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dc.contributor.authorBjørkvold, Tuva
dc.contributor.authorSvanes, Ingvill Krogstad
dc.date.accessioned2021-06-03T13:23:13Z
dc.date.available2021-06-03T13:23:13Z
dc.date.created2021-03-19T13:56:00Z
dc.date.issued2021-02-17
dc.identifier.citationInternational Journal of Educational Research. 2021, 107, (1-17) .en_US
dc.identifier.issn2666-3740
dc.identifier.urihttps://hdl.handle.net/11250/2757580
dc.description.abstractThe use of one-to-one tablets in literacy education is significant and increasing. This study investigates what 36 grade 1 and 2 students do when they write on tablets with speech synthesis pronouncing what the students write. We observed their writing and explored the motivations for their actions by analyzing video recordings, screen recordings, and students’ texts in light of three concepts from self-determination theory: competence, autonomy, and relatedness. Our results showed silent classrooms in which students seemed engaged in writing. The speech synthesis function leads to a considerable focus on orthography. Moreover, students competed on text length, showed digital tricks to peers, and wrote profanities. These actions are understood as a part of the students’ autonomy and relatedness with peers.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.ispartofseriesInternational Journal of Educational Research;volume 107
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectLiteracy educationen_US
dc.subjectEarly writingen_US
dc.subjectWriting motivationsen_US
dc.subjectSelf-determination theoriesen_US
dc.titleWriting practices on tablets with speech synthesis in grade 1 and 2en_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Authors.en_US
dc.source.articlenumber101742en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1016/j.ijer.2021.101742
dc.identifier.cristin1899352
dc.source.journalInternational Journal of Educational Research Openen_US
dc.source.volume107en_US
dc.source.pagenumber17en_US


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