Your world is sponsored
A pedagogical design aimed at digital empowerment in the context of L1-language teaching
DOI:
https://doi.org/10.7146/lom.v16i28.136046Keywords:
Digital myndiggørelse, Teknologiforståelse, Design-Based Research, Danskfaget, Multimodale tekster, Didaktisk design, Kritisk stillingtagenAbstract
This article presents a design-based research project that offers an approach to how lower secondary school students can develop digital empowerment in the context of the L1-language subject from a technological perspective. The learning design of the project has been developed and tested in six lower secondary classes to investigate how Technology Comprehension and the L1-language subject can be integrated. The empirical data from our design-based study includes both teachers’ and students’ understandings of and articulated challenges in working with Technology Comprehension integrated into L1 subject. The project’s results demonstrate how an implementation of technological concepts in teaching and learning can impact students’ acquisition of digital empowerment. It appears to depend on students’ and teachers’ multimodal text competencies as well as the teacher’s level of scaffolding. Based on our findings, we propose a pedagogical approach that teachers can use in the future to frame students’ emerging digital empowerment. The teachers in the project are calling for technological competencies, which should also have implications for teacher education.
Downloads
References
Bakker, A. (2018). Design Research in Education. A Practical Guide for Early Career Researchers. Routledge.
Barton, D. (2007). Literacy: An Introduction to the Ecology of Written Language (2. udg.). Oxford: Blackwell Publishing.
Bremholm, J. (2020). Literacy – Hvad betyder det egentlig, og hvad kan vi bruge det til? I Friis, K. & Østergren-Olesen, D. (Red.) (2020). Literacydidaktik I fagene – I udskolingen. Dafolo.
Brown, A. L. (1992). Design Experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of Learning Science, 2(22), 141-178.
Cazden, C., Cope, B., Fairclough, N., & Gee, J. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60.
Christensen, O., Gynther, K. & Petersen, T. B. (2012). Design-Based Research introduktion til en forskningsmetode i udvikling af nye E-læringskoncepter og didaktisk design medieret af digitale teknologier. Læring og Medier (LOM) – nr. 9 -2012.
Christensen, A.S. & Nielsen, M.V. (2021). Den teknologisk myndige borger – om hvordan kritiske perspektiver på teknologiens rolle i samfundet kan bidrage til teknologiforståelse i folkeskolen. Learning Tech 10.
Cope, B. & Kalantzis, M. (2020). “Multiliteracies”: Nye literacies, ny læring. Oprindelig artikel fra 2009 udgivet i Pedagogy: An International Journal og oversat til dansk 2020 af Martin Hauerberg Olsen. https://www.videnomlaesning.dk/literacydk/multiliteracies-nye-literacies-ny-laering/
EMU (2018). Læseplan for forsøgsfaget teknologiforståelse. Undervisningsministeriet. https://emu.dk/sites/default/files/2019-02/GSK.%20Læseplan.Tilgængelig.%20Teknologiforståelse.%20pdf.pdf
EMU (2021). Forsøg med teknologiforståelse i folkeskolens obligatoriske undervisning. Slutevaluering. Børne- og undervisningsministeriet, oktober 2021.
https://emu.dk/sites/default/files/2021-09/gsk_teknologiforståelse_evalueringsrapport.pdf
Fibiger, J. & Sørensen, U.L. (2022). Teknologisk literacy. Dafolo.
Fougt, S.S. & Løvland, A. (2019). Multimodalitet i skolen. Analyse og produktion i et socialsemiotisk, scenariedidaktisk perspektiv. 4.-10. klasse. Dafolo.
Fougt, S.S., Neubert, K., Kristensen, R.M., Gabrielsson, R.H., Molbæk, L. & Kjeldsen, C.C. (2023). Danske elevers læsekompetence i 4. klasse: Resultater af PIRLS-undersøgelsen 2021. Aarhus University Press.
Fougt, S.S. & Phillips, M.R. (2020). Teknologiforståelse - i et scenariedidaktisk perspektiv. Indskoling, mellemtrin og udskoling. Hans Reitzels Forlag.
Gindrup, J. (2023). Jakob Harder: Opgaveskrivende chatrobot får teknologiforståelse i skolen til at haste endnu mere. Skolemonitor d. 12.1.2023
Gudmundsson, S., Dam-Christensen, E. & Hejsel, T. (2022). Din verden er sponsoreret. Undervisningsforløb udgivet ved Alinea (en del af projektets didaktiske design). https://teknologiforståelse.alinea.dk/course/rrY3-din-verden-er-sponsoreret
Kress, G. (2010). Multimodality – A social semiotic approach to contemporary communication. New York: Routledge.
Kress, G., Selander, S., Säljö, R. & Wulf, C. (2021). Learning as Social Practice: Beyound Education as an Individual Enterprise. Routledge.
Løvland, A. (2010). Multimodalitet og multimodale tekster. I: Viden om læsning, nr.7, 1-5.
Maagerø, E. & Tønnesen, E.S. (2017). Multimodal tekstkompetence. Literacy og læring. Klim, Århus.
Møller, L. D., Kardasevic, M. & Sørensen, R. (2021). Når literacies demokratiserer. Viden om literacy nr. 29, Nationalt videncenter for læsning.
Reeves, T. & McKenney, S. (2012). 7 Things You Should Know About Educational Design Research. Open University.
Reinking, D. & Bradley, B.A. (2008). Formative and Design Experiments – approaches to Language and Literacy Research. Teacher Colleges Press.
Riise, A.B. (2023) DLF: Ny chatrobot understreger behov for efteruddannelse af lærerne. Folkeskolen.dk
Slot, M.F., Lorentzen, R.F. & Hansen, T.I. (2021). Hvordan integreres teknologiforståelse i dansk? Learning Tech 10, Læremiddel.dk.
Staugaard, A. M. (2022). Din, og elevernes verden, er sponsoreret. Podcast: Didaktor, Alinea, 2022. https://didaktor.podbean.com/e/din-og-elevernes-verden-er-sponsoreret/
Undrum, L.V.M. (2022). Kritisk tilnærming til tekster i sosiale medier - En studie av influenseres tekster på Instagram og unges utfordringer i møte med dem. Acta Didactica Norden, 16 (2), 1-24.
UVM (2018). Forsøgsfaget med teknologiforståelse. Børne- og undervisningsministeriet. https://www.uvm.dk/aktuelt/nyheder/uvm/2018/dec/181221-indholdet-i-forsoegsfaget-teknologiforstaaelse-er-klar
Wagenschein, M. (1956, 2013). Om begrebet eksemplarisk undervisning. 1. del (s. 38-46). I: Graf & Christiansen. Dannende faglighed, tekster om det eksemplariske, genetiske og sokratiske undervisningsprincip af Martin Wagenschein. Forlaget Unge Pædagoger.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Tina Hejsel, Eva Dam-Christensen
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
