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| 2. |
- Pramling, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 3. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 4. |
- Sparf, Maria, 1973-
(författare)
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Grundskoleelevers design i lärande : En studie om lärprocesser i programmering
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to contribute to the knowledge about how pupils design their learning in programming. It is mainly the learning process, how pupils deal with problems in programming and how they become, are and remain engaged in the tasks, which is of interest. Programming can be understood in many ways; coding, a digital competence, creativity, or ways to solve problems. The digitalisation of society has also evoked a need to learn programming from an early age in compulsory school. In this study, programming is seen as a part of the digital competence that all pupils should have the opportunity to develop, which is a common thread that runs throughout compulsory school. The study was conducted during programming lessons at three science centres in Sweden. The centres had previous experience in teaching programming. This was used at the time of the study by schools that in this way could offer pupils to try programming even before it became part of the compulsory teaching. The lessons were adapted for novices in programming and were conducted as part of the regular school day for pupils in grades 1-8. The theoretical framework is based on design-oriented theory with a focus on how settings and design for learning includes both opportunities and dilemmas for learning. It provides a basis for the analysis of pupils’ approaches when learning programming as well as how different types of engagement relates to their design in learning. The results are presented in two articles, which contribute with different aspects of learning. Together the articles provide a picture of pupils’ learning design within programming in compulsory school. The first article highlights knowledge of five different approaches that pupils used to solve assignments using programming. The qualitatively different ways that pupils used during the observed lessons were mathematically, trial and error, step-by-step, routine as well as aesthetically. Each of these approaches allows pupils to use and practice different abilities that are important for programming. The abilities are compared to, but not equal to computational thinking (CT), which (in its turn) is linked to competencies that are important for an active participation in a digital society. The second article contributes to the understanding of how behavioural, emotional, and cognitive engagement can be identified when pupils are learning programming. To understand how the different types of engagement are individually important, yet intertwined and influencing each other, is keen knowledge. The results show how different types of engagement become visible during programming lessons. Furthermore, it is discussed how the pupils’ identified engagement can be related to how their learning process is designed. In the study, taken as a whole, the results of the two articles show how pupils become designers in their programming learning process. The pupils designed their learning throughout their learning process regarding to the settings, to the approach they used and in the way they became engaged.
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| 6. |
- 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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| 7. |
- Caiman, Cecilia, 1972-, et al.
(författare)
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Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 30:1, s. 83-100
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Tidskriftsartikel (refereegranskat)abstract
- This article illustrates a research project in a Swedish elementary school where young students are engaged in a project on ecology. Species, digital resources and nature contribute to place-based exploration of ecological issues, relevant in learning for sustainability. Since children grow up in a digital era, their meaning-making is transversed by oral, digital and physical modes. By launching the terms relations, gaps, stand fast and chain of transduction as an analytical apparatus and connecting video ethnography to pragmatic theory and multimodal analysis, we contribute to the body of knowledge on students’ participation and meaning-making featured in digital and physical representations. Specifically, ecological and sustainability learning takes place in the transduction displaying students’ drawings, texts, digital images and biological arrangements. The article concludes with several education concerns: the teacher’s responsibility in supporting agency-processes, the growth of ecological literacy in a blurred ‘digital-ecology’ environment and the educational need to support students’ attachments and care for the living and nonliving.
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| 8. |
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Didaktik i omvandlingens tid : Text, representation, design
- 2017. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I Didaktik i omvandlingens tid ger författarna en bred syn på didaktik och på hur miljöer och resurser utformas för att understödja lärande. Boken tar avstamp i en tid då kommunikation blir alltmer utvecklad genom ny teknologi. Hur lärare använder teknologin får då avgörande betydelse för undervisningen. Författarna sätter fokus på design för lärande och multimodalitet och betonar särskilt de kreativa och mångfasetterade aspekterna av lärande, undervisning och bedömning.
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| 9. |
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| 10. |
- Erstad, Ola, et al.
(författare)
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Facing the challenges of 'digital competence' a Nordic agenda for curriculum development for the 21st century
- 2021
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724. ; 16:2, s. 77-87
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Tidskriftsartikel (refereegranskat)abstract
- Digital technology has become increasingly central in curriculum plans during the last decade, but there is hardly any research about the curriculum in the digital age, nor about 'digital competence' as a newdidactic area that has entered the educational field. In this article, we discuss and analyse two interrelated issues: first, on recent trends in curriculum developments in Norway, Sweden and Finland concerning digital competence; and, second, on related research initiatives of relevance for digital competence as an educational field. The article is based on a theoretically informed review of policy documents during the last decade and research initiatives in this field. The outcome of our study show that digital competence has become an increasingly complex concept, with a key emphasis in recent curricula, and is strongly linked to 21st century education. The article contributes to the ongoing debate about digital competence as part of contemporary educational strategies.
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