https://journals.hioa.no/index.php/seminar/issue/feed Seminar.net 2018-04-24T14:28:33+02:00 Yngve Troye Nordkvelle Yngve.Nordkvelle@inn.no Open Journal Systems "Seminar.net" is an international journal, which publishes refereed articles dealing with research into theoretical or practical aspects related to the learning of adolescents, adults and elderly, in formal or informal educational settings. The use of information and communication technologies in general in these settings is a vital field of interest for the journal. https://journals.hioa.no/index.php/seminar/article/view/2304 Differences between the genders in ICT skills for Finnish upper comprehensive school students: Does gender matter? 2018-04-24T14:28:33+02:00 Kaarakainen Meri-Tuulia merluo@utu.fi Kivinen Antero antkiv@utu.fi Kaarakainen Suvi-Sadetta susaka@utu.fi <p><iframe src="https://film.hioa.no/14251956.ihtml/player.html?token=04a7939ce3d7b4d6d42a8c68790d8ef7&amp;source=embed&amp;photo%5fid=19719855&amp;endOn=thumbnail" width="560" height="315" frameborder="0" scrolling="no"></iframe></p> <p>This study examined the ICT skills of Finnish upper comprehensive school students. The data has been collected from 65 municipalities around Finland for 5455 ninth graders (mean age 15.24). ICT skills were measured using a digital, performance-based ICT skill test. The test was based on the revised Finnish national core curriculum for basic education. Based on the results, there was a small, but statistically, significant difference between the genders in the total scores on the ICT skill test. More consequential differences between the genders were found in the item level analysis. As explicit item level analysis indicated, boys tended to get better scores from more technical-oriented items, while girls got better scores from school work-oriented and social interaction-related items. The results emphasize that gender differences in ICT skills are more item specific than general. More importantly, the variation between individuals in ICT skill items was extensive and in all likelihood more influential than the gender difference as such.</p> 2017-10-24T00:00:00+02:00 ##submission.copyrightStatement## https://journals.hioa.no/index.php/seminar/article/view/2305 Cooperative Learning within Educational Networks: Perspectives for Good Educational Governance in Modern Reading Education 2018-04-20T11:11:16+02:00 Gudrun Marci-Boehncke gudrun.marci@tu-dortmund.de <iframe src="https://film.hioa.no/14251956.ihtml/player.html?token=714f06f11ff4b6cacface8660935337b&amp;source=embed&amp;photo%5fid=19719853&amp;endOn=thumbnail" frameborder="0" scrolling="no" width="640" height="360"></iframe><p>German schools, universities, and libraries haven’t established a teaching and cooperation practice that uses the potential of a convergent and participatory culture (Jenkins 2006, 2009). Schools and libraries have to collaborate more closely using the digital networks and language of the students of today. <br />Although official references, such as the report of the EU High-Level Group of Experts on Literacy (2012), postulate joint efforts with the objective of promoting reading and media education by different educational and non-educational institutions, at least in Germany this is currently still not a collaborative educational practice. One reason for this might be a missing link in local educational governance. Furthermore, the professional self-image of teachers and librarians, as well as the image of the cooperation partner, may limit effective public cooperation. <br />This contribution starts (1) with an outline of the demands in the field of digital literacy and participatory culture, followed by (2) a discussion about the chances and potentials of partnerships between schools and public libraries, their specific interests, and potential. Finally, (3) problems and principles of good educational governance within those networks are identified and developed to excavate the potential, especially for academic teaching and students’ practice. The article is based on empirical data as well as participatory observation of the three-years teacher training and the seven years of on-the-job-training of librarians of public libraries (“Experten für das Lesen”).</p> 2017-10-24T00:00:00+02:00 ##submission.copyrightStatement## https://journals.hioa.no/index.php/seminar/article/view/2306 Teachers’ practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers’ experiences 2018-04-20T12:38:41+02:00 Marianna Vivitsou marianna.vivitsou@gmail.com Hannele Niemi marianna.vivitsou@gmail.com Ge Wei marianna.vivitsou@gmail.com Veera Kallunki marianna.vivitsou@gmail.com Rong Miao marianna.vivitsou@gmail.com <p><iframe src="https://film.hioa.no/14251956.ihtml/player.html?token=2056e7b2a17e6a7d26ee7b764db223f8&amp;source=embed&amp;photo%5fid=19718129&amp;endOn=thumbnail" frameborder="0" scrolling="no" width="560" height="315"></iframe></p><p>This study aims to discuss and analyze Finnish and Chinese primary school teachers’ practices when digital storytelling is the teaching method, aiming for student-generated stories in video format. To meet this end, teachers introduce digital storytelling in their practices and guide and support students into building and sharing digital stories in video format with peers in the classroom and online. In addition, they introduce the use of web-based environments and digital technologies, adapt their teaching plan accordingly, and enrich existing instructional material. As a result, teacher’s practices of organizing and facilitating student work and development change.</p><p><br />In order to investigate how teaching practices change, this study draws from Chinese and Finnish teachers’ interviews and observation data and uses inductive analysis and constant comparison for more abstract themes and categories. The findings show that the teachers use formal and informal, natural and technological environments to organize student work and aim for freer learning in digital storytelling activities. Also, different aspects of collaborative work are used to facilitate and, mainly, structure student work and development. <br /><br /></p> 2017-10-16T00:00:00+02:00 ##submission.copyrightStatement## https://journals.hioa.no/index.php/seminar/article/view/2307 Older Adults’ Coping with the Digital Everyday Life 2018-04-20T12:55:25+02:00 Wenche M. Rønning wenche.m.ronning@ntnu.no Astrid M. Sølvberg astrid.solvberg@ntnu.no <iframe src="https://film.hioa.no/14251956.ihtml/player.html?token=a51578034a76d868c4d8e56c25f83182&amp;source=embed&amp;photo%5fid=19719863&amp;endOn=thumbnail" frameborder="0" scrolling="no" width="560" height="315"></iframe><p>This study was motivated by a concern for how older adults adjust to their digital everyday life. Theories of motivation and self-efficacy are applied in order to understand how older adults master and adjust to the rapid development into a paper-free, online world. A sample of eighteen older adults (62-90 years) were interviewed about the reasons and motivations underlying their ICT usage, and how this affects their perception of mastering their everyday life. A semi-structured interview guide was developed for this purpose. The data were analyzed using an inductive coding procedure involving descriptive and interpretive phases based on the theoretical assumptions about motivation and mastery. Three overarching categories were evident in the data material; Challenges, Connectedness and Expanding. The first category describes new challenges mastering everyday life activities, and how this brings about feelings of pressure, barriers, and fear. The other two categories give a more positive picture of how older adults perceive the new developments. Internet and social media is perceived as positive because it enables them to stay connected to family, old and new friends. It also enables them to cultivate and expand leisure and hobby activities in new ways. Based on the findings we underscore the necessity of devising strategies that will prevent older people from being marginalized in relation to the digital everyday life.</p> 2017-10-18T00:00:00+02:00 ##submission.copyrightStatement## https://journals.hioa.no/index.php/seminar/article/view/2308 Openness in Education: Claims, Concepts, and Perspectives for Higher Education 2018-04-20T12:56:40+02:00 Theo Hug Theo.Hug@uibk.ac.at <iframe src="https://film.hioa.no/14251956.ihtml/player.html?token=d24b9ea3c4779ac2275c978237fdc91f&amp;source=embed&amp;photo%5fid=19719862&amp;endOn=thumbnail" frameborder="0" scrolling="no" width="560" height="315"></iframe><p>Characteristics of openness can be found in many respects throughout the history of education. From Comenius’ call for pedagogical reform to postmodern educational theory, requirements of access, social justice, creativity, knowledge sharing, innovation, and capacity building have been emphasized in various ways. The chapter provides an outline of different understandings and notions of openness in educational contexts as well a discussion of their relevance for openness towards academic knowledge cultures and different forms of knowledge. Finally, the contribution highlights organizational, methodological, and critical perspectives as three aspects which appear to be undervalued in current debates about openness in higher education.</p> 2017-10-17T00:00:00+02:00 ##submission.copyrightStatement##