Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

Elf, Nikolaj Frydensbjerg; Hanghøj, Thorkild; Skaar, Håvard; Erixon, Per Olav

doi:10.17239/l1esll-2015.15.01.03

Cited by 13 publications

(13 citation statements)

References 24 publications

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“…The concept of boundary object has gained increased attention in educational contexts investigating how boundary objects influence adult learning (Caruso et al, 2016;Lofthouse and Wright, 2012;Schaap et al, 2012) and teacher education (Nolen et al, 2011). Interest has also been shown in how subject-specific learning can be improved in mathematics (Kynigos and Kalogeria, 2012;Venkat and Winter, 2015), language (Elf et al, 2015) and science (Rahm, 2014) by identified boundary objects.…”

Section: Digital Creativitymentioning

confidence: 99%

Digital creativity: learning by story driven digital production

Spante

2019

IJILT

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Purpose The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges. Design/methodology/approach A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. Findings This study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making. Originality/value The study incorporates the framework on boundary objects as a “mental design device” into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.

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Section: Digital Creativitymentioning

confidence: 99%

Digital creativity: learning by story driven digital production

Spante

2019

IJILT

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“…Although the students all agree that the unit with multimodal digital production has been interesting and amusing, their comments imply that they do not consider these kind of activities to be as serious and valuable as reading and writing which in their view represent the real "Danish skills". A review study on empirical research on the use of technologies in L1 in the Scandinavian countries supports this result as it flags up that Nordic students develop a wide palette of multimodal productive skills outside school, but that these skills are difficult to integrate in the L1 subject in school (Elf, Hanghøj, Skaar & Erixon, 2015).…”

Section: Interviewermentioning

confidence: 91%

Student work and the multimodal challenge: A mixed methods study of students’ productive work in L1, science and mathematics

Bremholm¹,

Hansen²,

Slot³

2018

L1 Educational Studies in Language and Literature

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Students' productive work constitutes an essential part of the various learning activities students are involved in while in school. However, empirical research on students' productive work in schools is quite sparse, and thus, we only know little about what kind of products the students make in different subjects, and how they relate to learning. This article presents a mixed methods study on students' productive work in the subjects L1, science and mathematics in primary and lower secondary school in Denmark with a particular focus on the students' use of multimodality. By combining a quantitative scoring of a large sample of tasks and student products (n = 451) and qualitative classroom studies in L1, science and mathematics, the mixed methods study provides a picture of the practices related to students' productive work in Danish schools. This picture shows, on the one hand, that there is obvious potential related to students' multimodal productive work, and, on the other hand, that this potential is difficult to realize due to a number of barriers that overall point to the tenacity of conventional approaches to students' productive work in Danish classrooms.

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“…Willermark (2018) also points to the importance of time when developing new teaching habits due to digital possibilities. A review of empirical research projects about technology in L1 in Scandinavia (Elf et al, 2015) presents a methodology to understand technology in L1, as tool, media, socialisation, and literacy practices. The dominating conceptualisation in the reviewed studies is media, which concerns technology as a means for representing meaning.…”

Section: Previous Researchmentioning

confidence: 99%

Understanding L1 and L2 teachers’ talk about ‘digitalisation’

Magnusson¹

2022

L1-ESLL

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In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.

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Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

Cited by 13 publications

References 24 publications

Digital creativity: learning by story driven digital production

Digital creativity: learning by story driven digital production

Student work and the multimodal challenge: A mixed methods study of students’ productive work in L1, science and mathematics

Understanding L1 and L2 teachers’ talk about ‘digitalisation’

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