A5012422398- Literacy, Media, and Education
- Child Development and Digital Technology
- Digital Education and Society
- Digital Storytelling and Education
- E-Learning and Knowledge Management
- Digital Communication and Language
- Higher Education Practises and Engagement
- Digital literacy in education
- Social Media and Politics
- Education and Technology Integration
- Information Systems Theories and Implementation
- COVID-19 and Mental Health
- Global Educational Policies and Reforms
- Educational Innovations and Technology
- Misinformation and Its Impacts
- Impact of Technology on Adolescents
- Media, Communication, and Education
- Robotics and Automated Systems
- Open Education and E-Learning
- Technology-Enhanced Education Studies
- Social Robot Interaction and HRI
- Education during COVID-19 pandemic
- Education and Digital Technologies
- Second Language Learning and Teaching
- Innovative Teaching and Learning Methods
Umeå University
2020-2024
Since the turn of this century, much world has undergone tectonic socio-technological change. Computers have left isolated basements research institutes and entered people’s homes. Network connectivity advanced from slow unreliable modems to high-speed broadband. Devices evolved: stationary desktop computers ever-present, always-connected smartphones. These developments been accompanied by new digital practices, changing expectations, not least in education, where enthusiasm for technologies...
Abstract This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, aim was, and continues be, critically challenge normalization education techno-corporate enterprise failure properly account digital methods teaching Higher Education. same fashion, and, collected here demonstrates, its publication could not be timelier. Though was written before Covid-19 pandemic, many responses...
This paper put an approximation of Actor-Network Theory – ANT (cf. Callon & Latour, 1981; 1988; 1993; 1994) and representational philosophies deriving from the social semiotic multimodal theories (e.g., Hodge Kress, 2010; Kress van Leeuwen, 2021; 2005) to fore conceptualize how meaning-making (known as sign-making, learning, process signification, Bateman, 2018; Bezemer 2016; 2010) via technologies come about technologies' various prompts. It is essential recognize representations such...
Abstract This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have Teach Us About Learning and Literacy . book, foundational text for those working in game studies, literacy education, identified 36 principles ‘good learning’ which he argued were built into design good games, have since been used unsettle landscape formal education. brings together 21 short theoretical empirical contributions centre postdigital perspectives re-engage with, extend,...
The relationships between digital technologies and the realization of teaching learning activities have received increased attention in interdisciplinary research.Knowledge connections technological designs users' meaning making semiotic chains is, however, still partial.Teachers' students' remediation through cognitive processing was studied this paper to gain insights into chain configurations.Data consisting video recordings, interviews, observations were processed with quantitative...
The relationship between sign systems and the meaning potentials affordances of multimodal technologies has received increasing attention in research on digital technology use education. Students constantly adhere to engage with semiotic shifts when they work for learning purposes. This study explores students’ Swedish schools. We trace way activity cognitive processes are transformed realized students into various meaning-making strategies. Methodologically, is based a data set video...
Previous research has highlighted that technology implementation in schools may lead to increased complexity, as digital hardware and software offer a variety of possibilities for sign-making activities. Moreover, recent studies argue since classroom practices are facilitated increasingly by screen-based activities, opens multitude ways represent meaning, an abundance sign systems becomes available communication through various visual user interfaces (DVUIs) (Jewitt, 2017). In addition,...
This article presents a brief study on inequalities and democracy in online education during the covid-19 pandemic, based comparison between Brazil Sweden. The paper addresses organization of educational systems; measures pandemic concerning frame factor resources such as digital technologies; effects these access use technologies, regarding divide; problematization with Big Tech platforms light an association liberation pedagogy socio-technical cartography. As methodology, legislation,...
Looking through the window, Manon could barely discern skyline.There had been many power shortages in city, and wondered if today's blurred view was due to a lack of street lighting or smog started appear again.'Mom!Is wire down again?' 'Yes!' A canned sound wrenched from bathroom.'Shit!Not only light…' cursed situation searched aimlessly for his t-shirt on floor.'Yet another day paradise…' worrying.He surgery participate in-a significant learning opportunity final exams associated with...
Information about the paper titled "MEANING-MAKING IN TECHNOLOGY-ENHANCED LEARNING ACTIVITIES: A COMPOSITE PERSPECTIVE OF TECHNOLOGIES AND THEIR PROPERTIES USERS’ REPRESENTATIONS" at IATED Digital Library
K. Schnaider 1, S. Schiavetto2 1Umeå University (SWEDEN) 2State of Campinas, São Paulo (BRAZIL)