| 1. |
- Andersson, Erik
(författare)
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Text som kontext – rum, plats och text som social situation
- 2010
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Ingår i: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594 .- 2001-4554. ; 4:1, s. 76-96
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Tidskriftsartikel (refereegranskat)abstract
- The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?
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| 2. |
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| 3. |
- Andersson, Peter, et al.
(författare)
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Texter som inte räknas? : Om digitala läs- och skrivaktiviteter bland barn och unga
- 2010
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Ingår i: Utbildning och lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594. ; 4:1, s. 14-33
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Tidskriftsartikel (refereegranskat)abstract
- In the age of the Internet and a changing semiotic landscape, reading and writing become increasingly complex activities in school. ICT have to be considered as a partner in the daily pedagogies. Digital media and new forms of communication are of great interest for literacy researches, particularly within the area of research that has come to be called New literacies. This article presents the results of a survey in which we asked 320 pupils about their use of information technology as part of daily literacy activities in and outside school. The study is inspired by an American study among young adolescents in New York (Agee & Altarriba 2009), but based on a wider range of ages: between 10-16 years. Our results show some significant differences in the pupils’ literacy activities based on factors such as gender, age, and attitudes towards reading and writing. Of particular interest is one group that distinguishes itself by having a negative attitude to reading and writing even though spending much time on digital literacies in and outside school.
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| 4. |
- Byman Frisén, Liliann, et al.
(författare)
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Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet
- 2023
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Ingår i: Utbildning och lärande. - : Högskolan Dalarna. - 1653-0594. ; 17:2, s. 11-38
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Tidskriftsartikel (refereegranskat)abstract
- Swedish students’ oral proficiency in English as a foreign/second language (L2) is tested annually in a part of the English national test entitled Speaking (test construct: oral production and interaction), which students’ own teachers both administer and assess. Despite access to extensive assessment guidelines from the Swedish National Agency for Education, many teachers choose to construct their own scoring rubrics for assessment. In this study, we examine teachers’ professional knowledge about assessment of oral proficiency in L2 English, as it emerges from policy transformation in these teacher-generated rubrics. Data consists of 20 rubrics for assessment of Speaking in years 6 and 9. Rubrics were collected through professional networks and two English-teacher groups on Facebook. Qualitative content analysis was used to analyze teachers’ conceptualizations of the test construct, as well as similarities and differences between conceptualizations. Results showed consensus of what to assess, but not necessarily how, which was particularly salient for interaction. Analysis of policy transformation indicated that when teacher-generated scoring rubrics were used for assessment of Speaking, each criterion was considered separately, making them beneficial for formative feedback. The professional knowledge that emerged is therefore formed by teachers’ dual roles – as examiner and teacher – in the test situation.
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| 5. |
- Caiman, Cecilia, 1972-, et al.
(författare)
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Barns hållbarhetsfrågor i digitala och fysiska gränssnitt - transduktionskedja som ett didaktiskt verktyg
- 2023
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Ingår i: Utbildning och lärande. - 1653-0594. ; 17:4, s. 31-51
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we show empirically how preschool childrens’ creative, physical, and digital leaps, provide new perspectives concerning childrens’ engagement in ecology related questions in the domain of Sustainability Education. The metamorphosis of insects is explored by children digitally, embodied and 'hands-on', and the children move through the digital and analogue interfaces. Childrens’ embodied explorations through instant encounters with nature has an obvious place where the digital world and nature become intersected forming a whole. We introduce a transduction chain, a didactic design-theoretic analysis tool, which supports teachers and researchers to get to hold of childrens’ digital and analogue meaning-making sign use. We draw attention to the preschool children's contribution in the area, which is made visible through transduction processes. We do not yet have the answers to the complex questions of sustainability, implying the need of all citizens’ participation and contributions. In anthropocene, it is also important to strengthen agency processes by paying attention to children's own course of actions and proposals. In light of this study, preschool teachers need to provide rich opportunities where children can explore and process what is happening around them.
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| 6. |
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| 7. |
- Dimenäs, Jörgen, et al.
(författare)
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Retorikens beprövade erfarenhet ur yrkesverksamma lärar- och sjuksköterskehandledares perspektiv
- 2016
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Ingår i: Utbildning och lärande. - Skövde : Högskolan i Skövde. - 1653-0594. ; 6:1, s. 98-116
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to investigate the concept of proven experience, which is being increasingly used and emphasised in documents relating to the education of student teachers and nurses as well as in the training of these two professions. The study is aimed at academic vocational training (AVT) and is based upon interviews with the tutors of student teachers and nurses during their periods of AVT. The purpose of this study is to understand what constitutes the essence of proven experience, arising from the verbal statements given by AVT tutors in the field. The conclusion of this study is that the concept of proven experience should be considered at three levels: experience, tested experience and proven experience. Furthermore, those who use it without further consideration should understand the complexity of the concept. From a critical perspective it seems that government agencies use a concept that we assume is more characterised by ideological rhetoric than by conceptual preciseness.
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| 9. |
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| 10. |
- Gustavsson, Susanne
(författare)
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Skolprojekt med framgång och hinder - en studie av skolprojekt i yrkespraktik och utbildningspraktik
- 2011
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Ingår i: Utbildning & Lärande. - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde. - 1653-0594. ; 5:1, s. 34-53
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Tidskriftsartikel (refereegranskat)abstract
- Information technology (IT) is a current development area in preschool and school, and in within the teacher training. This article presents a study of local school project in a Swedish context, with the aim to stimulate and develop teacher's information technology competence as a resource in teaching practice. These projects have been implemented in collaboration with a university and teacher training. The aim of the study is to create knowledge about the relationship between the conditions that higher education and academic practice make possible (in this case IT and scientific competence), and the professional practice the student teacher participates in and relates to. Two types of projects are identified, the strategic project and the practice related project. The study shows that the project has given the teacher possibility and mandate to develop and study technology resources in teaching practice and in activities related to teaching. The effects are however local without formal evaluation and dissemination. Academic practice as resource for planning, implementing, anallyzing or documentation is missing. Proposed teachers have not been involved in local projects during their school placed practice. Those obstacles average teacher's professional practice and academic practice in connection with school development need to be discussed and studied furthermore.
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