| 1. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Teaching Computational Thinking in K-9 : Tensions at the Intersection of Technology and Pedagogical Knowledge
- 2020
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Ingår i: The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020. - Nashville, Tennessee, USA : International Society of the Learning Sciences. ; , s. 2409-2410, s. 2409-2410
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Konferensbidrag (refereegranskat)abstract
- This work draws attention to the question of how in-service teachers learn to teach computational thinking and programming across subjects in K-9 education. Drawing on qualitative analyses of 298 reflective notes provided by 120 in-service teachers attending a professional development program, we pay attention to the following emergent themes: i)developing an understanding of the subject of computational thinking in K-9, ii)connecting programming with the teachers’ own subject matters, iii)understanding the purpose of teaching computational thinking. These themes point at the importance of scaffolding in-service teachers to learn to program with educational materials, tools and programming environments but also with a sound and inspirational pedagogy that addresses the fundamental questions of: what, how and why programming and computational thinking should be part of the compulsory school curriculum?
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| 2. |
- Davidsson, Mattias, 1973-
(författare)
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A Mobile Application with Embodied Multimodal Interactions for Understanding Representations of Motion in Physics
- 2012
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Ingår i: IADIS International Conference Mobile Learning 2012 Berlin, Germany11-13 March 2012.
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Konferensbidrag (refereegranskat)abstract
- Current research in the Learning Sciences points out different methods and approaches to enhance and assist students in their learning and understanding of mathematical representations of the underlying physics of everyday situations. One of the aims of this paper is to address how mobile applications can be designed to support some of the pedagogical challenges associated with learners´ understanding of different graphical representations of motion – e.g. displacement as a function of time, velocity as a function of time, and how these couple to the actual motion, to each other, as well as to other mathematical representations of motion such as functions, equations and descriptive text. A prototype design is presented including a new type of application, or app, for mobile and in classroom use, using touch- and gesture based technology. One of the specific aims of this set of applications is to spur the learners exposure to, interaction with, as well as creation of multiple and multimodal representations of physical everyday phenomena involving motion, in a personal inquiry-based approach that could involve both informal as well as formal learning activities.
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| 3. |
- Davidsson, Mattias, 1973-
(författare)
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Embodied learning on the edge of mobile
- 2015
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Ingår i: Mobile learning and STEM. - New York, NY: Routledge, 2016. : Routledge. - 9781317596523 - 9781138817029 - 9781315745831 ; , s. 199-208
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Mobile, as in mobile learning, could be defined as a specific upper limit on the screen size of any device. It could also relate to a specific tool being more, rather than less, mobile. This chapter will focus on the concept of embodied learning, the idea that the learning process is enhanced if your body is involved in the actual learning process, and how it possibly balances on the “edge of mobile” – the meaning of which will be presented below. The main point revolves around the design and test of a specific application developed for learning about the physics of motion by moving your finger on a tablet screen. One of the interesting questions at the present stage of the research is whether the tablet screen size, claimed to be on the absolute upper limit of being mobile, is on the lower limit when it comes to the scale of bodily movement needed for embodied learning to contribute positively in the learning process. It might thus be on the “edge of mobile.” To find out we need to further increase our knowledge of embodied learning. I will therefore discuss further possibilities of investigation when it comes to applications used for embodied learning on hardware platforms such as digital interactive whiteboards, Leap Motion, Google Glass, and more. These will make it possible to test the applications on different scales of bodily movement. It also makes it possible to try out different types of embodied learning activities, using your hand, finger, or even your entire body while walking, gesturing, running, or perhaps jumping off a cliff. © 2016 Taylor & Francis. All rights reserved.
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| 4. |
- Davidsson, Mattias, 1973-, et al.
(författare)
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Exploring the Use of Augmented Reality to Support Science Education in Secondary Schools
- 2012
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Ingår i: 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education - Proceedings. - Los Alamitos : IEEE Press. - 9780769546629 ; , s. 218-220
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Konferensbidrag (refereegranskat)abstract
- During the last 2 years we have conducted several trials exploring how augmented reality and mobile technologies can be used to support learning and teaching in science education. In particular, we present the on-going efforts that are part of the EU funded project Science Center To Go. We provide an overview of the different activities, the lessons learned and what we propose as ways to forward making the technology, mobile, affordable and in the long term – ubiquitous available.
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| 5. |
- Masiello, Italo, Professor, 1969-, et al.
(författare)
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Digital transformation in schools of two southern regions of Sweden through implementation-informed approach : A mixed-methods study protocol
- 2023
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 18:12
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Tidskriftsartikel (refereegranskat)abstract
- Background: The enhancement of–or even a shift from–traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards.Methods: This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers’ use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1–9, student outcomes data are going to be analyzed using hierarchical linear models.Discussion: The project seeks to address a pronounced need for favorable conditions for children’s learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings.
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| 6. |
- Nordmark, Susanna, Filosofie doktor, 1968-, et al.
(författare)
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Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools : Two-Years-In Report
- 2024
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Ingår i: Global Implementation Research and Applications. - : Springer.
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Tidskriftsartikel (refereegranskat)abstract
- Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes.Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments.We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives.This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.
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