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dc.contributor.authorJohler, Minttu Minna Sirena
dc.contributor.authorKrumsvik, Rune Johan
dc.date.accessioned2022-12-07T10:00:35Z
dc.date.available2022-12-07T10:00:35Z
dc.date.created2022-12-05T06:26:35Z
dc.date.issued2022
dc.identifier.citationEducation 3-13: International Journal of Primary, Elementary and Early Years Education. 2022, 1-15.en_US
dc.identifier.issn0300-4279
dc.identifier.urihttps://hdl.handle.net/11250/3036298
dc.description.abstractIn this case study, the aim was to investigate how primary school teachers in a leading-edge Norwegian primary school use digital technologies to differentiate instruction to promote a more inclusive learning environment in academically diverse classrooms. Seven teachers teaching grades 1 and 5 were observed and interviewed to collect data on their beliefs and practices regarding differentiation. Afterwards, 20 teachers in the same school answered in a survey about teaching in highly digitalised learning environments. The results suggest that teachers find a lot of potential and possibilities in using digital technologies to differentiate instruction to create an inclusive learning environment. However, pupils’ digital products indicate that they would need more guidance in taking advantage of the teachers’ intentions and flexible curricula.en_US
dc.language.isoengen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectDifferentiated instructionen_US
dc.subjectinclusionen_US
dc.subjectdigitaltechnologiesen_US
dc.subjecteducationen_US
dc.subjectprimary schoolen_US
dc.titleIncreasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norwayen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200en_US
dc.source.pagenumber1-15en_US
dc.source.journalEducation 3-13: International Journal of Primary, Elementary and Early Years Educationen_US
dc.identifier.doi10.1080/03004279.2022.2143721
dc.identifier.cristin2088358
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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