Sunday, 20 October 2013

Children and digital technology

ICT in English Teaching Group 1
The Blog Post
Children and digital technology
Information or knowledge?

An increasing number of schools are investing in so-called "one-to- one " projects of various kinds where every student has a computer, Tablet or smart phone as a personal tool. Lisa Adamson, a teacher of languages ​​and social studies ( grades 4-9 )  and researcher at the Department of Applied Information Technology at the IT Faculty , University of Gothenburg , which is linked to the Center for School Improvement in Gothenburg. Her research focuses on studying the literate activities that take place when 13 to 16 year olds use their mobile digital tools in schools and the reading processes that then takes shape.
 Lisa Adamson is interested in how this constant accessibility to texts of various kinds affects the reading that takes place. During a lecture in Malmö Lisa Adamson says that she has noticed that the development of technology has contributed to a new approach to learning. All impression we get from the media lies as an area of information, rather than processed into new knowledge. In the new media landscape it is more important to be able to construct sentences than the ability to just remember, which was highly regarded in the old days. When the construction of sentences is central the need for and willingness to participate also increases.
The new media and media tools have developed a convergence culture. While different media are mixed with each other, various forms of 'text' converges and the consumers and producers opportunities for interaction lead to the border between the transmitter and receiver being erased. User Culture mixes with mass culture and everyone becomes involved in a digital stream that flows between web magazines, blogs, and social media.
 Questions like: ”What do we do with the media? ” and ”What do the media do with us?” becomes highly relevant.

(Att skriva sig till läsning, ASL), can be translated as (Write to read). Using computers is a method that spreads rapidly in the Nordic countries. Researchers Arne Trageton from Norway was the first to present a model for this method. ”Writing is easier than reading”, claims Arne Trageton (2005). With the computer as a writing tool, reading and writing can be converted into writing and reading skills with the student as a producer instead of a consumer. Children learn to read through their own writing. Role of the teacher goes from pure teaching to stimulate processing and learning.

 In the traditional system the students' create texts exclusively with pen and paper as an individual work.  The change and improvement of handwritten text, is a more laborious process, especially for those students who have difficulty with writing. With the computer as a writing tool however, improving and correcting text becomes a less arduous matter. The digital text moves nicely when you make changes and gives way to more and longer words, according to Erica Lövgren (2009). Write to read means that by using the computer the students are required to create text everyday together with a writing buddy. When the student writes both hands are active on the keyboard. The Right Hand handles the right side of the keyboard and the left hand handles the left side. The thumbs manage the space bar. A line is drawn in the center of the keyboard to mark the border between the two sides. The text forms the basis for further language and reading development. Students do not start using the pen until the second grade.

Charlotta Anell-Lundkvist

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