| 1. |
- Andersson, Annika, 1968-, et al.
(author)
-
Emerging Collaborative and Cooperative Practices in 1:1 Schools
- 2016
-
In: Technology, Pedagogy and Education. - : Routledge. - 1475-939X .- 1747-5139. ; 25:4, s. 413-430
-
Journal article (peer-reviewed)abstract
- In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.
|
|
| 2. |
- Andersson, Annika, 1968-, et al.
(author)
-
Reclaiming the students : coping with social media in 1:1 schools
- 2014
-
In: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 39, s. 37-52
-
Journal article (peer-reviewed)abstract
- There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that studentsas well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices forstudents. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed.
|
|
| 3. |
- Arneback, Emma, 1974-, et al.
(author)
-
Session: Att motverka rasism inom utbildningsväsendet
- 2017
-
Conference paper (other academic/artistic)abstract
- Sessionen fokuserar frågor som berör rasism och antirasism i skolan. Här presenteras fyra papers som fokuserar hur lärare agerar när de upplever olika former av rasism, både bland kollegor och elever som i skolans organisering. Sessionen presenterar preliminära resultat från det pågående forskningsprojektet "How to counteract racism in education" (Vetenskapsrådet), men tar också avstamp i boken "Att motverka rasism i förskolan och skolan" (Arneback & Jämte, 2017). Sessionen är öppen för alla som är intresserade av frågor som berör rasism och antirasism i skolan. Det kommer också lämnas utrymme för gemensamma samtal och frågor kring forskningsfältet i stort.Paper 1:Att motverka rasism i skolan (Arneback & Jämte)Presentationen fokuserar lärares antirasistiska handlingar och visar en palett av didaktiska arbetssätt lärare använder för att möta olika uttryck för rasism i skolan. Vidare fokuseras hur lärares egna erfarenheter av rasism påverkar deras agerande och förståelse av problemet.Paper 2:Mediediskurser om rasism och antirasism i skolan (Wiklund)Lärares antirasistiska arbete är beroende av hur de förstår begreppet rasism och mediers sätt att använda begreppet är viktiga källor för denna förståelse. Dessa antaganden ligger till grund för denna presentation av hur rasism definieras i medietexter om händelser där rasism aktualiseras i skolsammanhang.Paper 3:Om kommunikationens möjligheter och begräsningar i arbetet mot rasism (Arneback & Englund)Bidraget behandlar villkor för lärares agerande i bemötandet av elevers rasistiska uttalanden. Vår teoretiska referens är primärt John Deweys (1922) bok Human Nature and Conduct. Bidraget analyserar den deliberativa kommunikationens möjligheter och gränser i förhållande till elevers potential, klassrumsklimat samt lärares egna kunskaper och upplevda kapacitet.Paper 4:Har lärare ett ansvar att agera när kollegor ger uttryck för rasism? (Bergh & Tryggvason)Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.
|
|
| 4. |
|
|
| 5. |
- Bergh, Andreas, 1964-, et al.
(author)
-
Teachers' experiences of conditions for anti-racist action
- 2019
-
Conference paper (peer-reviewed)abstract
- This study takes its departure from two teachers’ descriptions of challenges and possibilities that they have experienced as conditioning their professional anti-racist actions. The two descriptions are excerpts from qualitative interviews, conducted within a larger research project about teachers’ work to counteract racism, of which this study is a part. The aim of this part study is to contribute with insights about what teachers experience as conditioning their anti-racist actions. This knowledge is of importance for teachers’ didactic choices in their anti-racist work, as well as for school leadership facilitating such work. In the study, racism and anti-racism are understood as enacted practices. Agency, as something achieved and situated, constitutes a central theoretical lens. Therefore, ecological teacher agency conceptions are put to work in the analysis. Tentative findings are presented in the form of teachers’ experiences of conditions for anti-racist action in terms of: 1. Personal experiences over time, 2. Professional experiences over time, 3. National contextual issues, and 4. Local context issues.
|
|
| 6. |
- Gleisner Villasmil, Lena
(author)
-
Lärares digitala didaktik : En tematisk livshistorieansats om lärares didaktiska övertygelser, överväganden och val av digitala resurser
- 2019
-
Licentiate thesis (other academic/artistic)abstract
- The aim of this study is to contribute with knowledge from a close teachers’ perspective on how teachers' considerations and choice of digital artefactsfor teaching are related to didactic beliefs that are shaped and changed over time in teacher's professional life. A thematic life history approach is used in combination with a socio-cultural perspective and didactic starting points. Life story interviews with six high school teachers from three Swe-dish schools constitute the empirical material that results in individual life history constructions about digitalization.The participating teachers have what is referred to as digital didactics, which focus on the teachers' competence to make didactic considerations and the choice of digital artefacts according to the needs that exist according to the target group for the teaching, subject content and surrounding envi-ronmental and time aspects.The findings of the study indicate that teachers have prominent didactic beliefs that are the hub for consideration and choice of digital resources. These can be understood as individual but also in a larger collective context. Teachers’ didactic beliefs are motivated by three dimensions, which are the teachers' subject matter, the desire to help the students and the personal satisfaction. The cognitive, historical and physical contexts are constantly changing due to the rapid development of digitalization and the didactic choices have been expanded with more opportunities but also greater chal-lenges. Didactic choices of digital artefacts can be divided into general-di-dactic choices, subject- and program-didactic choices and choices linked to didactic beliefs and experience.The contribution of this study is that teachers' digital didactics is based on teacher's didactic beliefs, which are formed in a historical, cultural and social context that influences the didactic present and the future. A school with digital artefacts is part of an ever-available global digital arena. The study contributes with a new model of an extended didactic triangle that visualizes teachers’ digital didactics where the teacher and the didactic belief are prominent.
|
|
| 7. |
|
|
| 8. |
- Grönlund, Åke, 1954-, et al.
(author)
-
No name, no game : Challenges to use of collaborative digital textbooks
- 2018
-
In: Education and Information Technologies. - New York, USA : Springer. - 1360-2357 .- 1573-7608. ; 23:3, s. 1359-1375
-
Journal article (peer-reviewed)abstract
- Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.
|
|
| 9. |
- Grönlund, Åke, 1954-, et al.
(author)
-
Praktisk vetenskapsteori för lärare : Hur vet vi vad vi vet?
- 2021
-
Book (other academic/artistic)abstract
- Den här boken handlar om vad vetenskap är, och den är tänkt att hjälpa lärare att förstå och kritiskt reflektera över hur forskning kan bidra till att utveckla, utforma och utvärdera undervisningen.Skolan ska vila på vetenskaplig grund, men vad innebär det i praktiken? Hur kan läraren förstå, värdera och använda forskning i sin profession? Hur kan forskning användas för att designa undervisning, material och lärmiljöer? Och hur kan läraren systematisera och dokumentera sina didaktiska val i klassrummet baserat på forskning?Det är viktigt att kunna bedöma om och när ett visst forskningsresultat är relevant för lärares verksamhetsnära frågor. Kunskaper i vetenskapsteori gör det möjligt för lärare att reflektera över professionen och lärarrollen – och kanske inte minst över hur kunskap produceras i samhället, får status som "fakta" och därmed hamnar i skolans läromedel och kursplaner.Lärare som kan mer om vetenskaplig kunskap och forskningsprocessen får också ökade möjligheter att tillsammans med kollegor ta ställning till forskningsresultat och underbygga sina didaktiska val. På så sätt utvecklas ett slags vetenskapligt förhållningssätt till läraryrket.
|
|
| 10. |
- Gustrén, Cia, 1979-
(author)
-
Självpresentationernas logiker : en tematisk studie av gymnasieskolors identitetsskapande på webben
- 2019
-
Licentiate thesis (other academic/artistic)abstract
- The aim of this licentiate thesis is to examine the means of self-presentation on the websites of 18 upper secondary schools in Sweden. This empirical material may be referred to as a kind of marketing since they render a highly idealized image of schools. To some extent they exaggerate what school is about, as a way for schools to promote themselves as well as to maintain their hold on the market. Self-presentations thus play an important role in the struggle to attract prospective students and keep these enrolled. The fact that self-presentations refer to schools and not companies in general—although several schools certainly strive to define themselves as such—indicates that self-presentations are not like any other marketing practice. They can also be read as a kind of imaginative documents. In this capacity, self-presentations do not only express what school is or may be interpreted as, but foremost how it envisions itself in the future. The material underlying the study consists of a selection of excerpts that were collected from the schools' webpages at different points of time during the years 2011/2012 and 2016/2017. This allowed me to study both continuities and change in the way schools are presented online.In this study, schools' self-presentations are analyzed thematically in combination with Jason Glynos and David Howarth's so called logics approach, which has been developed out of poststructuralist discourse theory and its ontological assumptions. A logic may be understood in this case as a rule or pattern governing the way a phenomenon like school is constituted. As a research strategy, logics have helped me explore, step by step, the conditions of possibility as well as impossibility of identity-formation processes. I mainly deal with four logics that comprise the overarching principles that structure what it means to be a school: business adaptation, academization, individualization and social responsibility. The empirical study thus consisted in setting out the social, political and fantasmatic aspects of these logics—which consequently served to thematically analyze the contemporary identity-formation on schools' websites. Social aspects have been a descriptive tool to study what characterizes school as presented in the empirical material, whereas political and fantasmatic aspects refer to analytical and critical perspectives. The aim has been to illuminate not only the way schools' identities are organized but also how and why this happens – in other words, what logics do to the identity-formation of schools. Importantly, the logics in question are interrelated and work together at the same time as they 'struggle' over the significance of being a school. As I argue, the identity-formation of upper secondary schools can hence be perceived as crisscrossed by competing and complementary logics that all make certain claims as to what a school is supposed to be (or not).The main task of a traditional Swedish school has been to foster democratic members of society. The findings of my study, however, question such a general understanding. In my empirical material a self-referential meaning of school rather emerges with the purpose to produce good employees; that is, a competent work-force willing to submit to the norms and values of the corporate sector. Subsequently, the boundaries between school and the surrounding world are also increasingly loosened, as business is brought into the classroom and made a premise of learning and development in accordance with the needs and interests of the labor market. However, this replacement of a traditional school is only partial. Since schools are equally dependent on the societal tradition to appear as legitimate and credible alternatives on the educational arena they cannot wholeheartedly commit themselves to a corporate identity. Hence, self-presentations often indicate a struggle to be different enough to stand out from the host of other schools, but also to be similar enough to be considered a 'proper' school. This licentiate thesis has in common with previous studies that statements about qualification and employability measures have indeed increased. A corresponding decline of statements about active citizenship and critical thinking could not be detected – but then again, educational-political aspects confirm that a traditional school may be understood as a background against which an alternative school is formed. This is a conclusion which is consistent with the findings of previous studies on school and education policy.
|
|
