Digitalisation has changed and broadened the ways people write. In higher education, typing is a common practice both for note-taking and for completing written assignments, relegating pen and paper to the last millennium. The cognitive and educational implications of this change, however, require further investigation. We assessed how three different methods of writing short stories affect students’ subsequent memory retrieval. In a within-subjects design, Finnish students (n = 31) from the University of Lapland transcribed dictated stories using a pencil, a computer keyboard and a virtual touchscreen keyboard. The degree of recollection for each writing task was analysed 30 min after the session and then one week later. The main result is that handwriting led to significantly better recollection after both time delays. This corroborates and extends the findings reported in previous studies, and it calls for further research on writing methods and long-term memory. Additionally, as writing modality seems to affect recollection, reconsideration of instruction practices in higher education is suggested. Typing is the students’ main method of writing and better typing competence can yield multiple benefits for them, including facilitating their academic work and enhancing the recollection of their own work.

This article addresses how, in the Arctic regions, indigenous traditional educational approaches focus on the cultural background of the people and their social learning customs in today’s context. The development of Arctic pedagogical approaches is discussed in light of experiences collected in Finnish Lapland in 2017 with the Sámi people. Particularly, the significance of social interactions in indigenous pedagogies is explored. We ask how social interactions benefit technologically enhanced learning in the Sámi cultural context. The findings suggest that social interactions have the potential for improving learning even when learning with and through information and communication technologies (ICTs).

In this article, we review teaching practice supervision methods using Microsoft Teams as a digital, dialogic, and reflective tool in the supervision of the pre-service teachers’ teaching practicum. We applied qualitative thematic analysis to data from conversations and supervision discussions between 40 pre-service teachers and their supervisor on the Microsoft Teams chat channel to investigate pre-service teachers’ experiences of teaching-practice supervision through digital platforms. The dialogical, digital, deep (DDD) pedagogical framework guided the analysis of the data. We found Microsoft Teams enhanced pre-service teachers’ written dialogue, increased peer support, and enabled and deepened collective group dialogue, leading to increased understanding of teaching and learning through analyzing, interpreting, evaluating, producing, and creating knowledge.