Similar products different processes: Exploring the orchestration of digital resources in a primary school project

Significant Structuring Resources in the Reading Practices of a Digital Classroom

“…Since the ways the students make use of the possibilities of the technologies are strongly linked to teacher instructions, the teachers' framing of the lesson is crucial for the application of the technology and the evoking reading practices (cf. Öman & Svensson, 2015). On the other hand, the findings of this study also imply that the students' out-of-school experiences and interests play important roles in the activities and become structuring resources that sometimes represent contradictions in relation to the instructions.…”

“…Today, the reader needs a combination of approaches to meet the requirements of both typographical reading and online reading (e.g. Ackerman & Goldsmith, 2011;Baker, 2010;Chan & Unsworth, 2011;Dalton & Smith, 2012;Kim & Huynh, 2010;Kress, 2003;OECD, 2015;Öman & Svensson, 2015;Rasmusson & Eklund, 2013). In line with the Four Resources Model (Freebody & Luke, 1990, the reader needs to be able to break the code of multiple texts, where multimodal components are as present as traditional text.…”

“…These conclusions coincide with previous research findings, which indicate that in-service training for teachers is essential for successful implementation of digital technologies. Otherwise, there is a risk that the instructions and classroom practices continue to focus on analogue text productions, where the technologies become merely an add-on to the existing practice, and the possibilities that they entail are not utilized (Andersson et al, 2014;Cuban, 2013;Öman & Svensson, 2015). Another, perhaps more perilous, risk is that too much emphasis is placed merely on specific approaches of reading literacy related to the use of digital technology in education, thereby neglecting the basic skills that are necessary to be able to use literacy functionally (cf., Selwyn, 2015).…”

“…In a recent study by Öman and Svensson (2015), primary students' interaction in group-work activities and how they utilized the features of the laptops was explored. The findings imply that in some of the groups the digital technology played a rather passive role during the collaboration, while in other groups the tool became more of an interactive partner which opened up new learning possibilities.…”

What matter(s)? A didactical analysis of primary school teachers’ ICT integration

“…Previous results from the study has been published in three papers. The results show a variety in the interaction patterns between the pupils and subject content of the software (Öman & Sofkova Hashemi, 2015;Öman & Svensson, 2015). An analysis of the final products created by the pupils stresses that the impact of the instruction and the teacher's design on pupils' meaning-making needs to be considered and further explored (Kjellsdotter, 2017).…”