| 1. |
- Bjursten, Eva-Lena, et al.
(författare)
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Assessment practices in Computer Programming
- 2022
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Ingår i: 11<sup>th</sup> Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD.<em> </em>.
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Konferensbidrag (refereegranskat)abstract
- Computer programming education in schools has increased in recent years. It has been implemented in schools in different ways and contexts. Programming was embedded in the Swedish national curriculum in 2018, with a particular focus on the following compulsory subjects: mathematics, social sciences and technology. Teachers therefore face teaching completely new content within the current content domain in an already crowded curriculum. This is a major challenge, particularly in technology, due to the lack of Swedish and international research on how teachers can understand, implement and assess programming in schools. Nevertheless, collaborative assessment can lead to an increased understanding of teaching objectives and knowledge requirements. This study explored teachers’ assessment practices in programming in technology. Based on a qualitative study with semi-structured interviews (n = 14), the results show that teachers lack professional dialogues and are left alone to sort assessment out. Teachers also find it difficult to assess different levels and have low expectations. Suggestions are made for further research on which programming solutions should correspond to which assessment level.
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| 2. |
- Hartell, Eva, 1973-, et al.
(författare)
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Informerat samtycke i flerspråkig skolmiljö
- 2021
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Ingår i: Lärarnas forskningskonferens 2021. ; , s. 45-
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Konferensbidrag (refereegranskat)abstract
- Bedömning av transversella färdigheter i STEM (ATSSTEM) är ett innovativt utveckling- och forskningsprojekt med en experimentell design, som syftar till att förbättra digitala bedömningsformer av elevers kunskaper och ämnesövergripande färdigheter inom STEM [matematik, naturvetenskap och teknik]. Detta Erasmus+ projekt bedrivs i grundskolor och gymnasieskolor runt om i Europa och pågår mellan 2019–2022. Haninge kommun och Institutionen för lärande vid Kungliga Tekniska högskolan deltar i ATSSTEM-partnernätverket tillsammans med 11 andra utbildningsinstitutioner som befinner sig på olika nivåer av utbildningssystemet i åtta europeiska länder. Ämnesövergripande undervisningsupplägg med fokus på Agenda 2030 utvecklas och prövas tillsammans med lärare från skolor runt om i Europa. Från Sverige deltar sju grundskolor i Haninge kommun. Frågeställningar - Hur kommunicerar vi informerat samtycke i en flerspråkig miljö? - Hur kan vi kommunicera med vårdnadshavare på andra språk än svenska om potentiella fördelarna och risker med praktiknära skolforskning för deras barn? - Hur kan vi engagera vårdnadshavare med olika språkbakgrund för att få dem att känna sig del av forskningen och förklara vårdnadshavarnas och elevernas rättigheter och de garantier de kan förvänta sig? - Vilka logistik- och kostnadskrav ställer detta på forskargrupper? - Hur resurssätter vi lärare och forskare att kommunicera med vårdnadshavare i flerspråkiga miljöer med avseende på informerat samtycke? Resultat och diskussion I syfte att säkerställa att vårdnadshavare och elever på pilotskolorna kunde tillgodogöra sig innehållet i samtyckesformuläret beslutade projektgruppen att översätta dokumentet till några av de mest förekommande språken i Haninge engelska, arabiska, polska, ryska och turkiska. Vi vill till detta seminarium bjuda in publiken till en dialog där vi diskuterar och delar erfarenheter i den etiskt utmanande frågan om hur man kommunicerar informerat samtycke i en flerspråkig skolmiljö.
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| 3. |
- Hartell, Eva, 1973-, et al.
(författare)
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Seeking informed consent in a multilingual school environment : ATSSTEM - project
- 2021
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Ingår i: PATT38 Book of Abstracts. - Turku, Finland. ; , s. 29-30
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Konferensbidrag (refereegranskat)abstract
- Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation project, which aims to enhance digital assessment of students’ transversal skills in STEM. This Erasmus+ project is situated in primary and secondary schools in and run between 2019– 2022. The Department of Education in Haninge municipality and the Department of Learning at KTH Royal Institute of Technology partake in the ATSSTEM partner network together with 11 other educational institutions, operating on different levels of the educational system across 8 European countries. Integrated STEM learning activities focusing Agenda 2030 is developed and piloted together with teachers in 7 primary and secondary schools in Haninge municipality in Sweden. Following regular ethical requirements for educational research projects; the research team seeks informed consent from the students’ guardians as the students involved are underaged. The pilot schools in municipality of Haninge are fortunate to have students from all over the world, and a number of families have recently immigrated to Sweden. STEM education has a strong policy focus at European and national levels on widening opportunities for under-represented groups. With the purpose to emphasis informed, we therefore decided to translate the informed consent form to a number of languages [e.g. Arabic, Spanish and Polish] spoken at home in our pilot schools. We would like to invite audience to discuss and share experience in the ethically challenging matter of communicating informed consent in a multilingual school environment with the following suggested prompts.How can we communicate with parents in other languages (and with different cultural expectations) about the potential benefits of research to their children?How can we engage parents from different backgrounds to make them feel part of research and explain the rights of parents and students and the safeguards they can expect?What logistic and costs requirements does this place on research teams? How do we resource teachers and researchers to communicate with parents in multi-lingual environments?
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| 4. |
- Ahlbom, Håkan, et al.
(författare)
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Cooperative Methods for Investigating the Influence of Swedish Compulsory Technology Education
- 2009
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Ingår i: Strengthening the Position of Technology Education in the Curriculum. Pupils Attitudes Towards Technology. - Delft. ; , s. 6-13
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Konferensbidrag (refereegranskat)abstract
- Why is the interest for technical education decreasing? What makes other fields of education more popular? Technology was introduced as a mandatory subject in Swedish compulsory school in 1980 and got its own syllabus when the current national curriculum was introduced in 1994. Each school can decide when and how the pupils get technology education, but every pupil is expected and entitled to reach the national goals. One of the goals of the Swedish compulsory school is to develop an interest for technology as well as capability and judgment in handling technical issues. In order to find out if pupils reach the national goals in Technology three different Ph.D. projects are launched in Swedish schools. How do we actually know that pupils learn what they are entitled to? How is the Technology syllabus interpreted, in theory and practice? Does the Technology subject really develop an interest in technology, and does it inspire to further technical studies? The interpretation of the syllabus will be studied through observations. To get answers, whether the Technology subject has any impact on the interest and the choice of further studies, interviews are made among pupils and teachers in compulsory school as well as in upper secondary school. The findings of the cooperating projects will together contribute with answers about the state of the technology education in the Swedish compulsory school system, and how the subject could be developed in the future.
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| 5. |
- Bartholomew, Scott, et al.
(författare)
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ACJ : A Tool for International Assessment Collaboration
- 2017
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Ingår i: PATT34. - Philadelphia, USA.
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Konferensbidrag (refereegranskat)abstract
- Adaptive comparative judgment (ACJ), a relatively new approach to assessment, has proven valid, reliable, and feasible for the assessment of open-ended design problems. The use of ACJ for assessment has shown positive results in various countries around the world. The potential for ACJ, as a tool for international collaboration in assessment, has not yet been addressed. Preliminary findings from a study involving ACJ use in three countries (United States, United Kingdom, and Sweden) and future directions for research are shared.
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| 6. |
- Bartholomew, Scott, et al.
(författare)
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Design values, preferences, similarities and differences across three global regions
- 2018
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Ingår i: 2018 PATT36 International Conference. - Athlone, Ireland : Technology Education Research Group. TERG. - 9781527225077 - 9781527225084 ; , s. 432-440
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Konferensbidrag (refereegranskat)abstract
- As technological advances connect countries from across the world, preparing students to contribute to an internationally connected society is paramount. An understanding of the various cultures, traditions, values, and educational practices is necessary for a more-fully integrated and preparatory curriculum. Specifically, we contend that in the area of open-ended design, identifying cultural, regional, and local preferences is a necessary undertaking to assist in preparing students for success in future endeavors. However, as open-ended design is an area that can be challenging to assess and implement, effectively identifying the design values and preferences unique to different locations are necessary. Identifying these preferences and values across locations may help illuminate best-practices to the teaching and learning for an increasingly culturally-sensitive open-ended design process. In this study, 706 American middle school students participated in an open-ended design project and submitted both prototypes and portfolios for their projects. Panels of teachers and researchers from the United States, England, Ireland, and Sweden were recruited to judge the student work through Adaptive Comparative Judgment (ACJ). Each panel was trained on the ACJ software (CompareAssess), introduced to the assignment and the assessment criteria, and provided a login to complete the ACJ. Through the final student project rankings, emerging from each of the judge panels in the ACJ process, highlighted large variations from region to region with only a few student projects appearing in the top ten rank for all regions. Comments provided by the judges, which explain the rationale behind their ACJ decisions, highlighted themes related to significant design values of each region. The identified values may help to enhance design and design-based learning across an internationally-connected society through an understanding of cultural similarities and differences.
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| 7. |
- Bartholomew, Scott, et al.
(författare)
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Identifying design values across countries through adaptive comparative judgment
- 2020
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30:2, s. 321-347
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Tidskriftsartikel (refereegranskat)abstract
- Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in open-ended design scenarios. In addition to the use of ACJ for purely assessment and evaluation, research has demonstrated an opportunity to identify the design values of judges involved with the ACJ process. The potential for ACJ, as a tool for understanding cultural design values, and potentially facilitating international collaboration, is intriguing. Therefore, this study established three panels of judges, from countries around the world, to assess one body of student work using the ACJ method. The similarities, differences, and findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations.
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| 8. |
- Björk, Helena, et al.
(författare)
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Smart med telefonen på museibesök
- 2019. - 1
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Ingår i: Beyond technology. - Ålborg : Aalborg University. - 9788793058705 - 9788793058712 ; , s. 6-9
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Bokkapitel (populärvet., debatt m.m.)
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