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Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration
Örebro University, Örebro University School of Business. (Informatik)ORCID iD: 0000-0002-4900-8519
Örebro University, Örebro University School of Business. (Informatik)ORCID iD: 0000-0002-3713-346X
2016 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 99, p. 68-80Article in journal (Refereed) Published
Abstract [en]

Literacy and mathematics are necessary skills that for different reasons unfortunately not everybody acquires sufficiently. In OECD countries there is also a gender gap; boys lag behind girls in literacy but often outperform girls in mathematics (OECD, 2012). ICT (Information and communication technologies) may contribute useful tools to address both these problems but in order to effectively create better educational conditions there is yet a need to develop effective methods that combine ICT with key factors for learning. This research contributes to this by measuring effects of the “Write to Learn” (WTL) method. WTL lets children from 1st grade use several ICT tools to write texts and subsequently discuss and refine them together with classmates and teachers using digital real-time formative feedback and assessment. The central learning factor addressed, in mathematics as well as in literacy, is the written communication allowing the learners to interact with peers and teachers. WTL draws on methods from socio-cultural theory, including continuous social interaction and written real-time formative feedback among peers, using shared electronic forums for collaboration, thereby providing social meaning and increased learning of literacy and mathematics, among both boys and girls.

The study uses quantitative methods and two control groups, one using traditional method (no ICT) and one using technology individually (without integrated social interaction and formative feedback), to compare results from 502 students in grade 3 national tests in mathematics and literacy. WTL yields by far best results; higher average score both in literacy and mathematics, smaller gender gap, and significantly better results for the under-achievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.

Place, publisher, year, edition, pages
Elsevier, 2016. Vol. 99, p. 68-80
Keywords [en]
literacy/mathematics; collaborative learning;ICT; formative feedback/assessment; gender gap
National Category
Pedagogy Computer Sciences
Research subject
Education; Computer Science
Identifiers
URN: urn:nbn:se:oru:diva-49861DOI: 10.1016/j.compedu.2016.04.004ISI: 000376801800006Scopus ID: 2-s2.0-84964902311OAI: oai:DiVA.org:oru-49861DiVA, id: diva2:920501
Note

Funding Agency:

Örebro University

Available from: 2016-04-18 Created: 2016-04-18 Last updated: 2020-11-16Bibliographically approved
In thesis
1. Designing for Transformational Change in School: Digitalizing the Digitized
Open this publication in new window or tab >>Designing for Transformational Change in School: Digitalizing the Digitized
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2020. p. 120
Series
Örebro Studies in Informatics ; 18
Keywords
Design Science Research, Digitalization, Information Systems artifact, School organization, School leadership
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-86712 (URN)978-91-7529-360-8 (ISBN)
Public defence
2020-12-10, Örebro universitet, Forumhuset, Hörsal F, Fakultetsgatan 1, Örebro, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2020-10-21 Created: 2020-10-21 Last updated: 2020-12-01Bibliographically approved

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Agélii Genlott, AnnikaGrönlund, Åke

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