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Improving literacy skills through learning reading by writing: The iWTR method presented and tested
Sollentuna Stad, Sollentuna, Sverige.ORCID-id: 0000-0002-4900-8519
Örebro universitet, Handelshögskolan vid Örebro universitet. (Informatik)ORCID-id: 0000-0002-3713-346X
2013 (engelsk)Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 67, s. 98-104Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Learning to read and write is a basic skill that unfortunately not everybody acquires sufficiently. Lack of teachers and time in school are some of the reasons, but in addition the enormous rise in informational activities due to the Internet and other information technology-enabled opportunities has made literacy skills increasingly important to ever more people. This means literacy education must be improved so more children in the world get better chances. In order to contribute to developing better methods for learning to read and write in early years this study tests a new method developed to improve reading and writing learning in early ages. The ICT (Information and communication technologies) supported “Integrated Write to Learn” (iWTR) method lets children in 1st grade use computers and other ICT tools to write texts and subsequently discuss and refine them together with class mates and teachers. Handwriting is postponed to 2nd grade. While the traditional method requires students to go through two development processes in parallel, a cognitive (learning to read and) a motor (learning to write with a pencil), iWTR works with one process at a time, first cognitive development, then (from grade 2) motor skills training. iWTR extends previous WTR methods by more social work methods using a web site and peer comment for providing social meaning and feedback.

The method was tested using two test groups and two control groups (total n = 87) by systematically measuring performance in reading and writing using standard tests in combination with observations and student evaluation to assess social and individual effects of work methods.

The results show that while reading skills were improved considerably the biggest improvement concerned writing skills. Students in the test group wrote longer texts with better structure, clearer content, and a more elaborate language.

sted, utgiver, år, opplag, sider
Elsevier, 2013. Vol. 67, s. 98-104
Emneord [en]
Cooperative/collaborative learning, Elementary education, Improving classroom teaching, Teaching/learning strategies
HSV kategori
Forskningsprogram
Informatik
Identifikatorer
URN: urn:nbn:se:oru:diva-29311DOI: 10.1016/j.compedu.2013.03.007ISI: 000320430500009Scopus ID: 2-s2.0-84876491142OAI: oai:DiVA.org:oru-29311DiVA, id: diva2:624828
Tilgjengelig fra: 2013-06-03 Laget: 2013-06-03 Sist oppdatert: 2020-11-27bibliografisk kontrollert
Inngår i avhandling
1. Designing for Transformational Change in School: Digitalizing the Digitized
Åpne denne publikasjonen i ny fane eller vindu >>Designing for Transformational Change in School: Digitalizing the Digitized
2020 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Digital technologies have gained a prominent role in education and schools, but research concerning how digital technologies can create better conditions for improved teaching and enhanced learning for students is scarce and inconclusive. Successful use of digital technologies requires a complex combination of interacting factors, including integrating technology and pedagogy as well as organizing and leading a structured transformation process. The capability of school organizations to lead and support the digitalization process is an under-researched field compared to the well-established focus on individual stakeholders.

This thesis examines how experimentation and innovation processes in school can be designed and pursued to support and enhance digitalization across an entire school organization by using a Design Science Research (DSR) approach to answer the question: How can a school organization at municipal level lead digital transformation through the digitalization of teaching and learning processes in an organized, professional, and, as far as possible, scientifically based way?

The findings show that the design and use of the Information System Artifact model (ISA) together with a DSR development method can support both improved teaching and enhanced learning within and across a school organization. Effective use of digital technologies to improve teaching and learning across the school organization requires fundamental changes of ordinary practices and engagement as well as commitment from school authorities and school leaders.

This thesis contributes with empirically and theoretically based insights from leading (digital) transformational change in school through the iterative design of IS artifacts used as a driver and quality control for the shift from digitization towards digitalization aiming at improved teaching and enhanced learning.

sted, utgiver, år, opplag, sider
Örebro: Örebro University, 2020. s. 120
Serie
Örebro Studies in Informatics ; 18
Emneord
Design Science Research, Digitalization, Information Systems artifact, School organization, School leadership
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-86712 (URN)978-91-7529-360-8 (ISBN)
Disputas
2020-12-10, Örebro universitet, Forumhuset, Hörsal F, Fakultetsgatan 1, Örebro, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2020-10-21 Laget: 2020-10-21 Sist oppdatert: 2020-12-01bibliografisk kontrollert

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