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dc.date.accessioned2018-03-28T08:58:27Z
dc.date.available2018-03-28T08:58:27Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/10852/61345
dc.description.abstractThis article-based thesis examines students’ learning with digital tools in Science and English writing classes and teachers’ facilitating the learning process. The thesis also provides an insight into the implications of learning with digital technology for the development of students’ understanding of what it means to learn and the design of digital tools. Two case studies have been conducted to examine students’ learning: i) with digital animations in Science in the Norwegian lower secondary school and ii) in the writing process in English in the upper secondary school in Norway with the feedback from the computer-based program EssayCritic. The data consist of video recordings of observations of students’ learning in groups with digital tools. The qualitative analyses of student-student and teacher-student interactions are complimented by the quantitative analyses of the pre- and posttests and the number of teachers’ interventions in students’ learning at different times of the learning process. Cultural-historical theory and, in particular Galperin’s conceptualisation of learning, inform the theoretical perspective and the analytical framework. Three aspects of the learning process are examined: 1) the complexity of learning with technology: how material and social resources interplay in supporting and guiding students’ learning; 2) how students learn in the writing process in English with the feedback from EssayCritic and collaborating peers and 3) how teachers facilitate students’ writing process in English with and without technology. The thesis contributes to the research on learning with digital tools in three ways: i) by examining students’ learning with digital resources and relating students’ interactions with technology to broader questions about how students may enhance their capacity to learn when engaging with digital tools; ii) by conceptualising the role of the teacher facilitating students’ learning and iii) by employing the cultural-historical perspective and, in particular the contributions of Galperin as an analytical tool to understand what students do at different times in the learning process. The contributions of this study may also have implications for the design of digital tools to enhance students’ capacity to learn in becoming life-long learners in the 21st century.en_US
dc.language.isoenen_US
dc.relation.haspartArticle 1: Engeness, I. & Edwards A. (2017). The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools. Scandinavian Journal of Educational Research 61(6), p. 650-667. The article is included in the thesis. Also available at: https://doi.org/10.1080/00313831.2016.1173093
dc.relation.haspartArticle 2: Engeness, I., & Mørch, A. (2016) Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy, 11(2), p.118–135. The article is included in the thesis. Also available at: https://doi.org/10.18261/issn.1891-943x-2016-02-03
dc.relation.haspartArticle 3: Irina Engeness (2018) What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers. Technology, Pedagogy and Education. The paper is not available in DUO due to publisher restrictions. The published version is available at: https://doi.org/10.1080/1475939X.2017.1421259
dc.relation.urihttps://doi.org/10.1080/00313831.2016.1173093
dc.relation.urihttps://doi.org/10.18261/issn.1891-943x-2016-02-03
dc.relation.urihttps://doi.org/10.1080/1475939X.2017.1421259
dc.titleLearning and Teaching with Digital Tools: Insights for Learning Arising from the Cultural-Historical Theoryen_US
dc.typeDoctoral thesisen_US
dc.creator.authorEngeness, Irina
dc.identifier.urnURN:NBN:no-63958
dc.type.documentDoktoravhandlingen_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/61345/1/Engeness-PhD-2018.pdf


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