Designs for Learning: Focus on Special Needs

Forsling, Karin

doi:10.16993/dfl.106

Cited by 8 publications

(10 citation statements)

References 6 publications

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“…This result comes as no surprise: it is in line with earlier classroom studies (e.g. Burkes & Hughes, 2018;Forsling;2017;Hultin & Westman, 2013;Takala, 2013).…”

Section: Discussionsupporting

confidence: 89%

“…On an individual level, digital technology provides teachers with good opportunities to map and document their pupils' learning, which then provides the basis for customised work schedules and selection of work forms and tools. The fact that digital technology can help to increase differentiation of teaching and so benefit pupils in need of additional support is borne out by earlier research (Agélii Genlott & Grönlund, 2016;Burkes & Hughes, 2018;Forsling, 2019;Nordström et al, 20219;Takala, 2013). So is it possible to draw conclusions from this study to indicate that digital technology helps to create an inclusive didactic space?…”

Section: Discussionmentioning

confidence: 67%

“…Even pupils living in socioeconomically vulnerable environments must have access to new technology and learn how to use it: this aspect emerges in other studies (e.g. Forsling, 2019) and major value is attached to it. On the other hand, it can be asked whether frequent use of digital technology and expectations of digital skills in the classroom could also help to increase the gap between pupils who live in well-equipped homes (in digital terms) or homes where there is little such equipment.…”

Section: Discussionmentioning

confidence: 90%

“…Thus it can be stated that research supports the fact that the use of digital technology leads to greater inclusion when teaching pupils to read and write, with the reservation that inclusion is a term that can be defined and understood in different ways (see, for example, Nilholm & Göransson, 2017). One way of understanding inclusion is that reflected in the study by Forsling (2019), where teachers in primary school worked on the basis of all pupils when planning and organising reading and writing situations with digital tools, and this had a positive influence on pupils in need of particular support.…”

Section: Introductionmentioning

confidence: 99%

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The use of digital technology for differentiation of teaching in early school years

Sandberg

2022

NJLR

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This study is interested in teachers' use of digital technology for differentiation of teaching in early school years, focusing in particular on teaching reading and writing. The study is qualitative in nature and is based on field studies in grade 2 (aged eight), along with focus groups involving teachers who work with and around pupils. Two research questions have served as a guideline for the study: 1. What characterises teachers' experiences and didactic usage of digital technology when teaching children (to read and write), and 2. How is digital technology used to promote different dimensions of reading and writing processes? The empirical material has been analysed through thematic analyses and with Luke and Freebody's four resourses model as a theoretical perspective. The results show that teachers use digital technology to differentiate teaching in various ways; by illustrating, motivating, individualising and making the didactic content accessible, for example. Digital technology is used when teaching children to read and write in order to promote both individual skills and activities promoting communication and creating meaning. Digital technology appears to provide opportunities for teachers to offer particular support within the classroom framework and offer pupils tasks at custom levels, thereby helping to provide a more inclusive didactic space. This study highlights teachers' somewhat ambivalent approach and balancing of different didactic choices in relation to digital technology.

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“…This result comes as no surprise: it is in line with earlier classroom studies (e.g. Burkes & Hughes, 2018;Forsling;2017;Hultin & Westman, 2013;Takala, 2013).…”

Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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The use of digital technology for differentiation of teaching in early school years

Sandberg

2022

NJLR

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“…Not only do these digital platforms assist more traditional methods of instruction, but they also feature activities that are appropriate for kids who have specific educational needs. According to Forsling (2019), the utilization of digital tools in settings pertaining to special needs may be characterized as the provision of compensating assistance from either a compensatory or a categorical point of view.…”

Section: Digital Environmentmentioning

confidence: 99%

Knowledge in digital environments: A systematic review of literature

et al. 2022

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There are several meanings of the term “knowledge” that match to the diverse study areas. A knowledge creation, sharing, dissemination, and presentation environment is required. Digital platforms and technology lead to the development of innovative methods of teaching and learning in a digital environment. It is of intellectual and academic interest to determine if knowledge processes change in digital contexts, which provide more options than conventional environments such as books and newspapers. The study is built on an exhaustive examination of prior studies on knowledge in digital contexts. The databases ERIC and Scopus served as the search grounds for the keyword-based inquiry. The collected documents were evaluated to determine whether or not they contributed to the investigation's objective. The cornerstone of our inquiry was a careful review of the remaining 14 studies. For quantitative investigations, the experimental design was the most desired approach, but the case study method was the most preferred method for qualitative research. The objectives of the research employ the terms “knowledge” and “digital environments” either directly or implicitly. Studies were designated as “creating” “creating with cooperation” “acquiring” “presenting” and “sharing” In the research, data was coded in accordance with the responsibilities assigned in digital worlds. In the study, 10 distinct theories and models were referenced. These models and hypotheses are categorized based such as creating, acquiring, designing, and using their interaction with data. In the investigations, the existence of traditional knowledge creation and application has been investigated. In addition, the process's distinction owing to the capabilities of digital environments has been investigated.

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Embracing Children’s Voice to Support Teachers’ Pedagogical Reasoning and Decision-Making for Technology Enhanced Practices in Early Childhood Classrooms

Stefaniak

2021

TechTrends

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Designs for Learning: Focus on Special Needs

Cited by 8 publications

References 6 publications

The use of digital technology for differentiation of teaching in early school years

The use of digital technology for differentiation of teaching in early school years

Knowledge in digital environments: A systematic review of literature

Embracing Children’s Voice to Support Teachers’ Pedagogical Reasoning and Decision-Making for Technology Enhanced Practices in Early Childhood Classrooms

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