| 1. |
- Dunkels, Elza, 1960-
(author)
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A critical perspective on online safety measures
- 2010
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In: Nordic Journal of Digital Literacy. - Oslo : Universitetsforlaget. - 1891-943X. ; 1:1, s. 72-85
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Journal article (peer-reviewed)abstract
- The Nordic countries have enjoyed mass use of the Internet at home and in schools since the mid-1990’s. Children have been noted to have rapidly taken the Internet into possession and to have made use of the affordances (Greeno, 1994) of Internet communication. However, media coverage of how children take on, and learn what the Internet has to offer has often been of a negative kind. Blazing headlines portray a generation in bottomless danger where children are defined both as possible victims and perpetrators. Another common attribute of this media coverage is the exoticising of young people’s net cultures – describing the young and their cultures as profoundly different from earlier generations and elevating the “colourful and the bizarre” (Coffey et al., 1999, p. 169) to a level where it appears normal for this particular generation. In this setting safe use guides – tips for parents and children on how to keep safe on the Internet – began to appear. They were often composed by teachers, concerned parents, non-governmental organisations and in some cases governments. The safe use guides were disseminated online in different forums aimed at concerned adults. In this article I will give a brief description of current online safety issues and examine them critically. My earlier research – 104 interviews with 12-year old Swedes conducted in 2004-2005 (Dunkels, 2007) and a study of European safe use guides conducted in 2008 (Lüders et al., 2009) left me with a number of questions. I could see that safe use guides were strikingly similar, despite their origin, and I could see that they rested upon norms and values that were actually neither accounted for nor even declared. This article is a literature review of the area with the aim of critically discussing some of these questions.
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| 2. |
- Edstrand, Emma, 1981-, et al.
(author)
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Exploring nature through virtual experimentation
- 2013
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In: Nordic Journal of Digital Literacy. - Oslo. - 1891-943X. ; 8:3, s. 139-155
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Journal article (peer-reviewed)abstract
- In the present article, a study of the use of a virtual lab in environmental science teaching is reported. The lab was used as part of regular instruction; the idea was to provide a context to learn about experimentation as a research method. The study builds on a sample of 80 of 511 students, and uses pre- and post-test data of students’ insights about concepts and procedures relevant for designing an experiment in environmental science. The results show that students discovered some principles of how to organize an experiment. A majority of the students appropriated some of the relevant terminology and procedures relevant for organizing experiments. However, the findings also pointed to limitations in how students were able to reason about experimentation. A major problem for the students was to understand the role an experiment plays in resolving an issue. Such insights do not emerge from using the virtual lab per se, but rather from realizing the role an experiment plays as part of a scientific study of a problem © Universitetsforlaget, nordic journal of digital literacy
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| 3. |
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| 4. |
- Aarsand, Pål, 1970-
(author)
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Young Boys Playing Digital Games : From console to the playground
- 2010
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In: Nordic Journal of Digital Literacy. - 1891-943X. ; 4:1, s. 38-55
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Journal article (peer-reviewed)abstract
- This article studies how digital games are part of the everyday lives of Swedish 6 to 7-year-old boys. The data consist of video recordings from two schools, two after-school centres and four homes. The focus is on how children engage in, organize and use digital games in face-to-face interaction. It is argued that digital game competence matters not only in front of the screen, but also in the playground. In addition, it is argued that what counts as game competence is negotiated in the peer group.
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| 5. |
- Hernwall, Patrik, et al.
(author)
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Introduction special issue
- 2010
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In: Nordic Journal of Digital Literacy. - 1891-943X. ; 4:1, s. 2-6
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Review (other academic/artistic)
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| 6. |
- Lantz-Andersson, Annika, 1961, et al.
(author)
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The 'voice' of absent designers
- 2011
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In: Nordic Journal of Digital Literacy. - 1891-943X. ; 6:1/2, s. 52-74
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Journal article (peer-reviewed)abstract
- This empirical case study explores how the design of educational software co-determines students’ reasoning when solving mathematical problems. The results indicate that the students’ awareness of the design process behind the software became a resource for them when solving the task. The student’s actions were guided by their understanding of the intentions of the designers, i.e. by listening to the ‘voice’ of the absent designers.
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| 7. |
- Lindroth, Tomas, 1976-
(author)
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The laptop as an alibi : Use patterns of unfocused interaction
- 2012
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In: Nordic Journal of Digital Literacy. - 1891-943X. ; 2012:2, s. 132-144
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Journal article (peer-reviewed)abstract
- Based on a qualitative study of laptop-equipped university students, this article investigates the laptop's role in educational practice. Goffman's framework on unfocused interaction was used to develop and analyze three use patterns: screen peeking, online tics and screensaver fear. These patterns advance our understanding of laptop use, unfocused interaction and the the role of the laptop in the studied situations. The laptop introduces an interpretative flexibility that allows a greater range of different behaviors relative to the dominant involvement. © 2012 Universitetsforlaget.
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| 8. |
- Olofsson, Anders D., et al.
(author)
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Uptake and Use of Digital Technologies in Primary and Secondary Schools - a Thematic Review of Research
- 2011
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In: Nordic Journal of Digital Literacy. - Oslo : Universitetsförlaget. - 1891-943X. ; 6:4, s. 207-225
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Journal article (peer-reviewed)abstract
- This article is a review of international research on the uptake and use of digital technologies in primary and secondary schools. The aim was to provide a credible and clear picture of current research, together with some well-informed suggestions as to how future research could develop. Two strategies were used: (1) identify themes within current research that indicate important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons, identify which knowledge-gaps need to be closed and in the light of this suggest directions for further research. It is concluded that a rather complex and fragmented picture of the uptake and use of digital technologies emerges from the literature review. Three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e.g. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and methodological approaches when designing and analysing studies within the field.
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| 9. |
- Petersson, Emma, 1981, et al.
(author)
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Exploring nature through virtual experimentation - Picking up concepts and modes of reasoning in regular classroom practices
- 2013
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In: Nordic Journal of Digital Literacy. - 0809-6724 .- 1891-943X.
-
Journal article (peer-reviewed)abstract
- In the present article, a study of the use of a virtual lab in environmental science teaching is reported. The lab was used as part of regular instruction; the idea was to provide a context to learn about experimentation as a research method. The study builds on a sample of 80 of 511 students, and uses pre- and post-test data of students’ insights about concepts and procedures relevant for designing an experiment in environmental science. The results show that students discovered some principles of how to organize an experiment. A majority of the students appropriated some of the relevant terminology and procedures relevant for organizing experiments. However, the findings also pointed to limitations in how students were able to reason about experimentation. A major problem for the students was to understand the role an experiment plays in resolving an issue. Such insights do not emerge from using the virtual lab per se, but rather from realizing the role an experiment plays as part of a scientific study of a problem.
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| 10. |
- Samuelsson, Ulli, 1967-
(author)
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Young People’s Information-seeking in School - A Breeding Ground for Digital Inequality?
- 2012
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In: Nordic Journal of Digital Literacy. - Oslo : Universitetsforlaget. - 1891-943X. ; 7:2, s. 117-131
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Journal article (peer-reviewed)abstract
- This article describes and discusses the digital and information skills of Swedish youth in relation to educational goalsand e-society participation, following pioneering research done by van Dijk, Buckingham, and Enochsson on thissubject. By the findings from a questionnaire and interviews, a diversified picture of information skills and attitudestoward being a part of the e-society emerge — a picture that supports the idea that the school could contribute to theestablishment of digital inequalities among the students.
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