Ett samhälle som blir allt mer digitalt har gjort att vi har fått helt andra möjligheter att kommunicera och ett nytt sätt för oss människor att skapa mening i tillvaron. Majoritetenav de texter som unga idag möter är digitala och de kommunicerar dagligen via digitala medier. Det är viktigt att skolan bemöter denna generations sätt att kommunicera. Syftet med kunskapsöversikten är att synliggöra hur forskning belyser digitala verktyg i skrivundervisningen. Syftet preciseras med hjälp av att lägga fokus på att analysera fördelar och nackdelar som kommer med användandet av digitala verktyg i skrivprocessen. Kunskapsöversikten är baserad på 10 vetenskapliga-nationella och internationella artiklar. Majoriteten av studierna är gjorda på elever i åk 4–6. Artiklarna bearbetades genom en tematisk analys som resulterade i 4 olika teman. Resultatet visar att det finns både fördelaroch nackdelar med användandet av digitala verktyg i skrivprocessen. Ett ökat socialt samspel med andra, ett smidigare sätt att redigera och bearbeta texter samt en ökad motivation att skapa texter är några exempel på fördelar som forskningen lyfter. De nackdelar som beskrivs handlar främst om hur finmotoriken påverkas av att inte skriva med penna men också om hur karaktären på den färdiga texten påverkas av den digitala skrivprocessen.

I takt med att samhället förändras utvecklas också Läroplanen. År 2017 reviderades Läroplanen i syfte att implementera mer digital kompetens i undervisningen. Kursplanen i svenska fokuserar till stor del på elevers literacyutveckling men revideringen 2017 har även medfört ett fokus på digitala resurser. Denna revidering innebär att digitala resurser behöver vara ett inslag i literacyundervisningen. När lärare är medvetna om vilka fördelar digitala resurser kan erbjuda elevers literacyutveckling och vilka faktorer som påverkar hur de används, kan lärare skapa goda förutsättningar för elever att utveckla sin literacy. Därför besvarar denna litteraturstudie frågeställningarna: Vilka fördelar finns med digitala resurser för att utveckla elevers literacy? och Vilka faktorer påverkar hur digitala resurser används i literacyundervisningen?. Forskningsresultatet visade att framträdande digitala resurser var iPads, smartboards, tangentbord, digitala böcker, video och röstinspelning. Fördelarna med dessa digitala resurser är att de möjliggör att möta elevers olikheter, att elevers motivation ökar och att de stöttar elever i både motoriska- och literacysvårigheter. De erbjuder även elever att visa kunskap på olika sätt och ger möjlighet att närma sig text på nya sätt. Faktorer som påverkar dessa digitala resursers användning är god planering, ett kontinuerligt arbetssätt, lärares digitala kompetens samt hur lärare förhåller sig till Läroplanen.

This qualitative case study investigates L2-teachers’ perceptions and integration of digital literacy. Two qualitative semi-structured interviews were conducted, one group interview with two participants, and one interview with a single participant. The aim of the interviews was to find out about teachers’ pedagogical choices regarding digital literacy, practicality on digital issues, and the perception of the curriculum with digitality as an aspect and consideration. To answer these formulations three themes were adopted, these were pedagogy, practicality and curriculum. There was an indication that teachers were divided between different ideologies which affected them in their classroom regarding technology use. These ideological issues consequently affected factors such as beliefs, explicitness, responsibility of work, creativity and criticality, which were factors dividing the teachers apart concerning their view of digital literacy.

Syftet är att undersöka hur IKT används i skolan och undervisningen, speciellt i svenskämnet, och utifrån vilka förutsättningar detta sker. Det är tre frågeställningar. Den övergripande frågan är Hur rekontextualiseras IKT i lärares praktik? och för att besvara det ställdes frågorna Vilka tillvägagångssätt använder sig lärare av vid användande av IKT? och På vilket sätt tar svenskämnet plats vid användningen av IKT?Arbetet skrivs utifrån ett sociokulturellt synsätt och fokuserar svenskämnet som ett multimodalt ämne. Arbetet har ett digital literacyperspektiv med IKT:s rekontextualisering går som en röd tråd. Arbetet är av kvalitativ karaktär och empirin består av intervjuer med och observation av informanter från kommunnivå, via skolnivå och till klassrumsnivå.Resultatet visar att det finns brister i kommunikationen mellan kommun och pedagoger ute i skolan liksom olika tolkningar av IKT i undervisningssyfte.Slutsatsen är att de stora tankarna och möjligheterna med IKT som den kommunala IKT-pedagogen hade, inte praktiseras i klassrummet. Från kommunal nivå till klassrumsnivå har alltså IKT rekontextualiserats i flera steg.

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In this dissertation, I report findings of a case study I conducted in Giles County, Virginia, my hometown, to better understand the way land impacts rural digital literacy sponsorship. With the help of 13 participants, I studied the ways land impacted their access to digital infrastructures and internet access and presented the following questions: how does land impeded access and support access to broadband infrastructure in Giles County? How does land impact what digital literacies residents in Giles County pursue, and how do they navigate the county's "dead zones" I begin the study by diving into the status of internet in Giles County, and I review the failed attempt made by legislators to provide "universal broadband" to the entire state of Virginia. Next, I review the literature on Deep Mapping Analysis and Literacy Networks to provide context as to how I am using land as a framework for studying rural digital literacy sponsorship. Then, the first analysis chapter uses Deep Mapping Analysis to discuss maps reflecting the status of internet access within the county, and then discusses how these maps help support the experiences of participants in the first round of interviews. The second findings chapter focuses on the Literacy Networks created by participants Veronica, Libby, Makayla, and Heather and explores how their networks show the connections between land and infrastructures as rural digital literacy sponsors and what that teaches us about rural access in general. Finally, I conclude with three implications from these analysis chapters that encourage scholars, community scholars, and legislators alike to pay more attention to the role land plays in internet access and rural digital literacy sponsorship. Most importantly, this work calls for legislators to consider what their part is in helping their rural constituents receive the internet access they need to survive without implicating those who cannot afford it or harming the land where they live. / Doctor of Philosophy / In this dissertation, I report findings of a case study I conducted in Giles County, Virginia, my hometown, to better understand how land sponsors rural digital literacies. With the help of 13 participants, I studied the ways land impacted their access to digital infrastructures and internet access via the following questions: How does land hinder or support access to broadband infrastructure in Giles County? How does land impact how residents interact with technology while living in Giles County? And, how do they navigate the county's "dead zones?" I first describe the status of internet in Giles County by reviewing the failed attempts made by legislators to provide "universal broadband" to the entire state of Virginia. Next, I review the literature on literacy sponsorship and rural literacies to provide context as to how I am using land as a framework for studying rural digital literacy sponsorship. The first analysis chapter uses maps to discuss the status of internet access within the county, and then I explain how these maps provide supporting information for the experiences of participants in the first round of interviews. The second findings chapter uses drawings from my participants that depict their rural digital literacy sponsorship in a network form, which was followed by a second interview to discuss the connections between land, infrastructure and rural digital literacy illustrated in their drawing. Finally, I conclude with three implications from these analysis chapters that encourage scholars, community scholars, and legislators alike to pay more attention to the role land plays in internet access and rural digital literacy sponsorship. Most importantly, this work calls for legislators to consider what their part is in helping their rural constituents receive the internet access they need without implicating those who cannot afford it or harming the land where they live.

The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions: <ul type="disc">How are tablet computers used for writing stories in a Swedish classroom?   What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories? Which method was preferred by the students? Writing stories on tablet computers or writing by hand? This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

This study investigates how preschool teachers work with digitization in preschool, with a focus on motion pictures. I use three research questions, based on previous research linked to digitization in preschool, knowledge of educators, attitudes towards digitization and digital literacy: what attitude do preschool teachers have towards digitization and motion pictures? What competence do preschool teachers have for digitization and motion pictures? How do preschool teachers work with digital tools, with a focus on motion pictures? I use implementation theory (implementeringsteorin), and as a framework for collecting, reporting and analyzing the empirical data I use a distinction between to understand, to be able to use and to will. The survey is based on four qualitative and semi-structured interviews with four preschool teachers from municipal preschools in the city of Stockholm. The results show that preschool teachers mainly use the iPad as a digital tool in preschool, both when working with the children and for their own documentation and reflection of the work. Preschool teachers believe that they have sufficient knowledge of digital tools, but that they would like to learn more about how they can use them in preschool activities. They also want a bigger explanation for why they should use digital tools in preschool. Finally, this study shows that preschool teachers’ own attitudes to digitization have a great influence on whether they choose to use digital tools in preschool or not.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-04T16:37:39Z No. of bitstreams: 1 Gisele dos Santos Rodrigues.pdf: 866249 bytes, checksum: 0a1db063bd344ba878f04f31dc111db0 (MD5) / Made available in DSpace on 2015-05-04T16:37:39Z (GMT). No. of bitstreams: 1 Gisele dos Santos Rodrigues.pdf: 866249 bytes, checksum: 0a1db063bd344ba878f04f31dc111db0 (MD5) Previous issue date: 2013-07-29 / Nenhuma / Esta pesquisa objetiva analisar as representações de professoras de língua materna sobre as práticas de linguagem mediadas pelo uso das Tecnologias da Informação e da Comunicação (TICs) em sala de aula, com a finalidade de constatar se tais práticas se configuram como eventos de letramento digital - compreendidos aqui como um grupo de atividades sociais de leitura e escrita construídas com um propósito específico dentro do contexto digital. Para tanto, este estudo está inserido no projeto Por uma formação continuada cooperativa para o desenvolvimento do processo educativo de leitura e produção textual escrita no Ensino Fundamental, do Programa Observatório da Educação/CAPES, coordenado por Ana Maria de Mattos Guimarães, com Dorotea Frank Kersch como pesquisadora associada, do PPGLA/UNISINOS. Considerando as representações como conhecimentos coletivos acumulados a partir de uma interação social entre cada indivíduo e o meio que o cerca, tanto no âmbito da Psicologia Social (MOSCOVICI, 1978) quanto da Linguística Aplicada (BRONCKART, 2006, 2008, 2009), este estudo de cunho qualitativo-interpretativista com viés etnográfico contou como instrumentos de coleta de dados a entrevista semiestruturada e a observação participante, a fim de verificar como as professoras percebem o uso das TICs para promover suas práticas de linguagem em língua materna. Nesse viés, por meio dos estudos dos letramentos digitais (XAVIER, 2005; BUZATO 2006; BELSHAW, 2011) e letramento digital do professor (SOUZA, 2007; FREITAS, 2009; VALERIO, 2011, GUERRERO, 2013), que partem das concepções de letramento e prática social (STREET 1984, 2003, 2010; KLEIMAN 1995; SOARES 1998, 2002; BARTON;HAMILTON 1998; ROJO 2009), foram estipulados critérios de análise relacionados ao ensino de língua materna mediado pelas TICs, como as políticas públicas para o ensino de língua portuguesa, a partir dos referenciais curriculares nacionais (BRASIL, 1998, 2002) e estaduais (RIO GRANDE DO SUL, 2009), além do trabalho com gêneros e suportes digitais (MARCUSCHI, 2002, 2003, 2004, 2008). As representações foram analisadas segundo o procedimento de análise Interpretação do Agir (BULEA, 2010), ancorado na perspectiva do Interacionismo Sociodiscursivo (BRONCKART, 2006, 2008, 2009). Os resultados evidenciam que, para as professoras pesquisadas, o letramento digital como capacitação para o trabalho com as TICs em sala de aula está relacionado a ter habilidades técnico-operacionais e que os recursos das TICs não são recorrentemente usados para a promoção de eventos de letramento digital, pois são operados como suportes digitais para promover práticas de linguagem que não contemplam somente o texto como objeto central de ensino. As representações das professoras, entretanto, já estão se encaminhando para um trabalho vinculado aos projetos de letramento e prática social, e elas demonstram preocupação em promover práticas de linguagem que motivem seus alunos, a partir dos usos das TICs, adequadas às suas realidades. / This research aims to analyze the representations of teachers of language about language practices mediated by Information and Communication Technologies (ICT) use in the classroom, in order to determine whether such practices are configured as digital literacy events - understood here as a set of social activities reading and writing built with a specific purpose within the digital context. Therefore, this study is part of the project By training together for the continued development of the educational process of reading and writing textual production in Elementary Education, of Observatory Program of Education / CAPES, coordinating by Ana Maria de Mattos Guimarães and Dorotea Frank Kersch, of PPGLA/Unisinos. Considering representations as collective knowledge accumulated from a social interaction between each individual and the environment that surrounds it, both in Social Psychology (MOSCOVICI, 1978) as of Applied Linguistics (BRONCKART, 2006, 2008, 2009), this study a qualitative-interpretive biased ethnographic counted as instruments to collect data to structured interviews and participant observation, in order to determine how teachers perceive the use of ICT to promote their language practices in language. In this vein, through the studies of digital literacies (XAVIER, 2005; BUZATO 2006; BELSHAW, 2011) and digital literacy teacher (SOUZA, 2007; FREITAS, 2009; VALERIO, 2011 GUERRERO, 2013), leaving the conceptions of literacy and social practice (STREET 1984, 2003, 2010; KLEIMAN 1995; SOARES 1998, 2002; BARTON; HAMILTON 1998; ROJO 2009) were set analysis criteria related to mother tongue teaching mediated by ICT, how public policies for the teaching of the Portuguese language from the national curriculum frameworks (BRASIL, 1998, 2002) and state (RIO GRANDE DO SUL, 2009), in addition to working with digital media and genres (MARCUSCHI, 2002, 2003, 2004, 2008). The representations were analyzed according to the analysis procedure Interpretation Act (BULEA, 2010), anchored on the perspective of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009). The results show that for the teachers surveyed, computer literacy and job training with ICT in the classroom is related to have technical and operational skills and resources that ICT are not recurrently used to promote literacy events digital, they are operated as digital media to promote language practices that do not include only the text as the central object of teaching. The representations of the teachers, however, are already heading for a job linked to literacy projects and social practice, and they show concern in promoting language practices that motivate students, from the use of ICT, appropriate to their realities.

Pedagogy has not addressed the literacy shift from reading, writing, and speaking to include cognitive digital literacy skills. Teachers lack the technological pedagogical content knowledge to integrate digital literacy skills into student learning. Using a digital literacy framework with 6 essentials skills, the purpose of this qualitative case study was to investigate teachers' (a) current understanding, knowledge and skills; (b) current integration of digital literacy skills; (c) challenges they face in integration; and (d) supports needed in shifting pedagogical practices to address change. Participants were 13 teachers from high school content areas. Data were gathered through focus groups interviews, observations, and artifacts. Data were coded with MAXQDA software, compared, organized, and refined based on the 4 research questions. Findings revealed high levels of knowledge for the terms digital literacy and photovisual literacy. Integration levels of digital literacy skills varied with more evidence in photovisual and reproduction literacy. Five minor challenge themes (critical thinking; time; information and technology literacy; infrastructure and access; and behavior and attitude) and 4 minor support themes (professional development; planning and preparation time; observation and feedback; and schoolwide focus and routines) emerged. Analysis of findings revealed 4 major themes: critical thinking, integrated professional development, effective use of time, and infrastructure and schoolwide routines. Findings may affect positive social change by engaging teachers in critical reflection through professional development leading to improvements in teacher pedagogical practices related to furthering the digital literacy skills of youth.