| 1. |
- Cederqvist, Anne-Marie, 1970, et al.
(författare)
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Digital competence with respect to ESD for science and technology student teachers - A study of a South African and a Swedish university
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene Addressing Challenges in the North and South / In M. Rocksén, E. Vhurumuku, M. Svensson, E. Mushayikwa & A. Msimanga (Eds). - London : Routledge. - 9781003190158 - 9781032039978 - 9781032039947 ; , s. 170-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education for sustainable development (ESD) and digital competence are important issues in education that are rarely discussed in relation to each other. This chapter presents the collaboration and exchange of experiences of science and technology teacher educators in South Africa and Sweden, on the relationship between ESD and digital competence. Both countries have recently implemented digital competence in the curriculum for compulsory school, and teacher education in both countries is facing changes in preparing future teachers to teach digital competence incorporated with sustainability issues. The chapter's aim is to analyse and compare the curricula of the two countries to establish similarities and differences that could inform the discussion on the extent the involved teacher education institutions prepare science and technology teachers for teaching digital competence with respect to ESD, and what more should be done. The findings show that the compulsory curricula have broad coverage of digital competencies, but their relation to sustainability issues is vague. Further, the involved teacher education institutions need to broaden the coverage of digital competencies and incorporate this with ESD where sustainability issues are made explicit in relation to the potential, the challenges and the consequences of digital technologies on human, society and the environment.
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| 2. |
- von Otter, Ann-Marie, et al.
(författare)
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Teknik i skolan : En vägledning till ämnets kunskapsinnehåll och progression
- 2022
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Bok (populärvet., debatt m.m.)abstract
- Teknik i skolan har utvecklats för tekniklärare, lärarstudenter och lärarutbildare i syfte att förmedla ämneskunskaper i teknik, kunskaper som kan sättas i relation till de förväntningar som skolans styrdokument uttrycker i termer av ämnesinnehåll och progression. Författarna bjuder in till en kunskapande resa som syftar till att dels ge ämneskunskaper, dels ge läsaren insikt i vad som kan undervisas om i ämnet teknik för grundskolan. Boken passar därför som en bas för teknikundervisningen i grundskolan. Boken tar utgångspunkt i två av didaktikens nyckelfrågor: Vad skall vi undervisa om? Varför väljer vi just det innehållet?Varje kapitel belyser ett specifikt innehåll kopplat till teknikämnets kursplan och behandlar detta i relation till de ämneskunskaper lärare behöver för att kunna undervisa i teknik. Kapitlen inleds med en kunskapsdel för att sedan belysa hur man kan arbeta med teknikämnets både teoretiska och praktiska kunskapsinnehåll utifrån en progression.
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| 3. |
- Ann-Marie, von Otter, 1956, et al.
(författare)
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Digital Didactics in Teacher Education Does new digital media call for a changed teacher eduation and view on learning?
- 2015
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Ingår i: 5th Annual International Conference on Education & e-Learning (EeL 2015) ,Date: 14-15th September 2015, Venue: SINGAPORE.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Our purpose with this paper is to discuss if using digital tools in schools call for a change in our teacher training education about the didactic content using digital tools. Today`s students have grown up in a digital media landscape using computers. They have their own experiences, often formed outside the universities .In our results we found that the teacher training students had difficulties to produce materials by themselves according to the Swedish national policy documents in their lesson planning. One reason why they have these difficulties could be that they don´t see the connection between the curricula, the software content and the assessments to be made. It is an engaging and inspiring question how we as teachers and lectures can inspire a better learning outcome for our students using ICT in a pedagogical way. How can we use theories such as PCK and TPACK to make the knowledge about digital didactic useful or useable knowledge in the teacher training education? We think that the universities in the future need to focus more in the teacher training education on theories how to use digital tools in a pedagogic content. The teacher’s role must be made aware using digital tools. In the future we think that the teacher training education needs to include PCK and TPACK in the policy document in aim to train the students to use digital tools in a pedagogic content.
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| 4. |
- Dahlbäck, Katharina, 1957, et al.
(författare)
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When a problem in a fairy tale challenge and inspire – a study of preschool children’s work on technological solutions
- 2019
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Ingår i: ETEN konferens 25-27 april, Vic.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the presentation is to contribute with knowledge about children's practical work and communication in a technology-related problem-solving activity, based on a fairy tale. More research about technology in preschool is needed, especially concerning children's knowledge in relation to the technology (design) process. The study was conducted in a pre-school with two pre-school teachers. The story used in the study is about two fantasy animals, “Bus and Frö”, who live on each island. Bus and Frö are thinking about how they will manage to cross the sea and meet (Nilsson, 2012). How can the children help them to solve the problem? Children's problem-solving activities was documented by video recordings on four occasions. The results showed that the children worked with most parts in the technology process. The fairy tale contextualized the problem, sketches were used to communicate ideas and children's solutions were inspired by the story as well as their experiences from everyday life. The fairy tale also invited creativity and inspired solutions because everything is possible in the fairy tale world. Through the connection between the fairy tale and technology, the conditions for learning through languages, images and tasks were created, encouraging the children's interest, imagination and creative creation. Combining the known (the fairy tale) and the unknown (the technology content) proves to be fruitful when solving a technology-related problem where imagination, knowledge and experience is required.
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| 5. |
- Kola, M., et al.
(författare)
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Application of the design process in the light of the Anthropocene: A conceptual study
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene: Addressing Challenges in the North and South. - London : Routledge. - 9781000587326 ; , s. 97-113
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Bokkapitel (refereegranskat)abstract
- The ability to influence the environment began during the Palaeolithic as technology amplified and extended human skills from using stones as tools to lethality attainable through a pointed projectile. Technology became a progressively critical component in a system of artefacts leading to an increase in the likelihood of human survival and enabling population growth. All technology has an essential impact on society, nature and sustainability as a tool for building capacity for living and learning but also as a problem for sustaining the planet. Education is the key to awareness of the consequences of technology. The question is to what extent these environmental issues are part of the design process where technology solutions are developed in technology education today. We investigate examples of how the design process is used in technology education in South Africa and Sweden in relation to the environmental situation in the Anthropocene. What is emphasised in the technology classroom in relation to sustainability? A conclusion is that learners are not aware of the effect of their actions. The culture of recycling and reuse is a springboard for sustainability and the phenomenon, cradle-to-cradle, ought to be embraced by technology teachers in education.
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| 6. |
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| 7. |
- Magnusson, Joakim, 1966, et al.
(författare)
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Learning study och variationsteori i lärarutbildningen
- 2019
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Ingår i: Vetenskaplighet i högre utbildning. Erfarenheter från lärarutbildning. Franck, O. (red.). - Lund : Studentlitteratur. - 9789144130637
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Magnusson, Joakim, 1966, et al.
(författare)
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Prospective teachers’ opportunities to develop PCK from participation in learning study
- 2023
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Ingår i: Educational Action Research. - : Informa UK Limited. - 0965-0792 .- 1747-5074. ; 31:3, s. 455-471
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a learning study was used to enhance prospective teachers’ learning about how to teach a specific topic in mathematics or natural science to 4th-6th graders. It has been argued that participating in learning study can direct prospective teachers (PTs) towards the object of learning, and what needs to be enacted in teaching to make it possible for the learners to learn what is intended. However, less is known about what capabilities PTs develop from planning lessons in collaboration with peers and a teacher educator in learning studies. Our research question concerns what opportunities PTs have to develop pedagogical content knowledge (PCK) when participating in learning studies. We analyzed three groups’ lesson planning on two occasions, once when planning without a teacher educator, and once when planning with a teacher educator in a learning study using theory-informed questions. The software NVivo was used as a tool to code their discussions concerning PCK. For the three groups studied, there were significant differences regarding possibilities for developing PCK under the two conditions.
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| 10. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Lärarutbildningen och den digitala kompetensen
- 2019. - 1:1
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Ingår i: Vetenskaplighet i högre utbildning. - Lund : Studentlitteratur AB. - 9789144130637 ; , s. 261-290
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet beskriver vi ett utvecklingsprojekt kring frågor om lärares digitala kompetens. Bakgrunden till projektet är de förändrade läroplansskrivningarna gällande digital kompetens. Vår studie visar att lärarstudenterna erbjuds att utveckla sin digitala kompetens på ett avgränsat, snarare än ett systematiskt sätt. Lärarstudenterna möter ett blandat kursinnehåll kring digitalisering i samhället och utbildning genom enstaka inslag i kurser snarare än en precis idé om lärares pro fessionella digitala kompetens. Det lärarstudenterna främst efterfrågar är mer innehåll kring praktiskt och didaktiskt användande av digital teknik i skolpraktik. Studien pekar vidare på vikten av att fånga upp samt nyansera nyantagna studenters föreställningar om elevens digitala kompetens. På så vis skulle digitaliseringen kunna figurera som en naturlig del i lärarutbildningen snarare än som något nytt och främmande.
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