This study applies transpositional grammar to decode the structure of meaning in MOOC video lectures, offering a fresh analytical lens for understanding multimodal learning materials.

Existing research has independently examined teachers' beliefs, emotions, and knowledge related to technology use, but few studies have explored how these components can be combined to form technological integration competency (TIC). Furthermore, the role of self-regulated learning (SRL) in predicting TIC remains underexplored. This study employed multilevel latent profile analysis (MLPA) to identify TIC profiles…

Barn har blivit sämre på att skriva för hand när så mycket skrivs med hjälp av tangentbord. Kan införandet av digitala pennor bidra till att hålla liv i handskriftsförmågan? "Ja, vi tror på en framtid där elever skriver med både analoga och digitala pennor", säger forskaren Anders Björkvall.

Digitala pennor i skolan kan vara bra. Men om de ska fungera krävs större strategiska satsningar från skolor och kommuner, visar en ny vetenskaplig rapport. Barn bör kunna använda en uppsjö av olika verktyg för att skriva, räkna och teckna – både digitala och mer traditionella, som penna och papper, säger forskaren Anders Björkvall.

This paper shares reflections and stories from a collaborative design process between the Lifelong Kindergarten group at the MIT Media Lab and a global network of community-based educators to develop a creative coding app called OctoStudio, which supports children and families to create and share interactive projects on mobile devices. (pdf)

To empower early childhood teachers in the digital society, this study introduced 17 early childhood teachers to robot programming and computational thinking through the ‘CT4ECE’ professional development program, which includes three phases: Learn, Practice, and Reflect & Improve.

Despite theoretical knowledge being an important source for well-founded teaching decisions, student teachers often struggle to put this knowledge into practice. One way to close this theory-practice gap could be digital teaching simulation games that enable theory-use in authentic critical teaching situation.

This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context.

Flipped classrooms, which foster active learning, are becoming more prevalent in higher education. Yet, many students struggle with self-regulated learning (SRL) skills and prefer traditional learning methods. The use of SRL relies on both students’ motivation and skills but it is unclear how these skills evolve over time since many previous studies often overlook the…