| 1. |
- 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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| 5. |
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| 6. |
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| 7. |
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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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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Sofkova Hashemi, Sylvana, 1969, et al.
(författare)
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The role of digital text creation in the writing of school children
- 2008
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Ingår i: The second international DREAM conference: Digital Content Creation: Creativity, Competence, Critique, 18-20 September 2008, University of Southern Denmark, Odense, Denmark.
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Konferensbidrag (refereegranskat)
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| 14. |
- 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. - Stockholm : AB Dagens Nyheter. - 1101-2447. ; , s. 5-5
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Gustav Fridolin presenterade i augusti i år "Läromedelsutredningen – böckernas betydelse och elevernas tillgång till kunskap". Utredningen lyfter fram och belyser flera viktiga områden, till exempel lärarens, rektorns och lärarutbildningarnas ansvar och att säkra rätten till likvärdig tillgång av läromedel. Något som brister idag. Men utredningen ger en förenklad och missvisande bild av digitala läromedel och dess betydelse och roll i skolan. Diskussionen måste nyanseras så att svensk skola kan ge eleverna de kunskaper, förmågor och kompetenser de behöver för att vara delaktiga i ett samhälle som alltmer förutsätter att medborgarna har digitala färdigheter. Den nyanseringen vill vi som forskar inom utbildningsväsendet med fokus på teknikutveckling och digitalisering bidra till.
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| 15. |
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| 16. |
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| 17. |
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| 18. |
- Andersson, Peter, 1974, et al.
(författare)
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Kommunikationsmönster i digitala instruktionstexter : implikationer för språkutvecklande arbete i yngre åldrar. Skriv! Les! 2015
- 2015
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Ingår i: Skriv! Les! 2015 - Nordisk forskerkonferanse om lesing, skriving og literacy. 18. - 20. mai 2015, Stavanger, Norge.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Vi lever i en tid då villkoren för kommunikation stadigt förändras. Modern teknik tillgängliggör resurser för elever och lärare i skolan som gör det möjligt att förmedla och representera kunskap i digitala format där ord, ljud och bild samverkar. Det innebär stora utmaningar för skolan där skriven text varit den viktigaste resursen och sättet att förmedla ett innehåll. Inom DILS- projektet (Digitala arenor i läs- och skrivpraktiker i grundskolans tidigare år) studeras elever med varierande socioekonomisk och kulturell bakgrund från årskurs 1 till 3. Det huvudsakliga syftet är att identifiera de utmaningar som digitala verktyg och arenor ställer på pedagoger och elever i relation till skrivlärande. Med utgångspunkt i forskningsfälten sociosemiotik (Kress & van Leeuwen, 1996; Kress, 2010) och multiliteracies (Cope & Kalantzis, 2000; New London Group, 1996) presenteras här analysen av de semiotiska och situationella val som eleverna gör i en klassöverskridande uppgift om texttypen instruktion. Uppgiften gick ut på att eleverna skulle möta instruerande texter, ge varandra instruktioner, tolka varandras texter och ge varandra respons. De skulle förklara för varandra utifrån ett område som de redan kunde något om. Utifrån en etnografisk och praktiknära ansats dokumenterades arbetet med deltagande observationer med videoupptagning, textanalyser, intervjuer med lärare och elever samt lärarnas loggboksskrivande och skriftliga kommunikation. De preliminära resultaten visar att arbetet med instruktioner i dessa klasser stimulerar visuella uttryck och särskilt arbetet med film. Det råder förstås även skillnader knutna till såväl traditioner i klassrummet som individuella förutsättningar. En analys av responsarbetet visar att de flesta elever kommenterar olika aspekter av formen på mediering (tydlighet, röst, struktur och gester) snarare än innehållsliga aspekter av instruktionen. Därutöver framgår att arbetet med att kombinera olika visuella uttryck kräver övning för eleverna om budskapet ska nå fram. I intervjuer med lärare framgår dock i likhet med andra studier (Björkvall & Engblom, 2010), att ett medvetet och klassöverskridande arbete med multimodal textproduktion i klassrummet främjar såväl språkutveckling som mer autentiska texter med tydliga mottagare. Vår studie bidrar till att diskutera och problematisera digital mediering och multimodal textproduktion i tidiga år i relation till kommunikation, språkutveckling och bedömning.
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| 19. |
- 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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| 20. |
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| 21. |
- Andersson, Peter, 1974, et al.
(författare)
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The Challenges of Change in Early Literacy Instruction
- 2014
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Ingår i: SIG Writing: Conference on Writing Research 2014, 27-29 August 2014, University of Amsterdam and Utrecht University, Netherlands.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research on the perspectives on reading and writing that come together with the digital media age are connected to a couple of different but closely related research fields such as New literacy studies (Street 2003), Multiliteracies (Cope & Kalantzis 2000; New London Group 1996), Digital literacies (Casey et al 2009) or New literacies (Knobel & Lankshear 2007). Those approaches to literacy undertake a broad and socio-cultural view realized as a shift from print as the primary medium of dissemination towards digital media and an appreciation of the social and cultural change (Jewitt, 2008; Thomas, 2011). Transforming the dominant print-based practices into digital practices raises questions about pedagogies and assessment in literacy education that enable “learners to become creative and collaborative producers, rather than simply consumers, of digital media texts in schools” (Mills & Levido, 2011:81). In the DILS project (Digital Arenas in Literacy Practices in Early Primary School), students at three primary public schools in western Sweden with varying socio-economic backgrounds are being followed from year one to year three. This multi-case research (Yin, 2012) applies “ethnography of communication” (Hymes, 1996) studying the challenges digital technology imposes on early literacy through a range of ethnographic techniques to collect the data: video recordings of participatory classroom observations, semi-structured interviews with teachers and students, workshops and text analyses. In this paper we present analysis of the semiotic and situational choices in technology-mediated composing and peer-response from a cross-border assignment on instructional texts between these three classes. A sample of lectures was analyzed through class room observations, screen-recordings and interviews with twelve focus students. We conclude that visual design is the mode of expression preferred in these early years. The teachers, on the other hand, privilege the print-based mode over other forms of communicating meaning not taking into account the potential affordance of modes and media (Kress, 2003; Jewitt, 2005). We observed a recurrent guidance from teachers instructing students to work in one mode at a time and thus interfering creative and multimodal expression.
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| 22. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Cultural Diversity in the Digital Age: Developing Mobile Support for Migrant Professionals.
- 2019
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Ingår i: Fifteenth International Conference on Technology, Knowledge & Society, 11-12 March 2019, ELISAVA – Barcelona School of Design and Engineering, Barcelona, Spain..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Fluency in the language of host society in combination with early entry into the job market are essential elements of successful migrant integration and social inclusion. Due to its accessibility, mobile technology can serve as a support and bridging tool for many people for both language learning and managing employment opportunities. The aim of this study is to explore what professional integration needs the newly arrived professionals (teachers, healthcare professionals and engineers) coming to Sweden, one of the top recipients of asylum applications per capita, experience. Further, we discuss how to develop mobile support to enhance a personalised and sustainable professional integration. We apply participatory design principles conducting semi-structured focus group interviews and interactive workshops with above mentioned migrant professionals, mentors and language teachers. Thematic content analysis is used for analysis of the data. The results demonstrate diverse professional needs and requirements for digital competence for work and at work. The study also gives suggestions for developing mobile applications for enhancing integration of professionals in the Swedish labor market.
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| 23. |
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| 24. |
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| 25. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Mobile resources for integration: how availability meets the needs of newly arrived Arabic-speaking migrants in Sweden
- 2017
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Ingår i: CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017. - : Voillans France: Research-publishing.net.
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Konferensbidrag (refereegranskat)abstract
- The paper reports on the availability and use of mobile resources by newly arrived Arabic migrants in Sweden, and how the resources meet migrants’ integration needs. Analysis of websites and applications (hereafter apps) in combination with focus group interviews is used. Results show that though a variety of resources are available, translation and vocabulary apps are primarily used. Possible reasons are lack of connection in language training resources to migrants’ immediate needs such as employment and education, accommodation, contact with locals and societal information (Ager & Strang, 2008). Cultural differences might be influential for Arabic-speakers’ low use of chat apps for communication with locals.
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| 26. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Mobile Technology for Social Inclusion of Migrants in the Age of Globalization: A Case Study of Newly Arrived Healthcare Professionals in Sweden
- 2019
-
Ingår i: The International Journal of Technology, Knowledge, and Society. - 1832-3669. ; 15:2, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- In 2015–2016, an increased number of migrants entered the European Union. Supporting them in entering host societies and enhancing their social inclusion is a challenge. An essential inclusionary step is providing language and host culture training for the newcomers as well as supporting them in making contacts with locals. Mobile technology, due to its accessibility, can be a bridging tool between migrants and host societies. This study investigates the needs of a specific group of migrants—namely, newly arrived health care professionals (HCPs)—in terms of employability and integration into the labour market. Further, it reports on a user test conducted to explore how a specific mobile application “Welcome!” meets these needs and promotes HCPs’ integration into Swedish society. A qualitative methodology based on semi-structured focus group interviews and questionnaires with HCPs was used. The results show that the respondents express strong needs in language for specific purposes and intercultural communication training in relation to the healthcare context as well as in making contacts with professionals, which can be beneficial to obtaining employment. As the app provides opportunities for more general language training and contacts with locals, the participants showed little interest in using it. The study gives suggestions for developing mobile tools for supporting social inclusion of highly educated migrants, emphasizing the need to consider specific subpopulations in the design of mobile applications for migrant integration.
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| 27. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Online education for all? Impact of COVID-19 pandemic on teachers’ professional digital competence development in the context of municipal adult education for migrants
- 2023
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Ingår i: ECIS 2023 Research Papers. - Atlanta, GA : Association for Information Systems.
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic has disproportionately impacted the education of disadvantaged groups, relegating already marginalized people. It required their teachers to rapidly develop digital competencies to ensure that their students could overcome potential challenges and succeed in their education. Thus, the purpose of this study is to explore the impact of the pandemic on the development of professional digital competence of teachers working with adult migrant learners.By analyzing responses from questionnaires, a workshop and interviews with Swedish Municipal Adult Education (MAE) teachers working in migrant-dense areas in Sweden, we identify notions and perspectives of Teachers’ Professional Digital Competence (TPDC). We explore the challenges they encountered and the skills they deemed essential for managing them. The findings show the necessity of teachers considering learners’ study conditions, development of digital literacy skills, and cultural awareness to ensure inclusive online education for migrant learners.
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| 28. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Smartphones and Migrant Integration: Mobile Technology as a Bridging Tool between Migrants and Host Societies
- 2021
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Ingår i: AMCIS 2021 Proceedings. - : Association for Information Systems.
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Konferensbidrag (refereegranskat)abstract
- The aim of this study was to explore migrants' experiences and perceptions of mobile resources specifically developed for integration purposes in Sweden. Thematic content analysis of semi-structured focus group interviews with newly arrived migrants, guided by the Indicators for Integration Framework, was used. The findings suggest that lack of knowledge about existing applications and skepticism towards mobile technology as integration support in combination with time pressure and limited digital skills impede migrants’ use of mobile applications for integration. Further, technical hurdles stemming from owning outdated smartphones and technical problems with applications prevent migrants from uploading the applications. Finally, fear of surveillance is another obstacle for using applications requiring social media logins for authentication. The study reveals the friction between developers and providers of mobile resources for integration and the users’ perspective on these resources, offering implications for the development of mobile technology for migrant integration.
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| 29. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Smartphones for Migrant Integration: A Lifeline, Bridging or Surveillance tool? Migrants’ perceptions of surveillance and social logins in mobile resources
- 2019
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Ingår i: 27th European Conference on Information Systems, ECIS 2019: Information Systems for a Sharing Society. 10-11 June 2019, Stockholm.
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Konferensbidrag (refereegranskat)abstract
- Sweden is a highly digitalized society, rapidly changing into a multicultural one. Though migrants use smartphones in their migration journeys and, upon reaching host societies, for integration, i.e. learning language, culture and developing contacts with locals, there are certain potential risks in relation to surveillance. This study explores the use of mobile resources for integration purposes by newly arrived migrants in Sweden, in particular from the perspective of surveillance. Further, it aims to analyze the available mobile resources for migrant integration and how these resources are designed, with special focus on the use of social logins. Mapping of mobile resources in combination with 15 focus-group interviews with newly arrived migrants is used. The results show that the migrants are concerned about surveillance and consciously avoid using the resources in which social logins are required, preferring email as a sign-in option. The mapping of the resources shows that the majority of the resources have multiple sign-in options, including Facebook, Google and email. None has a social login as a sole sign-in, and many resources require no sign-in. Thus, the existing resources pose no apparent risk from the social media surveillance perspective for the migrants to use them. However, as in further development of resources social logins might become needed to track user progress, migrants’ concerns about surveillance should be taken into consideration.
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| 30. |
- Berbyuk, Nataliya, 1978, et al.
(författare)
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Development Speeded up by Necessity: The Future of Higher Education and Academic Work Online
- 2021
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Ingår i: AMCIS 2021 Proceedings. - : Association for Information Systems.
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic had a dramatic impact on our lives and living. In higher education, it led to a swift shift from on-campus to online education resulting in practices of emergency remote teaching through virtual classrooms. In this project, we seek to gain a deeper understanding of the challenges and opportunities that this abrupt, enforced change to online education entailed for faculty and students in Sweden and Finland. We aim to examine the evolution of online work and study practices, their impact on the teaching and learning environment, and new expectations imposed on the faculty and students. Our goal is to enhance the theoretical understanding of e-learning, developing guidelines on how to make online education effective, exploring the impact of pandemics on the future of higher education.
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| 31. |
- Bradley, Linda, 1961, et al.
(författare)
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Integration and Language Learning of Newly Arrived Migrants Using Mobile Technology
- 2017
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Ingår i: JOURNAL OF INTERACTIVE MEDIA IN EDUCATION. - : Ubiquity Press, Ltd.. - 1365-893X.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to investigate the mobile activities newly arrived migrants are engaged in when learning the Swedish language and about Swedish culture and society. Further, the study also explores the use of a mobile application (app) provided to the newly arrived migrants to use for pronunciation practice. The study involved 38 newly arrived Arabic speaking migrants participating in an introduction program of the Swedish language and Swedish culture provided by the Swedish government. The participants were divided into two groups: a control group who received training according to the traditional introduction programme and an experimental group who used a mobile app for pronunciation training as a complement to the programme. We applied a combination of qualitative and quantitative methods for data collection and analysis. The participants were interviewed about their use of mobile phones as well as recorded in a number of activities inside and outside the classroom to compare their language evolvement. In addition, surveys, logging of weekly mobile activities and observations were performed. The results show that the participants used a wide range of different mobile tools, both inside and outside the classroom. However, they used the mobiles mostly for communication with their family and friends rather than for communication with Swedes and learning Swedish. Further, compared to the -control group, the experimental group showed an improved speech tempo and self-confidence in speaking. The study thus indicates that focused linguistic training with a pronunciation app is useful for developing spoken language skills, which can lead to improved integration. The participants expressed need and interest in having more mobile apps for both language and culture training.
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| 32. |
- Cederlund, Katarina, 1968-, et al.
(författare)
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Assessing multimodal texts : practice development and support for teachers´ learning
- 2016
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Ingår i: The 8th international conference on Modality.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- As digital technology is becoming increasingly more common in the classrooms, students are creating screen-based texts that incorporate various modalities. Previous studies show that even if students’ texts are multimodal, the complexity in multimodal text composition are not the subject to established assessment practices privileging verbal and written language. Assessment practices signal which knowledge is legitimate and influence how teaching is organized. How teachers acknowledge and assess multimodal aspects and how practice development in this matter can be supported thereby becomes important issues to address.This study was conducted within the project Digital Arenas in Literacy Practices in Early Primary School (DILS) where teachers from three classes in different schools worked together in workshops to develop literacy teaching. The empirical material consists primarily of the participating teachers written assessments of student texts, before and after an intervention where the teachers were introduced to multimodal perspectives and concepts for analyzing and assessing multimodal texts. The text material was further complemented by video-recordings of this workshop and the teachers’ discussions. Exploring how the teachers understanding of students’ multimodal texts is manifested in their assessments, the study highlights the challenges education and teachers face. The results shows how a lack of a meta-language to describe quality and development in multimodal text-composing results in assessments influenced by established assement practices focusing formal language aspects. Access to such meta-language provided more focus on the use, balance and interrelations of modalities for communicative effect. The implications of what knowledge and practices that are made available to teachers are discussed, and further research on how to implement multimodal assessment practices in the pedagogical practice is suggested.
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| 33. |
- Cederlund, Katarina, 1968-, et al.
(författare)
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”Här styrker bilden texten” : Att utveckla en multimodal bedömningspraktik
- 2016
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Ingår i: SMDI 12 TEXTKULTURER Tolfte Nationella konferensen i Svenska med Didaktisk inriktning.Karlstads universitet 24-25 november 2016.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Genom den tekniska och mediala utvecklingen lever vi idag i ett multimedialt samhälle där det skrivna ordet inte bara är ett bland flera kommunikationsmedier utan också integreras med bild, film, ljud och tal. Läsande och skrivande har alltid varit multimodalt men den digitala teknologin möjliggör än större komplexitet i de multimodala uttrycken. Tidigare forskning har visat att även om elever komponerar multimodala texter så omfattar inte etablerade bedömningspraktiker komplexiteten hos multimodalt textskapande. Bedömningspraktiker signalerar vad som är legitim kunskap och påverkar hur undervisningen utformas. Kunskap om hur lärare uppmärksammar och bedömer multimodal texthantering samt hur praktikutveckling på området kan understödjas får därmed betydelse för utvecklingen av svenskämnets didaktik. I föreliggande studie undersöks när en grupp lågstadielärare erbjuds redskap för att betrakta texter utifrån design och samspel mellan olika semiotiska resurser. Det empiriska materialet består av filmade observationer av lärarnas kollegiala samtal och sambedömningar, samt lärarnas skriftliga reflektioner och bedömningar av multimodala elevtexter. Texterna samlades in före och efter en intervention där lärarna presenterades för begrepp och perspektiv baserade på Eve Bearnes (2009) ramverk för analys och bedömning av multimodal text och textprogression. Genom analyser av hur lärarnas förståelse av kvalitét och progression i multimodal texthantering manifesteras och förhandlas belyser studien de utmaningar lärare och undervisning förväntas hantera och ställs inför vad gäller bedömning av multimodala elevtexter. Resultaten visar hur tillgängliga diskurser och redskap möjliggör och begränsar praktiken vilket väcker frågor om vilken kunskap elever och lärare behöver för multimodal texthantering. Vi diskuterar svenskämnets gränser mot bildämnet och implikationer för lärarutbildning och lärares kompetensutveckling.
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| 34. |
- Cederlund, Katarina, 1968-, et al.
(författare)
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Multimodala bedömningspraktiker och lärares lärande
- 2018
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; , s. 43-68
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Tidskriftsartikel (refereegranskat)abstract
- The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernstein's (1990; 2000) theoretical frame-work and focus on the conditions for teachers' work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.
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| 35. |
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| 36. |
- Cederlund, Katarina, 1968-, et al.
(författare)
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Subject culture in motion : competing discourses in literacy education
- 2017
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Ingår i: Cultures, Arts & Verbal Communication. - 9789949293377 ; , s. 33-34
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we examine competing discourses of established and emerging practices in literacy education in relation to technology. Our intention is to highlight contextual and relational aspects, which are largely absent in discussion concerning education when the aim is to find effective, best practice solutions. Grounded on empirical research findings, we strive to expand the current discussion by problematizing the relation between technology and literacy in a subject culture in motion. As classroom practices are made up of many different and often competing discourses this paper attends to the historical development of L1 and discusses tensions at classroom and system levels (Bernstein, 2000; Engeström, 2009). We demonstrate how the conditions and role of technology in the classroom tends to move from a focus on the effective use of technology, which separates the digital from L1-education, towards discourses including social practices and socio-political aspects (Ivanic, 2004). Moreover, the need for a meta-awareness addressing the multiplicity and diversity of communication channels and media will be problematized in regard to teachers’ professional development, changes in curricula and the boundary between the L1-subject and aesthetics.
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| 37. |
- Cederlund, Katarina, et al.
(författare)
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Vem kan ro utan åror? Utrymme för professionalitet och agens i lärares multimodala bedömningspraktik
- 2018
-
Ingår i: Symposium: Digitala textkompetenser och undervisning. 13:e Nationella konferensen i Svenska med didaktisk inriktning (SmDI 2018), 22-23 november 2018, Linköpings universitet, Linköping.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I presentationen diskuteras resultat från olika studier genomförda inom ramen för forskningsprojektet Digitala arenor i den tidiga läs- och skrivundervisningen (DILS, MAW2012-2015). Fokus läggs här på att problematisera de förväntningar och krav som ställs på lärare i ett digitalt och multimodalt svenskämne samt vilka implikationer detta får både för lärarutbildning och policyarbete. I den första studien undersöktes vad som händer när framväxande digitala literacypraktiker möter den etablerade undervisningspraktiken i olika pedagogiska kontexter. Data utgörs av en fallstudie med klassrumsobservationer och lärarintervjuer i tre lågstadieklasser i olika områden (Sofkova Hashemi & Cederlund, 2017). Resultaten visade på tre distinkt åtskilda undervisningspraktiker både vad gäller kunskapsfokus och organisation av undervisningen, där kontextuella faktorer i hög grad formar såväl undervisningen som lärares handlingsutrymme. Studiens resultat visar att fortlöpande diskussion om syfte, pedagogik och organisation kring teknologin är viktig men inte tillräcklig om lärares handlingsutrymme begränsas. Literacyundervisning i de digitala klassrummen handlar därmed inte bara om lärares kunskap eller didaktiska val utan även om utrymme för professionalitet och agens. I den andra studien undersöktes möjliggörande och begränsande faktorer för utvecklandet av en multimodal bedömningspraktik. Metoden här var att analysera hur lärares förståelse av kvalitet i multimodal elevtext manifesterades i bedömningar och hur detta kan förstås i relation till tillgängliga verktyg för bedömning (Cederlund & Sofkova Hashemi, 2018). Resultaten visade hur lärarnas bedömningar genom tillgång till redskap för att tala om multimodal texthantering, baserat på Bearne och Wolstencroft (2007), gick från skriftspråksfokus till att uppmärksamma texten som helhet. Dessutom utmanades och vidgades det som framstår som svenskämnets kärna. Tillgängliga verktyg och diskurser styr vad som uppmärksammas och benämns och ger en terminologi. Samtidigt är det avgörande för lärarna att ha kännedom om fler meningsskapande resurser än skriftspråk – annars hamnar lärarna i en situation där de förväntas göra något de inte har redskap för. Bearne, E. & Wolstenscroft, H. (2007). Visual Approaches to teaching writing. London: Sage. Cederlund, K. & Sofkova Hashemi, S. (2018) Multimodala bedömningspraktiker och lärares lärande. Educare 2018:1, pp. 43-68. Sofkova Hashemi, S. & Cederlund, K. (2017) Making room for the transformationof literacy instruction in the digital classroom. Journal of Early Childhood Literacy, 17(2), pp: 221-253.
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| 38. |
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Digital kompetens för lärare
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- De senaste åren har grundskolans och gymnasiets läroplaner förändrats i syfte att stärka elevernas digitala kompetens. Det ställer nya krav på både lärare och skolledning. Vad behöver lärare och skolledning känna till för att kunna bidra till en forskningsbaserad utveckling av elevernas digitala kompetens? Och hur kan de utveckla barns och ungas förståelse för, och kritiska förhållningsätt till, de digitala miljöer som de kommer i kontakt med? I boken DIGITAL KOMPETENS FÖR LÄRARE diskuteras frågan om skolans digitalisering ur ett samhällsperspektiv. Här ges inledningsvis en bakgrund om samhällets och skolans digitalisering. Centrala begrepp belyses och diskuteras ur ett forskningsperspektiv. Frågor kring programmering, kritisk informations- och texthantering behandlas. Slutligen lyfts lärares digitala kompetens i relation till undervisning med digital teknik, öppna lärresurser och professionell utveckling med hjälp av sociala medier. Boken syftar till att ge verksamma och framtida lärare kunskaper om det centrala innehållet i den digitala kompetens som lärare behöver. Boken är även tänkt att ge underlag för rektorer och beslutsfattare på olika nivåer när det gäller lärares kompetensutveckling. Samtliga författare är, eller har varit en del av forskningsmiljön Lärande och IT vid Göteborgs universitet. Redaktörer för boken är Anna-Lena Godhe, universitetslektor i utbildningsvetenskap vid Malmö universitet, och Sylvana Sofkova Hashemi, universitetslektor i ämnesdidaktik och docent i utbildningsvetenskap med inriktning mot informationsteknologi och lärande vid Göteborgs universitet.
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| 39. |
- Edstrand, Emma, 1981-, et al.
(författare)
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Primary teachers didactical design for students’ learning in VR environments
- 2023
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Ingår i: The 20th Biennial EARLI Conference for Research on Learning and Instruction: Education as a hope in uncertain times, 22 - 26 August 2023, Aristotle University of Thessaloniki and the University of Macedonia, Greece.. ; , s. 13-13
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Virtual reality (VR) is an example of a technology that invites new ways of how to design learning activities. The aim of this study is to explore how teachers organize onsite and distance learning environments for multilingual study guidance to promote students’ subject-specific learning. Multilingual study guidance is a support in Swedish schools to enhance the development of students’ subject-specific learning in native language. There are limitations in the ways in which multilingual study guidance is designed. It is often the case that learning activities are not grounded in students’ individual needs. VR constitutes a resource that can support individualized learning activities. The study is part of a Design-Based research project involving 3 researchers, 1 VR-designer, 2 teachers, 3 students from 2 schools in a cyclic process of systematic, iterative and reflective development of concrete educational activities. The results of the designs for learning demonstrate a planning for student-active practice where the student is encouraged to engage with the knowledge content in the virtual space moving around, showing knowledge by pointing/selecting, getting familiar with objects by holding them, watching a process, etc. The students are expected to show and demonstrate their knowledge, while discussing using acquired concepts in the knowledge domain. The study has pivotal implications for both research and practice regarding developing theoretical and practical outcomes in the context of developing students’ subject-specific learning in multilingual study guidance.
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| 40. |
- Edstrand, Emma, 1981-, et al.
(författare)
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Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge
- 2023
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Ingår i: Learning and Collaboration Technologies. - Cham : Springer. - 9783031345494 - 9783031345500 ; , s. 79-94
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Konferensbidrag (refereegranskat)abstract
- Virtual Reality (VR) is an example of a technology offering interesting potentials for learning in schools. Through VR, information and knowledge are made accessible in new ways since the technology allows experience destinations and content in 3D format that goes beyond classroom. In addition, VR invites activities where teachers and students can engage in the creation of content. The study has a particular interest in teachers’ educational design using adaptive VR-environments in multilingual study guidance. Multilingual study guidance is a support in Swedish schools to enhance the development of subject content learning in native language. Based on a co-design approach combining methods of action research and design-based research the aim of the study is to explore how to didactically design multilingual study guidance to promote the development of students’ conceptual knowledge with adaptive VR-environments. The research questions posed are: (1) How do study guidance (SG) teachers plan and organize for multilingual study guidance with adaptive VR-environments? and (2) In what way is the subject content enacted in adaptive VR-environments? The data concerns interviews and workshop discussions with two SG-teachers reflecting on opportunities and challenges with multilingual study guidance carried out in VR-environments. The results show in what ways adaptive VR-environments function as a bridge between students’ first language and the subject area content and that the SG-teachers act as pillars of support. Furthermore, the study contributes to increasing the quality of multilingual study guidance, which is a field where research is limited.
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| 41. |
- Edstrand, Emma, 1981-, et al.
(författare)
-
The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
- 2023
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Ingår i: Design, Leaning and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 87-94
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Konferensbidrag (refereegranskat)abstract
- Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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| 42. |
- Edstrand, Emma, et al.
(författare)
-
The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
- 2023
-
Ingår i: Brooks, E., Sjöberg, J., Møller, A.K., Edstrand, E. (eds.), Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21-22, 2022, Proceedings. - Cham : Springer. - 1867-8211 .- 1867-822X. - 9783031313912
-
Konferensbidrag (refereegranskat)abstract
- Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers.
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| 43. |
- Ericsson, Elin, et al.
(författare)
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(Dis)Engagement and Usefulness: Students’ Experiences of Practicing Speaking German in a Virtual 360° Environment
- 2024
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Ingår i: Nordic Journal of Language Teaching and Learning (NJLTL). - 2703-8629. ; 12:1, s. 43-69
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Tidskriftsartikel (refereegranskat)abstract
- This study explored Swedish lower-secondary students’ (N=41) experiences of practicing German speaking skills with filmed native speakers in a low-immersive virtual 360° environment. The students practiced dialogues in everyday-life scenarios, performing authentic tasks such as ordering in a restaurant. We employed various methods to produce data on students’ self-reported experiences related to their speaking activity in order to gain a nuanced understanding of this way of practicing speaking. The data was gathered through logbooks, questionnaires, and interviews, which covered various aspects of the students’ speaking activity. The twofold analysis consists of descriptive statistics on post-trial ratings, and thematic analysis based on the qualitative data. The findings show that the students mostly rated the overall experience as fun and easy. They estimated that they had developed their German speaking skills through practicing pronunciation and dialogue and felt better prepared for speaking. We show that some students felt disengaged even when participating in immersive simulations. There were individual differences regarding sustained engagement and experienced usefulness of the system, mostly linked to technical and contextual issues, being interrupted, misunderstood, feeling uneasy, or finding the speaking activity monotonous, too easy, or too hard. The study found that students sometimes completed dialogues without understanding the meaning of the words. We thus conclude with the need for pedagogical guidance and framing to embed this type of speaking activity in classroom practice.
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| 44. |
- Ericsson, Elin, et al.
(författare)
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From deadpan machine to relating socially: Middle school students' experiences speaking English with embodied conversational agents
- 2023
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Ingår i: Journal of Research on Technology in Education. - 1539-1523.
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Tidskriftsartikel (refereegranskat)abstract
- Speaking with an artificial counterpart in simulated environments has been shown beneficial for foreign language learning. Still, few studies have explored how it is experienced by younger students. We report on a study of Swedish students (N = 22) speaking English with embodied conversational agents (ECAs) in everyday-life scenarios. Data were collected on students' rankings, choices, and open-response items in logbooks and questionnaires. Self-reported data on experiences were analyzed through three dimensions: cognitive, emotional, and social. Findings show that students were generally satisfied with the activity and emotionally engaged with large individual differences within the social dimension. We unpack aspects regarding social relating to the ECA, analyzing the space between experiencing the ECA as a socially distant "deadpan machine" to humanizing and relating socially.
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| 45. |
- Ericsson, Elin, et al.
(författare)
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Fun and frustrating: Students' perspectives on practising speaking English with virtual humans
- 2023
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Ingår i: Cogent Education. - : Informa UK Limited. - 2331-186X. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Speaking in a foreign language is considered challenging to both teach and learn. Virtual humans (VHs), as conversational agents (CAs), provide opportunities to practise speaking skills. Lower secondary school students (N = 25) engaged in an AI-based spoken dialogue system (SDS) and interacted verbally with VHs in simulated everyday-life scenarios to solve given tasks. Our analysis is based on system-generated metrics and self-reported experiences collected through questionnaires, logbooks, and interviews. Thematic analysis resulted in seven themes, revolving around the speaking practice method, scenarios and technology, which, in combination with descriptive statistics, enabled a deeper understanding of the students' experiences. The results indicate that, on average, they found it easy, fun, and safe, but sometimes frustrating in scenarios not always relevant to their everyday lives. Factors suggested as underlying the levels of experienced frustration include technical issues and constraints with the system, such as not being understood or heard as expected. The findings suggest that lower secondary school students conversing with VHs in the SDS in an institutional educational context facilitated a beneficial opportunity for practising speaking skills, especially pronunciation and interaction in dialogues, aligning with the key principles of second language acquisition (SLA) for language development.
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| 46. |
- Ericsson, Elin, et al.
(författare)
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Teachers’ Attitudes and Experiences of Digital Tools Within Speaking Proficiency in Foreign Language Teaching and Learning - Interactional Competence Left in The Dark
- 2019
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Ingår i: 12th annual International Conference of Education, Research and Innovation, ICERI2019, 11-13 November 2019, Seville, Spain. - : IATED. - 2340-1095. - 9788409147557
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Konferensbidrag (refereegranskat)abstract
- Speaking proficiency is crucial, complex and ranked as the most important skill to teach and learn in foreign language education (Cambridge University, 2017). Communication in foreign languages and digital competence are two key competencies formulated by the European Union. Communicative competence, authentic interaction in the target language in relevant and meaningful contexts is in focus in today’s communicative approach of language learning. Digital tools can enhance language learning enabling users to engage in authentic learning situations facilitating real-life oral communication, and the development of speaking and listening skills (Li, 2017; Bajorek, 2018). Immersive simulations and safe digital environments lower learners’ anxiety to speak a foreign language (Grant et al., 2013). The purpose of this study is to explore language teachers’ attitudes towards using digital tools. Our study reports on responses from 36 Swedish teachers of French, German, Spanish and English surveyed about teaching speaking supported by digital tools. Speaking proficiency is here subcategorised in pronunciation of phrases, own production of utterances and interaction including dialogues. In accordance with previous research, our results show that teachers consider speaking as the most challenging skill to provide possibilities to practice. The survey shows that interactional competence is the hardest to practice and at the same time experienced as the least supported by digital tools. The majority of the teachers have positive attitudes towards digital tools in language education but use them to a varied extent. Tools for translation like Google Translate are used by almost all teachers but at varied frequency. Digital communicative tools like Skype are hardly ever used. The majority of the teachers seldom or never use digital textbooks, language apps, games designed for language learning or immersive simulations. Around a third of them report no use of digital tools for supporting speaking proficiency. Among those teachers who do provide digital tools for practising speaking, support for pronunciation is the most common whereas interaction is the least frequent. The teachers report on the importance of a safe environment, and working with meaningful and interesting topics to enable students to dare to speak. Though many digital tools can provide these possibilities, the teachers report obstacles for using them; lack of competence, time, and research evidence for the effects. Also, some teachers report on unreliable quality, lack of objective evaluation of the tools and as a source of distraction. In conclusion, the studied teachers view speaking and interactional competence as the hardest skills to practice. Although the questionnaire reveals positive attitudes, the teachers report on quite sparse use of a few types of digital tools in foreign language education. Speaking proficiency supported by digital tools seems to be a challenge, especially the interactional competence almost left in the dark. Based on the teachers’ perceived obstacles for students regarding anxiety to speak, and the teachers’ limited use of digital tools, there is a need for more empirical research of interactive tools as facilitators for more effective teaching and learning of speaking a foreign language in general and interactional competence in particular. At the moment we are conducting a study of digital tools supporting interaction in language learning.
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| 47. |
- Godhe, Anna-Lena, et al.
(författare)
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Adequate Digital Competence. Exploring revisions in the Swedish national curriculum.
- 2020
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Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2, s. 74-91
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.
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| 48. |
- Godhe, Anna-Lena, et al.
(författare)
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Att skapa föränderliga och sammansatta digitala texter
- 2019
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Ingår i: Digital kompetens för lärare. Anna-Lena Godhe, Sylvana Sofkova Hashemi (red.). - Malmö : Gleerups. - 9789151101057 ; , s. 125-138
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I skolan möter och interagerar såväl lärare som elever dagligen med skärmtexter där ord kombineras med bilder, ljudeffekter, videoklipp och andra uttryckssätt. Läsande och skrivande förekommer sällan isolerade i dessa sammansatta texter, eftersom digitala texter med sin multimodala och interaktiva karaktär erbjuder elever att simultant läsa, skriva, se, lyssna och svara. Med dessa möjligheter att förmedla och representera kunskap genom att kombinera uttryck kommer ett behov av en undervisning som möter dagens förändrade villkor för kommunikation och interaktion. Undervisningen behöver också bidra till att elever förstår och utvecklar kompetenser för hur olika uttryck kan kombineras och vilka kvaliteter som kännetecknar en sammansatt text. Samtidigt som tillgången till digitala verktyg innebär möjligheter att skapa sammansatta, multimodala texter verkar inte de multimodala texterna på ett enkelt sätt kunna införlivas i undervisningen. Skolverket (2016) visar i en återkommande undersökning att digitala verktyg i stor utsträckning används för att skriva text men inte lika ofta för att kombinera olika uttryckssätt, i synnerhet inte i de äldre åldrarna. Det är inte heller självklart hur multimodala texter ska bedömas utifrån kunskapskraven i styrdokumenten. Bedömning och utvärdering av undervisning baseras idag framförallt på storskaliga tester, vilket ger litet utrymme för de nya möjligheter som de digitala verktygen öppnar upp för. Syftet med detta kapitel är att lyfta hur digitaliseringen förändrar läsande och skrivande och hur vi kommunicerar och organiserar vår förståelse i föränderliga, sammansatta och multimodala digitala texter. Vi diskuterar vidare de kvalitativa kunskaper och strategier elever behöver utveckla i meningsskapande av sammansatta multimodala texter, och som lärare behöver förhålla sig till i undervisningen och bedömningen.
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| 49. |
- Godhe, Anna-Lena, et al.
(författare)
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Composing, interpreting and evaluating multimodal representations in educational settings
- 2016
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Ingår i: The 8th International Conference on Multimodality (8ICOM): Multimodal Landscapes. 7th – 9th December 2016, University of Cape Town, South Africa..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper addresses the changes in education where socio-semiotic communication and composition are transformed to teaching practices. In the last couple of years, many schools in Sweden have equipped their students with individual computers in 1to1-projects. These digital tools facilitate the creation of multimodal representations, which incorporates words with images, animations, sound effects, music, video-clips and other semiotic representations. It is therefore of great relevance to attend to how multimodal representations created by the students are composed, interpreted and evaluated in the educational setting. Students of all ages are creating digital, multimodal texts in school and students and teachers are expected to handle these diverse textual forms, to “read” images and other modes of communication along with print. Earlier research has shown that the assessment of multimodal texts mainly relates to the written and spoken word, whereas other semiotic representations are hardly addressed. In this paper, we present analyses of practice-close research of composition and interpretation of multimodal representations created by Swedish students at primary and upper-secondary school levels. The analyses from primary school students (7-8 years old) concern early literacy education and focus on peer’s reading and response to multimodal texts on screen created in a cross-school collaboration. The analyses from the subject of Swedish at upper-secondary school, focus on argumentative multimodal representations created by 16-19 old students and how teachers and students assessment of the texts differ. How the multimodal representations are composed, interpreted and evaluated by students and teachers is explored in order to detect the challenges, a well as the opportunities that emerge when these representations are in the process of becoming established practices in an educational setting.
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| 50. |
- Godhe, Anna-Lena, et al.
(författare)
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Digital competence and multimodality in Swedish curricula : possibilities, challenges and tensions
- 2018
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Ingår i: 9iCOM: Multimodality – moving the theory forward, August 15-17, 2018, University of Southern Denmark..
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Konferensbidrag (populärvet., debatt m.m.)abstract
- The presentation focuses on recent changes in the Swedish curricula for compulsory school and explores to what extent and how multimodal meaning-making is conceptualized. The changes are supposed to adjust education to a digitalized society and support students’ in their development of “adequate digital competence”. Digitalization potentially facilitates multimodal meaning-making, providing students with a wide range of opportunities through modes and media. Meanings are shaped in new and hybrid formats, and acknowledgement and understanding of the semiotic choices and intentions of students, as well as and the potential of multimodal design (Serafini, 2012), becomes an equity issue (Sofkova Hashemi, 2017; Bezemer & Kress, 2016).. Previous studies of multimodality in teaching and assessment show that teachers do not have enough, or accurate, competences to teach or assess multimodal meaning-making on a modal specialized level. Even if teaching encourages the use of several modalities and multimodal meaning-making, most attention is given to the verbal written text in the assessment of students’ work (cf. Oldham, 2005; Matre et al., 2011; Godhe, 2014; Silseth &Gilje, 2017). We present an analysis of if, and how, the recent changes in the Swedish curricula for compulsory school relate to and support multimodal meaning-making. Content analysis was used to categorize the changes as additions, changes or deletions (Boyatis, 1998; Braun & Clarke, 2006). The analysis show some support for the inclusion of multimodal meaning-making, implicitly pointing to other modalities than the verbal and to a redefinition of the concept of ‘text’. However, the majority of the changes address the ‘use of digital tools’ as a technical skill. Based on the analysis, questions concerning the implications for teaching, teacher education and possibilities for redefining knowledge and learning (cf. Lankshear & Knobel, 2009; Kalantzis & Cope, 2012), are raised and discussed.
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