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Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration
Örebro universitet, Handelshögskolan vid Örebro Universitet. (Informatik)ORCID-id: 0000-0002-4900-8519
Örebro universitet, Handelshögskolan vid Örebro Universitet. (Informatik)ORCID-id: 0000-0002-3713-346X
2016 (engelsk)Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 99, s. 68-80Artikkel i tidsskrift (Fagfellevurdert) 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.

sted, utgiver, år, opplag, sider
Elsevier, 2016. Vol. 99, s. 68-80
Emneord [en]
literacy/mathematics; collaborative learning;ICT; formative feedback/assessment; gender gap
HSV kategori
Forskningsprogram
Pedagogik; Datavetenskap
Identifikatorer
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
Merknad

Funding Agency:

Örebro University

Tilgjengelig fra: 2016-04-18 Laget: 2016-04-18 Sist oppdatert: 2020-11-16bibliografisk 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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