The Power of Natural Frameworks: Technology and the Question of Agency in CSCL Settings

Annika Lantz-Andersson

International Journal of Computer-Supported Collaborative Learning Vol. 4, No. 1 (March 2009) pp. 93–107

Students frame activities in school in specific ways which are fundamental for their learning and problem solving. The introduction of digital technology and multimedia applications leads to additional aspects to consider, creating a need for...

Language Play in a Second Language: Social Media as Contexts for Emerging Sociopragmatic Competence

Annika Lantz-Andersson

Education and Information Technologies Vol. 23, No. 2 (2018) pp. 705–724

The aim of this study is to gain insights into students' language use on social media as part of the specific linguistic activities of second language (L2) learning, including development of sociopragmatic competence. Two Facebook groups were...

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Annika Lantz-Andersson; Lisa Molin

Journal of Information Technology Education: Research Vol. 15, No. 1 (Dec 27, 2015) pp. 131–156

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Lisa Molin; Annika Lantz-Andersson

Journal of Information Technology Education Vol. 15, No. 1 (2016) pp. 131–156

Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing...

Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups

Annika Lantz-Andersson; Mona Lundin; Neil Selwyn

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 75, No. 1 (October 2018) pp. 302–315

This paper presents a systematic review of 52 empirical studies of formally-organized and informally-developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online...

Language: English

What's the Problem? Meaning Making and Learning to Do Mathematical Word Problems in the Context of Digital Tools

Annika Lantz-Andersson; Jonas Linderoth; Roger Saljo

Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 4 (July 2009) pp. 325–343

The general background of this study is an interest in how digital tools contribute to structuring learning activities. The specific interest is to explore how such tools co-determine students' reasoning when solving word problems in mathematics,...

Crossing Boundaries in Facebook: Students' Framing of Language Learning Activities as Extended Spaces

Annika Lantz-Andersson; Sylvi Vigmo; Rhonwen Bowen

International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 3 (September 2013) pp. 293–312

Young people's interaction online is rapidly increasing, which enables new spaces for communication; the impact on learning, however, is not yet acknowledged in education. The aim of this exploratory case study is to scrutinize how students...

Students' Frame Shifting--Resonances of Social Media in Schooling

Annika Lantz-Andersson; Sylvi Vigmo; Rhonwen Bowen

Learning, Media and Technology Vol. 41, No. 2 (2016) pp. 371–395

This case study explores how Swedish upper secondary students communicate in English as part of second language learning, in a blog shared with Thai students. Grounded in a sociocultural perspective on learning, the notions of Goffman's "frame...

Teachers’ Identity Work in a Professional Facebook Group

Mona Lundin; Annika Lantz-Andersson; Thomas Hillman

Journal of Information Technology Education: Research Vol. 19, No. 1 (Jan 28, 2020) pp. 205–222

Aim/Purpose: The aim of this study is to investigate posts that deviate from the norm by receiving many more comments than likes in a teacher thematic Facebook (FB) group. Background: Social media sites are currently becoming standard tools for...

"Once upon a Time There Was a Mouse": Children's Technology-Mediated Storytelling in Preschool Class

Ewa Skantz Åberg; Annika Lantz-Andersson; Niklas Pramling

Early Child Development and Care Vol. 184, No. 11 (2014) pp. 1583–1598

With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool...