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A cross-cultural study of attitudes to digital tools among students and teachers in the European language classroom
Linnéuniversitetet, Ekonomihögskolan (FEH), Institutionen för marknadsföring (MF). (interdisciplinary research)
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR). (Interdisciplinary research)
2017 (engelsk)Inngår i: Extended Papers of the International Symposium on Digital Humanities (DH 2016): Växjö, Sweden, November, 7-8, 2016 / [ed] Koraljka Golub & Marcelo Milrad, CEUR-WS.org , 2017, Vol. 2021, s. 10-28Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In this pilot study, we focus on the use of digital tools in the teaching and learning of English in Sweden and Germany. English is the first compulsory foreign language in both countries. In both countries, there is also a new national strategy with proposals for actions to better exploit the potential of Information and Communication Technology (ICT) in education (Skolverket, 2016, Burchard et al., 2016, Regeringskansliet, 2017). Increasing importance is given to the use of digital tools in schools. In Sweden, every student receives a laptop from their school and this started about 10 years ago (Åkerfeldt et al., 2013) German students do not get a computer from their school and their exposure to English outside school is more limited than in Sweden. The hypothesis of this study is that there will be differences in the treatment of, and attitudes to, digital tools between the students and teachers, and between the two countries. Interviews were conducted with 9 Swedish and 7 German teachers of English and questionnaires answered by 15 Swedish and 40 German students in grade 6. The students were also asked to evaluate an English language learning game and the teachers were asked to rank four parameters on a Likert scale (Affect, Perceived usefulness, Perceived control, and Behavioral intention) when using digital tools for English language teaching (Teo, 2008). Our results show that the extent of digitalization in education differs between the two countries. Our study shows that the Swedish teachers employ a variety of tools, whereas there is a lack of access to computers as well as to digital learning tools in Germany. But even though Sweden has the technical tools, they are not used optimally due to a lack of in-service training. Neither of the countries has employed the use of games for language teaching and there is a tendency towards negative attitudes to “gamification”. We believe that a collaborative approach and co-creation between teachers, students and entrepreneurs will help to design more efficient digital learning tools, which, in turn, will contribute to better learning outcomes. 

sted, utgiver, år, opplag, sider
CEUR-WS.org , 2017. Vol. 2021, s. 10-28
Serie
CEUR Workshop Proceedings, ISSN 1613-0073 ; 2021
Emneord [en]
Digital tools, European, Language classroom, Sweden, Germany
HSV kategori
Forskningsprogram
Ekonomi, Företagsekonomi; Humaniora, Engelska med didaktisk inriktning
Identifikatorer
URN: urn:nbn:se:lnu:diva-69189OAI: oai:DiVA.org:lnu-69189DiVA, id: diva2:1165170
Konferanse
International Symposium on Digital Humanities (DH 2016), Växjö, Sweden, November 7-8, 2016
Tilgjengelig fra: 2017-12-12 Laget: 2017-12-12 Sist oppdatert: 2018-01-16bibliografisk kontrollert

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RefereraExporteraLink to record
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