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  • 1.
    Atif, Yacine
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Chou, Chien
    Institute of Education, National Chiao Tung University, Taiwan.
    Digital Citizenship: Innovations in Education, Practice, and Pedagogy2018In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 21, no 1, p. 3p. 152-154Article in journal (Refereed)
    Abstract [en]

    There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations. 

  • 2.
    Messina Dahlberg, Giulia
    University of Skövde, School of Health and Education.
    A Multivocal Approach in the Analysis of Online Dialogue in the Language-focused Classroom in Higher Education2017In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 20, no 2, p. 238-250Article in journal (Refereed)
    Abstract [en]

    The study presented here is interested in understanding the ways in which social interaction in technology mediated institutional settings is constrained and afforded by what Pennycook defines as "critical moments" in the educational experience. Drawing on Social Learning Analytics and on the concepts of heteroglossia, contingency and chaining, this paper critically discusses a methodology that allows the analysts, and ultimately learners and educators, to follow and visually represent the mobility of the learners-in-concert-with-tools across space, time and language varieties and modalities in technology-mediated communication. The empirical data focused on here is drawn from a large project which includes 40 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university in the videoconferencing platform Adobe Connect. Preliminary findings suggest that the environment, both in terms of what happens inside and outside the virtual learning site, is of primary importance when it comes to the organization of the interaction among individuals in terms of what becomes the participants' focus during the encounters. A visual representation through a multivocal approach of this mobility of learners, topics and tools will, it is suggested, support learners, educators and designers in locating where and when in the interaction "critical moments" have occurred, in order to understand how such shifts in focus support or hinder the learning experience.

1 - 2 of 2
CiteExportLink to result list
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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf