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Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-2014
University of Southern Denmark and University of Stavanger.
University of Aalborg.
Oslo and Akershus University College.
Umeå universitet, Humanistiska fakulteten. (Skolämnesparadigm och undervisningspraktik i skärmkulturen)
2015 (Engelska)Ingår i: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, s. 1-89, artikel-id 3Artikel, forskningsöversikt (Refereegranskat) Published
Abstract [en]

In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a systematic review of empirical stud- ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa- tional boundary objects, a theoretical framework is developed, which suggests four metaphors for un- derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research is characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large number of studies that focus on student practices within L1 and the relationship to out-of-school literacy practices. A final find- ing is the emphasis on teacher uncertainty regarding how and why to integrate technology within exist- ing paradigms of the subject. This calls for further research on how technology may be justified in L1 practice, including various forms of teacher education. 

Ort, förlag, år, upplaga, sidor
2015. Vol. 15, s. 1-89, artikel-id 3
Nyckelord [en]
technology, media, review methodology, policy, teacher education
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-104133DOI: 10.17239/L1ESLL-2015.15.01.03ISI: 000364644200003OAI: oai:DiVA.org:umu-104133DiVA, id: diva2:817895
Anmärkning

Contribution to a special issue Paradoxes and Negotiations in Scandinavian L1 Research in Languages, Literatures and Literacies, edited by Ellen Krogh and Sylvi Penne.

Tillgänglig från: 2015-06-07 Skapad: 2015-06-07 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

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