Digital communication and collaboration in lower secondary school

Abstract

This article investigates factors influencing teachers in secondary school when they plan for pupils' use of digital tools for collaboration and communication. Six social studies teachers in Oslo were interviewed about how they facilitate digital collaboration and communication. The results demonstrate that teachers facilitate this to a certain extent, both in the form of pupils' co-writing and sharing files with each other. However, there is little communication between pupils by means of digital tools as an integrated part of the teaching. None of the teachers mentioned communication using digital tools as part of basic competence without being directly asked about it. Based on the analysis of the interviews, it is likely that the barriers to using digital tools for collaborating and communicating are time restrictions and the pupils' lack of digital competence. As the pupils are physically at the same place at the same time, it is perceived as unnecessary to spend time facilitating digital communication and collaboration. The findings indicate that systematic and planned work with digital competence, including communication and interaction, should be facilitated.

Cooperative learning before and during the COVID-19 pandemic: the predictive power of teacher expertise

“…Other reasons for the reduced implementation of cooperative learning may have been teachers' health concerns about students working together closely. Teachers may also have lacked equipment and routines, such as digital tools and communication channels, that allow students to collaborate while maintaining social distance in the face-to-face classroom (Drossel et al, 2017;Midtlund et al, 2021). However, our results also show that it was possible to implement cooperative learning in restricted face-to-face teaching during the COVID-19 pandemic: the maximum usage was 30% in our sample.…”

Digital Competence of Higher Education Students as a Predictor of Academic Success

“…(The model was the following: DIM-A technological literacy (13 items), DIM-B, search and treatment of information (6 items); DIM-C, critical thinking, problem solving, and decision making (4 items), DIM-D, communication and collaboration (9 items), DIM-E, digital citizenship (6 items), DIM-F, creativity and innovation (6 items). The different dimensions of the model were justified starting from the works by Rush & Renguette ( 2017 ) (DIM-A); van Laar et al ( 2019 ) (DIM-B); Pötzsch ( 2019 ) (DIM-C); Midtlund et al ( 2021 ) (DIM-D); Mattson ( 2017 ) (CIM-E); and Genlott et al ( 2019 ) (DIM-F). The causal model is shown in Fig.…”

La competencia digital docente en educación secundaria: analizando la evidencia científica

“…Así, entre las investigaciones que trabajan sobre dimensiones específicas, la mayor parte de ellas se centran en la alfabetización mediática (Álvarez et al, 2015;Díaz et al, 2020;Labio-Bernal et al, 2020;Martínez-Abad et al, 2017;Moreno-Guerrero et al, 2020), otros en el desarrollo de la CD crítica (Gouseti et al, 2023). Además, hay presencia de estudios que analizan la dimensión comunicativa (Midtlund et al, 2021;Siddig et al, 2016) (Aznar et al, 2010;Guillén-Gámez et al, 2021;Miralles-Martínez et al, 2019) o la promoción de la competencia digital del alumnado (Çimen y Hangül, 2021;Lorenz et al, 2019). También hay estudios que presentan análisis de tipo global, incluyendo varias dimensiones como el de Marín et al ( 2021).…”