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Qualitative research for education: An introduction to theories and methods

Confronting the challenges of participatory culture

Online learning: Adoption, continuance, and learning outcome—A review of literature

Digital competence and digital literacy are concepts that are increasingly used in public discourse However, how the concepts are used and how they are defined remains unclear This paper presents

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Digital competence and digital literacy in higher education research: Systematic review of concept use

Intrinsic Motivation in the Classroom

Meaningful learning in teacher education

This comparative study examined how university students built an argument in written essays and multimodal digital videos, and how their argumentation transmediated across these two mediums. Data analysis involved 1) analysis of content in both written essays and digital videos; 2) the development of transmediation visualizations to elucidate how ideas were transformed from essays into videos; and 3) multimodal analysis to understand the communicative affordances and constrains for argumentation with each medium. The findings revealed that the most common type of content in both essays and videos was supportive argumentation; however, the videos did not include any counter-argumentation. Students transformed different amounts of ideas in different ways when transmediating their argumentation from essays into videos. Both assignments offered unique affordances for building an argument based on their modes of communication. Ideas were transmediated in a variety of ways across essays and multimodal videos.Counter-argumentation seemed to be easier to embed into the essays than into the videos.Essays offer stable communication where arguments can be logically organized.Videos offer flexibility in mediating argumentation through multiple modes.Combining two communicative genres in teaching seems to deepen students' learning.

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Transmediating argumentation

This article is based on an extensive research project (Towards Future Literacy Pedagogies, ToLP 1 ) that deals with the literacy practices of Finnish and immigrant pupils, mother tongue (MT) and foreign language (FL) teachers. The overall aim of the project is to explore and interpret literacy practices both in school and out-of-school contexts by employing large-scale quantitative research approaches as well as qualitative classroom observations and teacher and pupil interviews. In this article, we will report findings of the comprehensive survey, our specific focus being on the materials and media the teachers and pupils use in school and in their free time. We are interested in exploring in which ways the media landscapes are either similar or different and to what extent the digital worlds have reached the language classroom. The results show that there is a growing gap between the practices in school and the way in which pupils use the various media in their free time for informal learning and for social existence. It seems that textbooks and other print-based materials dominate at school, whereas a quite dynamic and multilayered digital world is the reality for pupils outside school.

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Media landscapes in school and in free time - two parallel realities?

This paper reports on two studies designed to examine pre-service teachers’ selfefficacy beliefs. Study I investigated the measurement properties of a self-efficacy beliefs questionnaire comprising scales for computer self-efficacy, teacher self-efficacy, and self-efficacy towards technology integration. In Study I, 200 pre-service teachers completed the self-efficacy questionnaire. Confirmatory factor analyses resulted in a modified measurement model consisting of the three hypothesized self-efficacy scales. Study II reports on an intervention to clarify the effects of digital video composition experiences on these same three self-efficacy variables. Participants were 22 pre-service teachers and 16 adult education students enrolled in a Finnish univeristy education course. Data comprised preand post-measures of self-efficacy with the instrument validated in Study I. The results showed, in particular, a significant increase in preservice teachers’ beliefs in all three aspects of self-efficacy. Provision of hands-on engagement with technologies appears to be an effective way to enhance pre-service teachers’ confidence in using technology in their teaching.

Merja Kauppinen

Papers

Meaningful learning in teacher education

Transmediating argumentation

Media landscapes in school and in free time - two parallel realities?

Measuring and Supporting Pre-Service Teachers' Self-Efficacy towards Computers, Teaching, and Technology Integration

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