Language 1, 21st century skills and students' digital production
Submitted by:
Marie Falkesgaard Slot
Abstract:
*L1 *mixed methods study * Student production *21st century skills
This paper presents the results from our mixed methods research project on the connection between task-based instruction and students’ production in 14 primary and secondary schools in Denmark. The background is a large-scale Danish school development project based on connections between the national Danish curriculum and the framework of 21st century skills (Kølsen 2014, Binkley et al., 2012). Theoretically, the project is rooted in theories on multimodality and forms of representations in meaning-making processes, subject matter knowledge and theories of scaffolding (Jewitt 2008, Kress 2010). From this foundation, we define a student production as a realised signs of learning.
The quantitative data was collected in three school subjects: L1, mathematics and science, in March 2014 - April 2015. The data consisted of some multimodal productions with functional load and use of ICT, for example screencasts of modelling in mathematics, and an simulation of cells in science. However, the majority of the collected data was written products without active knowledge production or use of ICT. In total, the coding of 750 student-collected productions reveals that the students’ productions often reproduce narrow school knowledge and display very limited multimodal communication (Hansen Slot, Bremholm 2016). The student’s production is, furthermore, only minimally connected to the development of 21st century skills as a framework for broader competencies in a digitalised society.
The presentation offers examples of different kinds of student production in L1, discusses the potentials and gaps between the Danish curriculum L1 and 21st century skills and, finally, draws upon perspectives of student production carried out in mathematics and science
References
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 17-66): Springer Netherlands.
Hansen, R., Slot, M.F., Bremholm, J. (2016). Elevopgaver og elevproduktion i det 21. århundrede: Kvantitativ analyse af elevproduktion i matematik, dansk og naturfag (Endline). Rapport, AUUC.demonstrationsskoler. Odense: Læremiddel.dk.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of research in education, 32(1), 241-267.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Kølsen, C., Hansen, T. I., & Bundsgaard, J. (2014). Metoderapport i relation til baseline for demonstrationsskoleforsøg. from http://auuc.demonstrationsskoler.dk/sites/default/files/metoderapport_juni_2014- _offentlig_0.pdf