ TPACK is demonstrated in teaching activities, a view consistent with the sociocultural perspective underlying the study. This perspective implies that context is understood as dynamically shaped by participants’ interaction using available cultural tools and the surrounding en-vironment. The study involves nine Swedish preschool-teachers and five researchers and comprises three iterative phases: i) preparatory workshops, ii) enacted teaching activities, iii) reflective discussions between teachers and researchers elicited by video-sequences recorded during the previous enacted teaching activities. Phase three is also video re-corded and constitutes the main data. These recordings are transcribed and subject to thematic coding in NVivo 1.6 in accordance with TPACK in Situ constructs, followed by Interaction analysis on sequences of utterances that include technology and contextual elements. Preliminary findings indicate that contexts are shaped by the teachers’ attitude towards technology, epistemological and pedagogical beliefs, the students’ cognitive and socio-emotional needs, the accessible digital technologies, and the curriculum content
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| 26. |
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| 27. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Teachers' professional digital competence: A collaborative model
- 2021
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Ingår i: NERA conference, Hope and Education.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper describes a practice-centred model involving teachers and researcher’s collaborative exploration of teaching in digitalized preschool classes. The methodological design includes 4 phases; a) workshops to develop instructional scenarios with digital technologies, b) lessons where the scenarios are tested, c) reflective discussions where video sequences are used as elicitation, d) analysis of the reflective discussions. A sociocultural approach frames the study. From this theoretical position the challenges that teachers encounter in digitalized classrooms require agents to change. The findings emphasize the significance of reflective discussions where the teachers and researchers collaboratively identify and develop the shared object of research: teachers’ competences in digital learning activities; and address challenges in the collaborative model regarding the diverse professional competences and work conditions.
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| 28. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Teachers’ professional digital competence: an overview of conceptualisations in the literature
- 2022
-
Ingår i: Cogent Education. ; 9:1
-
Tidskriftsartikel (refereegranskat)abstract
- Educational research has increasingly drawn attention to teachers’ professional digital competence.Various theoretical and methodological perspectives involving a plethora of terms are used to investigate teachers’ competences in relation to technology-based teaching. The concept of teachers’ professional digital competence still appears to be ambiguous and elusive. This literature overview aims to scrutinise if, and how the concepts addressing teachers’ professional digital competence are defined or conceptualised in research. In the publications retrieved from the search in educational databases, we found that the concept of teachers’ professional digital competence, or related concepts, was frequently mentioned in abstracts, keywords and full texts, but to a large extent, it was rarely described in detail. In our final corpus of 18 publications, we could distinguish seven recurring aspects of teachers’ professional digital competence; 1) technological competence, 2) content knowledge, 3) attitudes to technology use, 4) pedagogical competence, 5) cultural awareness, 6) critical approach and 7) professional engagement, with the technological and pedagogical competences as the most prominent. Inspired by Bronfenbrenner’s ecological systems theory, these aspects are analysed as operating within microsystems of individual teachers and within meso- and macrosystems of interactive teachers in interplay with the situated classroom contexts and on larger societal systems.
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| 29. |
- Skantz Åberg, Ewa, 1965
(författare)
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The negotiated nature of a tool-mediated story-making activity
- 2014
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Ingår i: 66th OMEP World Assembly and International Conference, July 2014, Cork, Ireland. Children’s Cultural Worlds, Konferensbidrag - refereegranskat abstract 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 30. |
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| 31. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
-
Transformative agency in teachers’ reflections on competence for teaching in digitalized classrooms
- 2021
-
Ingår i: The 19th Biennal EARLI conference for research on learning and instruction , Gothenburg, Sweden. Book of abstracts, p. 25.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore how teachers’ transformative agency related to the development of competence for teaching in digitalized classrooms evolves in reflective dialogues. Preliminary findings suggest that the joint reflections enabled increased awareness of the teachers’ professional practice, mediated future orientation and envisioned competence for teaching in digitalized classrooms.
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| 32. |
- Skantz Åberg, Ewa, 1965
(författare)
-
Vad är digital bildning?
- 2021
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Ingår i: TIMDA blogg.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Frågan vad bildning är och vem som bär ansvaret för människors bildningsprocess är ständigt aktuell och dess svar varierar beroende på under vilken tidsepok den ställs. På senare år har denna fråga fått förnyad aktualitet i kölvattnet av samhällets digitalisering. När vi inte bara har tryckta böcker att läsa och konst att ta del av utan även har tillgång till olika digitala medier att hämta kunskap från, hur ska vi då förstå bildning och bildningsprocessen? När vi inte längre fastnar i ”teknikhypen” eller frågan om tekniska hantering, kan vi då flytta fokus och istället börja diskutera digital bildning?
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| 33. |
- Skantz Åberg, Ewa, 1965, et al.
(författare)
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Villkor för lärares och forskares deltagande i ett praktiknära forskningsprojekt om professionell digital kompetens
- 2023
-
Ingår i: Paideia - Tidsskrift for professionel pædagogisk praksis. - 1904-9633.
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln har som övergripande syfte att diskutera villkor för deltagande i praktiknära forskningsprojekt. Analysen riktas mot lärares och forskares beskrivningar av sitt deltagande och lärares beskrivningar av en förändrad digital undervisningspraktik. Resultatet visar att samverkansmodellens design möjliggör kollegial metareflektion där de olika yrkeskompetenserna och erfarenheterna blir centrala för att dels komma nära, dels distansera sig från undersökningspraktiken. Deltagandet är dock villkorat av teknologi-tillgång och tidsutrymme, vilket skapar asymmetri mellan deltagarna i form av möjligheterna att engagera sig i projektet. Trots det bidrar deltagandet till professionell utveckling för lärarna och utveckling av den digitala undervisningen.
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| 34. |
- Sofkova Hashemi, Sylvana, 1969, et al.
(författare)
-
How to analyse and talk about lingering, perhaps non-apparent, change in classroom practice? Designing ghost stories with several modalities and digital resources - a challenge of bridging curricular goals (Roudtable)
- 2023
-
Ingår i: ARLE SIG TALE Symposium: Continuity/change—technology and literacy education, 19–22 June 2023, Helsingborg, Sweden..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We present results from two separate Swedish research projects. The first, Advancing teachers professional digital competence, running 2020-2023, addresses aspects of teachers’ digital competence in multimodal literacy practices that are characterized as spatial, digital and non-digital. The project is underpinned by educational design research (McKenney & Reeves, 2019) and is informed by sociocultural perspective (Wertsch, 2007), especially New Literacy Studies (Street, 2003) and space theory (Massey, 2005). The second project, Teachers' meta-knowledge, and assessment practices in digital, multimodal learning environments, running from 2022-2024 (DiMLA) addresses authentic educational challenges that teachers encounter when working with pupils' digital multimodal representations. The project draws on Design-Based Research (DBR) (Anderson & Shattuck, 2012), and is informed by multimodal social semiotics (Kress, 2010) and didactic design theoretical perspective (Selander, 2022; Sofkova Hashemi, 2022; Åkerfeldt, 2014). This roundtable deals mainly with teachers’ design for learning, i.e the teachers' choices of resources and why these were chosen, concerning aims and objectives as well as what was recognised as learning (Bezemer & Kress, 2016). We present data material as 1. field notes from classroom observations and transcriptions of video observations, 2. students’ digital, multimodal representations and would like to discuss: - our analysis – credibility, choice of theoretical perspective, missed aspects; - whether these results are important and how they can (ought to) be discussed; - what kind of contribution to research; - if and how these results can inform the continuing work with the schools. Designing ghost stories with several modalities and digital resources: a challenge of bridging curricular goals: In year 3 in the DiMLA-project, teachers designed for work with ghost stories involving several modalities and digital resources achieving an enhanced focus on multimodal aspects of texts and meaning-making. In this engaging and well structured design with focus on the auditive mode, the teacher modeled and read aloud ghost stories imitating voices and scary sounds. Pupils engaged in verbal activities of spelling, highlighting, brainstorming spooky words and creating a mind map for their ghost story on paper, writing in pairs on screen and recording reading aloud their final ghost story. The spoken and written word became preparatory for digital writing and reading aloud, similarly to Merchant's (2008) parallel model assuming control of pen-and- paper writing processes alongside specific screen-based activities. The study implies that teachers are challenged bridging the curricular goals with modal and digital knowledge objectives that connect rather to the creative discourse or shine with absence.
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| 35. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education
- 2022
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
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| 36. |
- Åkerfeldt, Anna, et al.
(författare)
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"Fridolin backar in i framtiden om digitala läromedel"
- 2021
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Ingår i: Dagens Nyheter. - 1101-2447. ; :2021-12-16
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ingress: 23 forskare inom it- och utbildningsområdet: Regeringens utredare borde inte lyfta fram läsning på skärm som något negativt.Forskning visar att både tryckta och digitala läromedel behövs i skolan.
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| 37. |
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