| 1. |
- Jonasson, Kalle, 1976-, et al.
(författare)
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Barns berättande och språkutveckling i digitala fysiska aktiviteter (DigiFys)
- 2022
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Ingår i: Praktiknära, skolbaserade och samverkansdrivna forskningsprojekt. - Halmstad : Högskolan i Halmstad. ; , s. 38-52
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Samverkansprojektet DigiFys (Barns berättande och språkutveckling i digitala fysiska aktiviteter) syftar till att bidra till utvecklingen av digital dokumentationsteknik som ett kvalitetsarbetesinstrument i förskolan. Projektåret har kontinuerligt förlupit i och genom möten, diskussioner, konferenser, workshops, såväl fysiskt som digitalt. Kommunikationen under, inför och mellan sådana möten är projektets viktigaste beståndsdel. Ett speciellt empiriskt nedslag i projektet är samtal kring och reflektioner över teknologin som ett gränssnitt mellan olika instanser såsom förskolebarn, pedagoger, IT-ansvariga, specialpedagoger, rektorer, föräldrar och forskare. Anpassning av projektet i förhållande till externa omständigheter såsom rådande pandemi gjordes efterhand och ledde till att projektet kom att handla mer om själva samverkansmodellen än om de enskilda aktiviteterna i förskolorna som det initialt syftade till att härbärgera. Detta ledde i sig till att projektaktiviteter följde en ad hoc- struktur där validering av metoder och insikter gjordes löpande i angränsande samverkansarenor (såsom vetenskapliga seminarier, dialoger med företrädare för övningsförskolor, internationella videokonferenser, examinationsutveckling och näringslivskontakter).Projektets nav är den utbildning som erbjuds av förskolorna i Fyllinge skolområde under ledning av rektorerna Ann-Charlotte Jönsson och Hanna Thorsell. Det var också i nära samråd med dessa ledare som projektet kom att stöpas om baserat på överläggningar, överenskommelser och beslut under tidig höst 2021. De fem förskolorna har under året deltagit i projektet som ägt rum i form av möten via videokonferens och på plats i Fyllinge i olika konstellationer. Under hösten gjordes ett antal fokusgruppsdiskussioner med framåtsyftning mot ett intensifierat reflektions- och analysarbete. Dessa dialoger fördes på åtta avdelningar på fyra olika förskolor i Fyllinge (Halmstad kommun) med 3–4 deltagande förskollärare per gång.Preliminära resultat visar på förtjänsterna med att arbeta övergripande och gränsöver- skridande mellan akademi och skolhuvudman, framförallt face-to-face med en avdelning i taget, eftersom varje enskild avdelning och förskolas sammansättning medför variationer, utmaningar och möjligheter som gör det svårt att verka i enlighet med centrala bestämmelser om sådant som teknik och dokumentation. Att arbeta med systematiskt kvalitetsarbete via film är utmanande för många pedagoger och mötet med forskare ger inspiration i form av hur dokumentations- och analysarbete kan iscensättas på vetenskaplig grund.Utmaningen med att arbeta i heterogena grupper, sett till de olika roller och hierarkier de är inlemmade i, är att orientera mellan teori och praktik på ett sömlöst och omsorgsfullt sätt utan att någon av de närvarande yrkesgrupperna känner sig ifrågasatta i sin profession. Riskerna är: för forskare att framstå som obegripliga och orimliga; för rektorer att framstå som dominanta; för förskollärare att framstå som inkompetenta tjänstemän och som några som sviker barnen.För att skapa ett samtalsklimat där utbyte kan ske, ett där teori och praktik flyter samman, måste diskussioner emellertid röra sig nära dessa ”farliga” positioner. Kommunikationen och den enskilda dialogen är alltså central och vad vi avser demonstrera i denna rapport är hur den kan färdas på intrikata sätt mellan olika instanser, roller och nivåer. Ett sätt att förstå detta är att spåra hur nätverk upprättas i långa linjer där varje ny punkt som information flyttas över till också innebär en transformation (Latour, 2005). Samverkan blir från detta perspektiv något som kan beskrivas fullödigt först i efterhand. Detta illustrerar vi fortlöpande, men framförallt i en handfull narrativa analyser – d.v.s. vittnesbörd om just den specifika samverkan som präglade föreliggande projekt. I rapporten förekommer begreppen modell och ekologi vilket är andra sätt att beskriva samverkan. Tillsammans syftar dessa till att omfatta den odelbara komplexiteten i kunskapsanspråk av det slag som detta projekt tillhör.Den vetenskapliga delen av projektet är förankrad i idén om samverkan som ett ”wicked problem” (Rittel & Webber, 1973), det vill säga ”lurigt” fenomen. Ett lurigt problem är inte synonymt med komplext, med den distinktionen att de senare kan delas upp i komponenter, vilket de förra är resistenta mot. De narrativa kursiveringarna är ett sätt att hantera denna resistens. Luriga problem uppstår när professioner mångfaldigas och genom sitt ständiga sökande att etableras, och de påföljande legitimitetsanspråk som krävs för detta, riskerar att ”förråda” de ”klienter” bland ”lekmän” som de erbjuder tjänster till.
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| 2. |
- Jonasson, Kalle, 1976-, et al.
(författare)
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Närmiljö som lärmiljö : digitala fysiska aktiviteter i förskolan
- 2021
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Ingår i: Framtidens Digitala Lärande i Skolan (FDLIS). - Halmstad : Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle. - 9789151982403 - 9789151982410 ; , s. 93-137
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Bokkapitel (populärvet., debatt m.m.)abstract
- Den här rapporten handlar om hur några förskolor arbetat med digital teknik i rörelse och förflyttning i förskolans närområde. Syftet med projektet var att undersöka vilket lärande, meningsskapande och kulturellt identitetsskapande som kan uppstå i digitala fysiska aktiviteter i förskolans verksamhet och närmiljö. Det underlag i form av filmmaterial och samtal som ligger till grund för projektets resultat har producerats av barn, förskollärare, IKT-utvecklare samt av oss forskare. Resultaten från projektet Närmiljö som lärmiljö visar exempel på hur det didaktiska arbetet med digital teknologi i förskoleverksamhet kan bedrivas där barns välmående, kommunikations- och lärandemöjligheter tas tillvara utan att göra avkall på leken.
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| 3. |
- Lagergren, Anniqa, 1964-, et al.
(författare)
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Barns berättelser i rörelse och förflyttning : Actionkameror i förskolans undervisning
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 17:4, s. 68-86
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Tidskriftsartikel (refereegranskat)abstract
- Digital tools in preschool teaching are often presented as something threatening in the public debate, often in relation to health risks, such as sedentary behaviour. This article finds new ways to discuss this through an investigation of what conditions the use of mobile documentation technology in relation to both storytelling and movement in preschool education. We discuss how the physical and the digital can relate to each other in preschool teaching. With a particular focus on bodily aspects and storytelling, we explore new ways of approaching children’s perspectives with a point of departure in mobile digital documentation. Based on data material consisting of children's documentation of their immediate environment with the help of action cameras (that is, small digital film cameras that are applied to the body with the help of a helmet or harness). The bodily, pedagogical, and ethical consequences of combining the physical and the digital in preschool education are discussed. The data is analyzed with inspiration from a social anthropological perspective with a focus on the epistemological couplet emic/etic. The analyzes are characterized by what could be called an "epic" approach to the child filming and to each other during their movements in the surroundings of the preschool. The study offers an example of how movement can be staged in preschool education. To this end, the combination of physical and digital elements is deemed to be meritorious.
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| 4. |
- Lagergren, Anniqa, 1964-
(författare)
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Barns musikkomponerande i tradition och förändring
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on education at Swedish community music and arts schools and at primary schools. The aim of the study is to contribute to knowledge formation within the field of music education by examining how children make music in an institutional context and how the development of new approaches in teaching and learning affect how children practise music. This is studied by observing what happens when children aged 9 to 12, compose music when they have access to digital tools in a community music and arts school and in a primary school – with specific focus on how composing tasks take shape under varying contextual and interpersonal conditions. 13 children from a community music and arts school and 21 children from a primary school participated in the study. In order to gather material for this study a survey was undertaken to examine the children’s experiences of music, instruments and digital tools. In order to observe and examine composing activities and the music the children had composed, these sessions were recorded on video. The theoretical framework for the study is based on a sociocultural perspective. The results indicate contextual-related differences between the activities in the community music and arts school and the primary school. The differences are observed in the activities and the music the children compose. By addressing interpersonal-related differences the reason why some groups of children undertake the task of composing and some groups of children do not undertake this task can be examined further.
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| 5. |
- Lagergren, Anniqa, 1964-, et al.
(författare)
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Children as knowledge-producing citizens in action - Digital recording of and by physical activity as a methodological approaching ECE research and practice
- 2019
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Ingår i: 29th EECERA ANNUAL CONFERENCE. - Birmingham : European Early Childhood Education Research Association. ; , s. 146-146
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Konferensbidrag (refereegranskat)abstract
- The aim is to study children's physical/digital activities simultaneously. The contemporary literature on physical activity comprises two strands, focusing on either development (Helander, 2012) or expression (Lind, 2005). An emergent approach is to regard physical activity as a knowledge asset (Olsson, 2014).Insights from the literature based on a post-humanist conception of the world (Taguchi, Palmer & Gustafsson, 2016) point to the importance of non-human agency, such as of digital technology. This is combined with the agency of children, as conceptualized in socio-cultural theory (Wertsch, 1998). Both forms of agency are activated in the study by utilizing physical activity as a methodological asset. The empirical visual data was collected in collaboration with children age 3-5 year old and preschool teachers in three different Swedish preschools. Taking the intersection of post-humanist and sociocultural theory as a point of departure, the study has a broad methodological approach. This enables a stance in which children's bodies are central for production of knowledge and ethics, but without focusing them as loci of health, risk and measures. Ethical standards were assured through written informed consent by parents and personnel, and oral consent from participating children.Preliminary results show that new possibilities of action and agency are unlocked when young children get to access digital technologies, such as, for instance, cameras. When combined, physical activity and digital technology inform each other as both drivers and describers of change, and as something connecting children to the places and areas in which they live.
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| 6. |
- Lagergren, Anniqa, 1964-, et al.
(författare)
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Children’s actorship in activities with digital media in preschool settings – play or learning?
- 2015
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Ingår i: 25th EECERA Annual Conference "Innovation, Experimentation and Adventure in Early Childhood". ; , s. 291-291
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Konferensbidrag (refereegranskat)abstract
- The aim is to highlight what kind of play and learning is constituted in situations where preschool children are involved in activities with digital media. This paper presents the results from a research project of children encountering computer tablets in preschool settings. The study is located in a contextual perspective on play (Edwards, 2013), building on earlier studies of digital play and learning (Plowman, McPake & Stephen, 2008) and of digital media and popular culture (Gutnick, Robb, Takeuchi & Kotler, 2011). The theoretical framework for this study draws upon a sociocultural perspective on play and learning (Vygotsky, 1933; Wertsch, 1998), as well as the perspective on participation as a process where both activity and to join in a social practice are components (Lave & Wenger, 1991; Wenger, 1998). Two Swedish preschools with a total of 35 children aged 3- 5 years old participated. The material consists of video recordings followed by interaction analysis. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Main findings show that within this specific context both play and learning takes place in parallel in relation to closeness and distance: on one hand in form of joint activities and mutual enjoyment, and on the other in form of struggle of power and strategies for cheating. Finally, in the children's activities with digital media, popular culture is abundantly present as a facilitator for play and learning, hence should be taken into account in the didactical practice.
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| 7. |
- Lagergren, Anniqa, 1964-, et al.
(författare)
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Learning in new perspectives – entanglement of children, teachers and digital technology
- 2017
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Ingår i: 27th EECERA Annual Conference. ; , s. 230-230
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Konferensbidrag (refereegranskat)abstract
- This paper is based on preliminary results of an on-going study. The aim is to investigate entanglements of children, teachers and digital technology, where humans as well as materiality are considered as actors. Learning is a main concept in the research field of didactics and preschool practice. Research is also highly dominated by a deterministic and dialectic approach. Instead, this study investigates the becoming of an entangled child, where the child continuously is in intra-actions with other humans and digital technology. In this setting Barads (2007) agential realism becomes a way to problematise widespread beliefs about the learning child. In this study, the concept intra-action (Barad, 2007) is used to analyse the becoming of the digital child. Preschool children 4-5 years old, preschool teachers and preschool teacher students participated. They explored a digital App (Toontastic 3D) and created a story with sound and moving images in a Digital Laboratory Centre (DLC). Field notes and video registrations were used for documentation. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Results show that children together with digital technology are strongly bound to each other during the activities. In these entangled becoming actions is reliant both of the children and the technology. Also, the spectrum of action possibilities increases during the process. It is interesting to further discuss the concept of learning in an agential realism perspective as learning emerges without any involvement of teacher students or preschool teachers.
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| 8. |
- Lagergren, Anniqa, 1964-, et al.
(författare)
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Learning “theory and methodology of science” in professional education – a case study
- 2017
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Ingår i: INTED2017 Proceedings. - : IATED. - 9788461784912 ; , s. 6924-6929
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Konferensbidrag (refereegranskat)abstract
- The aim of the project is to study students’ learning in a transformed course in Theory and Methodology of Science (TMS), a compulsory course in all teacher education programs in Sweden.The students perceive the course TMS as difficult and abstract. At the same time it offers an important foundation for their continued education such as their final thesis and other research-related courses. Hereby it’s important for students to successfully pass, not only for the course itself, but also for subsequent courses. In a wider perspective, it is also sigificant for the development of the educational field, and to the students’ future workplaces. Our students should be able to understand and apply research for years to come. Heavy courses can also be problematic for economic reasons. Since few students are passing, they do not generate as much money as courses that many students pass. There are also examples where teachers are asked by the management to lower the requirements to increase the pass rate.As teachers we have put a lot of effort into the course to support and help students learning. Despite this, only 35% passed the exam in spring 2016, which gave rise to the learning experiment we designed and studied this fall. The pedagogical idea is based on a problem-oriented learning, participatory learning and self-organized learning. This means that the students themselves are largely responsible for the organization of their learning. Teachers work with lectures and seminars, as well as coaching and scaffolding. The course is designed as an authentic empirical research project where both quantitative and qualitative data is used as a starting point. Students work in teams. They organize their work in the project by them selves and write a common research rapport. Through the reformed course, learning is combined with a great student responsibility, where students meaning making, socialization and co-learning are central. Hence, the most important research group work takes place is the project-office-rooms where the students’ main course work is performed. The organization of the course involves that students themselves designates project managers and that they take responsibility for their joint work, week by week. They can also request extra support from the teachers, if necessary.The result of the study shows that 86% of the students received a passing grade. The aspects that matter most to the success are: 1) common spaces, the project office, which creates opportunities to exchange knowledge and experience IRL, 2) problem-oriented learning, participatory learning and self-organized learning, increasing participation and motivation, 3) Collective responsibility for knowledge formation during the project period, and 4) Authentic approach of the course, which by its design as closely as possible should simulate real research projects.
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