Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Design and redesign of a multimodal classroom task: implications for teaching and learning
University of Gothenburg, Department of Applied IT.
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (BUV)ORCID-id: 0000-0001-5248-771X
2015 (engelsk)Inngår i: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 14, nr 1, s. 139-159Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.

sted, utgiver, år, opplag, sider
2015. Vol. 14, nr 1, s. 139-159
Emneord [en]
Computational linguistics, Design, Education, Marketing, Collaboration, Design elements, Digital resources, Digital technologies, Learning trajectories, Multi-modality, Primary education, Teaching and learning, Teaching
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Utbildningsvetenskap; Barn- och ungdomsvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-7622Scopus ID: 2-s2.0-84928947676OAI: oai:DiVA.org:hv-7622DiVA, id: diva2:815884
Tilgjengelig fra: 2015-06-02 Laget: 2015-05-30 Sist oppdatert: 2018-01-11bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

ScopusFulltext

Person

Sofkova Hashemi, Sylvana

Søk i DiVA

Av forfatter/redaktør
Sofkova Hashemi, Sylvana
Av organisasjonen
I samme tidsskrift
Journal of Information Technology Education

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 329 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf