| 1. |
- Andersson, Annika, 1968-, et al.
(författare)
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Reclaiming the students : coping with social media in 1:1 schools
- 2014
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Ingår i: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 39, s. 37-52
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Tidskriftsartikel (refereegranskat)abstract
- There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that studentsas well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices forstudents. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed.
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| 2. |
- Hillman, Thomas, 1978
(författare)
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Finding space for student innovative practices with technology in the classroom
- 2014
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:2, s. 169-183
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the role students play in shaping the nature of the technologies they use in their classrooms and the role teachers play in supporting students' innovative practices. Drawing on research on the sociology of technological development from the field of Science and Technology Studies, the process by which one student's particularly innovative practice changes technology use in a classroom is unpacked. Through an analysis of the translation and re-inscription of a graphing calculator and an interactive whiteboard, this article highlights the role teachers have in providing both space for students to contribute their innovative technological practices, and support for the establishment and sharing of these practices as recurring patterns of use.
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| 3. |
- Messina Dahlberg, Giulia, et al.
(författare)
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Understanding glocal learning spaces : an empirical study of languaging and transmigrant positions in the virtual classroom
- 2014
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:4, s. 468-487
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to educational opportunities. This study focuses on the analysis of recorded sessions, part of an “Italian for (adult) beginners” online course. Our interests relate to accounting for how students negotiate different language varieties, including modalities, and how communication in virtual learning settings enables both flexible participation trajectories and identity positions in and across the boundaries of time and space.The sociocultural and dialogical analyses here are framed in terms of fluidity of “glocal” positions and (trans)languaging that emerge in and across time and space in Technology Mediated Communication. Our findings suggest that online environments support meaning-making where it is possible to identify alternative ways of (co)constructing and mediating learning. Such hybridity as well as the performative character of learning and identity display have important implications for online glocal communities.
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| 4. |
- Player-Koro, Catarina
(författare)
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Hype, hope and ICT in teacher education: a Bernsteinian perspective
- 2013
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Ingår i: Learning Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 38:1, s. 26-40
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Tidskriftsartikel (refereegranskat)abstract
- This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail.
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| 5. |
- Ponti, Marisa
(författare)
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Self-directed learning and guidance in non-formal open courses
- 2014
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:2, s. 154-168
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Tidskriftsartikel (refereegranskat)abstract
- Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well.
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| 6. |
- Samuelsson, Ulli
(författare)
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ICT use among 13-year-old Swedish children
- 2010
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Ingår i: Learning, Media & Technology. - London : Routledge. - 1743-9884 .- 1743-9892. ; 35:1, s. 15-30
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Tidskriftsartikel (refereegranskat)abstract
- Swedish children have grown up in a digital culture, but have internalized information and communication technology (ICT) in different ways and gained most of their knowledge by peer‐based learning. The aim of this study is to give an empirical understanding of patterns of ICT use among Swedish children. The data are collected through a survey including all 13‐year‐old children in a municipality (N = 256). The results show that all children have access to ICT but they use it in various ways. The children’s use of ICT differs in both qualitative and quantitative ways, but there is a lack in basic computer skills as well as seriousness about ICT use as a tool for education and learning. These findings should be seen in relation to Sweden’s ranking as a mature e‐society, and at the same time, the Swedish National Agency for Education asking for more explicit national strategies and guidelines for ICT use in the educational system.
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| 7. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Disparity in practice : Diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary schools
- 2012
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Ingår i: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 37:3, s. 253-270
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactive whiteboards (IWBs) in two Swedish K-6 schools. The purpose of the project was to generate results and insights of value when preparing student teachers for professional use of IWBs and to give school leaders guidelines when implementing IWBs. A range of methods were used to collect rich and varied empirical materials in this exploratory project. Judging from our data, it was obvious that the implementation process of IWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Over the course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. It also became increasingly clear during the study that there is a distinction between technical interactivity and pedagogical interactivity. Our results further suggest that training is needed when introducing these boards for future users. This training should include both technical instructions and pedagogical discussions.© 2012 Copyright Taylor and Francis Group, LLC.
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