Sparse and Selective: Digital Responsibility Practices in Lower Secondary English Classrooms in Norway
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| Název: | Sparse and Selective: Digital Responsibility Practices in Lower Secondary English Classrooms in Norway |
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| Autoři: | Skarpaas, Kaja Granum, Dodou, Katherina |
| Zdroj: | EDUCATE vid Universitetet i Oslo Nordic Journal of Comparative and International Education. 9(4) |
| Témata: | Digital competence, digitalresponsibility, English language teaching, lower secondary schools, mixed methods |
| Popis: | Despite broad agreement that schools should support students in becoming digitally responsible citizens, research suggests that this dimension of students’ digital competence remains underdeveloped, even in highly digitalised educational settings. Addressing this issue, the present study explored the prevalence and characteristics of digital responsibility practices in Norwegian lower secondary schools’ English classrooms. Utilising a tracing comparative logic, it examined classroom practices over time, following the same student cohorts across Grades 8 and 10 (ages 13–15). Video recordings from 63 naturally occurring English lessons and 9 teacher interviews were quantitatively and qualitatively analysed. The findings indicate that digital responsibility was the least prevalent dimension of digital competence across both grades, with teachers rarely seizing opportunities for students to gain insight into–or to reflect on–digital responsibility and seemingly de-prioritising progression across grades. Instead, digital responsibility instruction primarily occurred in response to student queries and was often overshadowed by the teaching of functional digital skills. The findings suggest the need to support English teachers in better integrating digital responsibility into classroom practices. |
| Popis souboru: | electronic |
| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:du-51522 https://doi.org/10.7577/njcie.6274 |
| Databáze: | SwePub |
Nájsť tento článok vo Web of Science | Abstrakt: | Despite broad agreement that schools should support students in becoming digitally responsible citizens, research suggests that this dimension of students’ digital competence remains underdeveloped, even in highly digitalised educational settings. Addressing this issue, the present study explored the prevalence and characteristics of digital responsibility practices in Norwegian lower secondary schools’ English classrooms. Utilising a tracing comparative logic, it examined classroom practices over time, following the same student cohorts across Grades 8 and 10 (ages 13–15). Video recordings from 63 naturally occurring English lessons and 9 teacher interviews were quantitatively and qualitatively analysed. The findings indicate that digital responsibility was the least prevalent dimension of digital competence across both grades, with teachers rarely seizing opportunities for students to gain insight into–or to reflect on–digital responsibility and seemingly de-prioritising progression across grades. Instead, digital responsibility instruction primarily occurred in response to student queries and was often overshadowed by the teaching of functional digital skills. The findings suggest the need to support English teachers in better integrating digital responsibility into classroom practices. |
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| ISSN: | 25354051 |
| DOI: | 10.7577/njcie.6274 |