| 1. |
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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
-
Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
-
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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| 5. |
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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
-
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)
-
Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
- 2024
-
Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 30:1, s. 83-100
-
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
-
Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724. ; 16:2, s. 77-87
-
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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| 11. |
- Frankenberg, Sofia J., et al.
(författare)
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Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context
- 2019
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Ingår i: Journal of Cognition and Development. - : Informa UK Limited. - 1524-8372 .- 1532-7647. ; 20:2, s. 182-202
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Tidskriftsartikel (refereegranskat)abstract
- Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers.
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| 12. |
- Gerholm, Tove, et al.
(författare)
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A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills
- 2018
-
Ingår i: BMC Psychology. - : Springer Science and Business Media LLC. - 2050-7283. ; 6
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundDuring the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children.MethodThe study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children’s language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3.DiscussionIf this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children’s abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.
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| 13. |
- Gerholm, Tove, et al.
(författare)
-
A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills
- 2019
-
Ingår i: BMC Psychology. - : Springer Science and Business Media LLC. - 2050-7283. ; 7
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundDuring the preschool years, children’s development of skills like language and communication, executive functions, and socioemotional comprehension undergo dramatic development. Still, our knowledge of how these skills are enhanced is limited. The preschool contexts constitute a well-suited arena for investigating these skills and hold the potential for giving children an equal opportunity preparing for the school years to come. The present study compared two pedagogical methods in the Swedish preschool context as to their effect on language and communication, executive functions, socioemotional comprehension, and early math. The study targeted children in the age span four-to-six-year-old, with an additional focus on these children’s backgrounds in terms of socioeconomic status, age, gender, number of languages, time spent at preschool, and preschool start. An additional goal of the study was to add to prior research by aiming at disentangling the relationship between the investigated variables.MethodThe study constitutes a randomized controlled trial including 18 preschools and 29 preschool units, with a total of 431 children, and 98 teachers. The interventions lasted for 6 weeks, preceded by pre-testing and followed by post-testing of the children. Randomization was conducted on the level of preschool unit, to either of the two interventions or to control. The interventions consisted of a socioemotional and material learning paradigm (SEMLA) and a digitally implemented attention and math training paradigm (DIL). The preschools were further evaluated with ECERS-3. The main analysis was a series of univariate mixed regression models, where the nested structure of individuals, preschool units and preschools were modeled using random variables.ResultsThe result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills. However, there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math). Background variables were related to each other in patterns congruent with earlier findings, such as socioeconomic status predicting outcome measures across the board. The results are discussed in relation to intervention fidelity, length of intervention, preschool quality, and the impact of background variables on children’s developmental trajectories and life prospects.
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| 14. |
- Gulz, Agneta, et al.
(författare)
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Early Math in a Preschool Context : Spontaneous Extension of the Digital into the Physical
- 2020
-
Ingår i: Interaction Design and Architecture(s). - : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; 44, s. 129-154
-
Tidskriftsartikel (refereegranskat)abstract
- The paper presents a systematic examination of data from two early math interventions, involving 188 children aged 3,5-6,5 and their teachers. The aim is to cast light on how a digital early math game can be spontaneously extended into the physical environment by children and by teachers. Questions were: i) how the math content was extended to the physical room, ii) which elements of the game and the interventions inspired and provided affordances for the extensions iii) implications for children’s learning of early math. The analyses revealed a great variety of ways in which children and teachers – acting on their own or together – brought the game out to the physical room. Among the underlying factors for this were everyone’s experiences with the game, familiar narratives, and simple game design in terms of rules and visual features. Finally, positive influences on early math learning from the extensions were identified.
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| 15. |
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| 16. |
- Kjällander, Susanne, 1976-
(författare)
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Assessment in the digital divide : Teachers´ and pupils’ multimodal interaction
- 2010
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- This study concerns assessment in the digital divide (Prensky, 2001) in Sweden’s most technologically advanced schools. It aims at studying interaction to understand assessment and to find how assessment can be didactically designed to recognise pupils´ learning. The study has a multimodal, design theoretical perspective on learning (Kress & Van Leeuwen, 2001, Selander, 2008b), which means that communicative modes are collected, transcribed and analysed. The results show that the subject design aims at an expert level, while formative assessment aims at a novice level (Lindström, 2002). Pupils are thus left without adequate guidance. Despite this, summative assessment aims at an expert level. As a conclusion, assessment should be designed exploratory (Quellmalz & Kozma, 2003) to encompass pupils’ new knowledge. Furthermore, assessment must embrace pupils´ signs of learning, in other modes than just text and speech, or much of what is learned will be ignored in the digital environment.
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| 17. |
- Kjällander, Susanne, 1976-
(författare)
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Contradictory Explorative Assessment : Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments
- 2018
-
Ingår i: Journal of Education and Training studies. - : Redfame Publishing. - 2324-805X .- 2324-8068. ; 6:2, s. 133-148
-
Tidskriftsartikel (refereegranskat)abstract
- Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students´ learning. With a multimodal, design theoretical perspective on learning teachers’ and students’ modes are documented and analysed. Illustrated in the article, is how the subject design aims at an expert level, while formative assessment aims at a novice level leaving students without adequate guidance. Despite this, summative assessment aims at an expert level and is at times contradictory. A concluding suggestion is that assessment in a digital learning environment can be designed exploratory to encompass students’ new knowledge and to embrace their multimodal signs of learning, or much of what is learned will be ignored.
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| 18. |
- Kjällander, Susanne, 1976-, et al.
(författare)
-
Den utbildningsvetenskapliga kärnan för förskolan
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Den utbildningsvetenskapliga kärnan är gemensam för alla lärarstuderande i Sverige och ska innehålla de grundläggande kunskaper och färdigheter som blivande förskollärare och lärare behöver. Den fungerar därmed som en gemensam bas och utgör i förlängningen grunden för ett gemensamt professionsspråk. Antologin Den utbildningsvetenskapliga kärnan för förskolan är en kursbok för blivande förskollärare och organiserad utifrån kärnområdena:· utbildningens historia, organisation och villkor samt demokratins grunder· läroplansteori och didaktik· utveckling och lärande· sociala relationer, konflikthantering och ledarskap· bedömning· utvärdering och utvecklingsarbete.Bokens kapitel sätts in i en samhällelig kontext med globalisering, mångfald, digitalisering, hållbarhet, demokrati och jämlikhet som bärande begrepp. Förskolan beskrivs som en arena för socialt samspel i denna kontext och sammantaget förmedlar boken perspektiv och kunskaper viktiga för förskollärares uppdrag.
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| 19. |
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| 20. |
- Kjällander, Susanne, 1976-
(författare)
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Designs for Learning in an Extended Digital Environment : Case Studies of Social Interaction in the Social Science Classroom
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed. In conclusion the thesis, among other things, indicates that: - Social Science acquires informal features and pupils are independently designing their own digital Social Science material. - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility. - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning. - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide. - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface. The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm.
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| 21. |
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| 22. |
- Kjällander, Susanne, 1976-, et al.
(författare)
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Digital tablets and applications in preschool – Preschoolers’ creative transformation of didactic design
- 2014
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 7:1, s. 10-33
-
Tidskriftsartikel (refereegranskat)abstract
- Little is known about preschoolers and their engagement with digital tablets. This article addresses this gap by drawing on findings from two research projects. The aim is to illustrate how children make meaning, transform and play while engaging with various applications comprised by the materiality of the digital tablets. Empirical video material has been multimodally transcribed and empirical examples are framed by a design theoretical perspective. Findings capture diverse experiences illustrating how preschoolers creatively manipulate and playfully transform didactic designs. The results illustrate how children´s self-initiated play with application’s design shifts the balance of authority that typically exists between adults and children, and the article concludes in a suggestion of how the notion of play can be understood with a design theoretical perspective.
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| 23. |
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| 24. |
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| 25. |
- Kjällander, Susanne, et al.
(författare)
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Elementary Students' First Approach to Computational Thinking and Programming
- 2021
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:2
-
Tidskriftsartikel (refereegranskat)abstract
- Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.
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| 26. |
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| 27. |
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| 28. |
- Kjällander, Susanne, 1976-
(författare)
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Förskolebarn och digital literacy
- 2014
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Ingår i: Mediepedagogik på barnens villkor. - Stockholm : Lärarförlaget. - 9789198176223 ; , s. 129-142
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
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| 30. |
- Kjällander, Susanne, et al.
(författare)
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How to design a digital individual learning RCT-study in the context of the Swedish preschool : experiences from a pilot study
- 2018
-
Ingår i: International Journal of Research and Method in Education. - 1743-727X .- 1743-7288. ; 41:4, s. 433-446
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Tidskriftsartikel (refereegranskat)abstract
- This article takes its point of departure in the research methodology of a comprehensive and multi-disciplinary innovative intervention study in Swedish preschools with preschoolers aged 3–5, involving two digital learning games focusing early math and executive functions. Based on a combination of video-ethnography, focus groups, field notes and digital progression log data, the analysis of a pilot study of the pedagogical intervention challenges and extends theoretical and methodological perspectives on what it means to undertake an intervention study in this context. The aim is to discuss what a mixed-methods research approach may provide for the understanding of intervention methodology by illustrating how different types of data provide understandings of how and to what extent the intervention components are functional in the pedagogical setting. The conclusion the analysis supports is that unless children’s and preschool teachers’ meaning making of the unfolding actions in the digital interface make them engage in the activity and dynamically fits within the institutional preschool system, the intervention will not be functional. A pilot study can provide detailed understandings of why, how and in what contexts interventions as part of the dynamic preschool systems can be implemented with adherence and fidelity.
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| 31. |
- Kjällander, Susanne, 1976-, et al.
(författare)
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Makerspaces Across Settings : Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic Countries
- 2018
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Ingår i: Journal of Digital Learning in Teacher Education. - : Taylor & Francis. - 2153-2974 .- 2332-7383. ; 34:1, s. 18-30
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Tidskriftsartikel (refereegranskat)abstract
- For education to provide knowledge reflecting our current and future society, many countries are revising their curricula, including a vivid discussion on digital competence, programming and computational thinking. This article builds an understanding of the maker movement in relation to education in programming, by demonstrating challenges and possibilities in the interface between Makerspaces and teacher education. Three different Nordic initiatives are presented and their designs for learning are analysed. The article illustrates how Makerspaces and teacher education can be transformed by each other; how Makerspaces can be used in programming activities and what challenges and possibilities emerge in the meeting between the two. The results highlight a core aspect of the maker movement: authenticity. Designs for learning have different levels of authenticity, but in all cases authenticity has been a positive factor. These hands-on learning environments are designed to foster collaboration, share ideas and innovation with people from different backgrounds to transform and form multimodal representations together. In the interface between the formal and informal a potential for inclusion and creation of spaces that reach individuals from different backgrounds is found. Mobile learning is a phenomenon that the making movement together with teacher education can make use of, at for example practice schools, university campuses, mobile Makerspaces or “open-door”-approaches. In the digital environment learning is distributed, but collaboration between formal and informal education is so far complicated to establish, meaning that the academy needs to find more creative and flexible ways of making connections outside the academy.
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| 32. |
- Kjällander, Susanne, 1976-
(författare)
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Plattan i mattan : Digitala lärplattor och didaktisk design i förskolan
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Fil. Dr Susanne Kjällander(Barn och ungdomsvetenskapliga institutionen, Stockholms Universitet)har under 2013-2015 studerat fyra förskolors arbete med surfplattor, sk digitala lärplattor. Resultatet visar att barn, i åldrarna 1-5 år, producerardigital media, snarare än att konsumeraden. De kan med hjälp av plattorna uttrycka sina kunskaper och tankar innan de kan prata, läsa eller skriva. Resultatet visar vidare att förskollärare kreativt och intresserat utforskar det vidgade digitala gränssnittet tillsammans med barnen. Förskollärarna iscensätter och skapar förutsättningar –didaktiskt designar –för barns lärande med de digitala lärplattorna. Barnen utmanar appars och förskollärares syften, mål och didaktiska design för att skapa egna användningsområden och lärvägar. Implementeraringen av digitala lärplattor i förskolan innebär såväl möjligheter som utmaningar och studien visar att det behövs nya metoder för nya tider.
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| 33. |
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| 34. |
- Kjällander, Susanne, et al.
(författare)
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Signs of learning in middle school computing education
- 2022
-
Konferensbidrag (refereegranskat)abstract
- Programming has been part of Swedish elementary school curriculum for six years and the aim of this full paper is to find out how teachers can design programming activities so that students engage and learn. A mix-methods research project with a social semiotic, multimodal theoretical framework – Designs for learning – is used to investigate teaching and learning in a class during three years. The results in this small-scale study indicate that collaboration is a successful didactic design for programming lessons in school. Computational thinking is prevalent and both digital skills (such as coding) and digital competencies (such as understanding the impact of technology in society) are practiced and met in programming lessons merging Science, Technology, Engineering, Arts, and Mathematics.
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| 35. |
- Kjällander, Susanne, 1976-
(författare)
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Vad blir SO i en digital lärmiljö?
- 2009
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Ingår i: Didaktisk design i digital miljö - nyamöjligheter för lärande. - Stockholm : Liber. - 9789147093281 ; , s. 127-143
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Bokkapitel (refereegranskat)
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| 36. |
- Kjällander, Susanne, 1976-, et al.
(författare)
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Översikt avseende forskning och erfarenheter kring programmering i förskola och grundskola
- 2016
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Det övergripande målet för denna översikt är att presentera och diskutera aktuell svensk forskning och pågående projekt relaterat till lärande och programmering i svensk förskola och grundskola. Detta görs i relation till internationell forskning. De reflektioner som presenteras är författarnas egna. Översikten, som ett uppdrag från Skolverket inom ramen för att ta fram förslag till nationella it-strategier för skolväsendet, har tagits fram av fil. dr. Susanne Kjällander, fil. dr. Anna Åkerfeldt och fil. lic. Petra Petersen.
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| 37. |
- Mannila, Linda, 1979-, et al.
(författare)
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Exploring Gender Differences in Primary School Programming
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665462440 - 9781665462457
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Konferensbidrag (refereegranskat)abstract
- As a result of the increased digitalisation, many countries have introduced programming in their primary education curricula. One main objective is to give all children equal opportunities to develop the skills needed to be an active participant and producer in a digitalized society. This also addresses another important objective, that of increased diversity and broadened participation. Despite technology being a natural part in our everyday lives, stereotypical views of programming as a primarily male activity still exist. In this paper, we explore girls’ and boys’ experiences of programming at school and in their spare time. The study is situated in primary school classrooms in Sweden, where programming was introduced in a cross-curricular manner as part of digital competence in 2018. While most students reported having some programming experience, it was quite limited. The results show that, compared to the girls, boys in grades 4-9 are somewhat more positive towards programming and get more programming experience both at school and in their spare time. Similarly, boys rated their self-perceived programming skills higher than the girls. In grades 1-3, no gender disparity was found in students’ attitudes, experiences or skills. However, the gender differences in grades 4-9 were not reflected to an equally high extent in the students’ programming skills, as girls and boys did equally well on many skills related tasks. The analysis highlights the importance of well planned, motivating and relevant tasks in order to provide positive experiences of programming in the classroom.
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| 38. |
- Mannila, Linda, 1979-, et al.
(författare)
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Programming in primary education: Towards a research based assessment framework
- 2020
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Ingår i: WiPSCE '20: Proceedings of the 15th Workshop on Primary and Secondary Computing Education. - New York, NY, USA : ACM Digital Library. - 9781450387590
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Konferensbidrag (refereegranskat)abstract
- In March 2017, the Swedish government decided to introduce digital competence - including programming - in primary school. As a consequence, every math and technology teacher in grades 1-9 in Sweden is expected to integrate programming in their teaching. Furthermore, the Swedish school law requires that teaching is based on scientific evidence and proven experience. In addition to professional development for teachers, it is hence crucial to also conduct research on different aspects of programming in the classroom. In this paper, we describe the process of developing a scientifically grounded instrument for assessing students' programming skills, as part of a longitudinal research project investigating how students in primary school learn programming. We also present the main findings related to the suitability of the instrument based on a pilot study conducted in spring 2019, collecting data from 310 students.
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| 39. |
- Mannila, Linda, et al.
(författare)
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Programming in Primary School: Towards a Research-Based Assessment Instrument
- 2018
-
Ingår i: WiPSCE '20: Proceedings of the 15th Workshop on Primary and Secondary Computing Education. - New York, NY, USA : ACM Digital Library. - 9781450387590
-
Konferensbidrag (refereegranskat)abstract
- In March 2017, the Swedish government decided to introduce digital competence - including programming - in primary school. As a consequence, every math and technology teacher in grades 1-9 in Sweden is expected to integrate programming in their teaching. Furthermore, the Swedish school law requires that teaching is based on scientific evidence and proven experience. In addition to professional development for teachers, it is hence crucial to also conduct research on different aspects of programming in the classroom. In this paper, we describe the process of developing a scientifically grounded instrument for assessing students' programming skills, as part of a longitudinal research project investigating how students in primary school learn programming. We also present the main findings related to the suitability of the instrument based on a pilot study conducted in spring 2019, collecting data from 310 students.
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| 40. |
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| 41. |
- Moinian, Farzaneh, 1957-, et al.
(författare)
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Mother tongue language teaching with digital tablets in early childhood education : a question of social inclusion and equity
- 2016
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Ingår i: He Kupu. - : New Zealand Tertiary College. - 1179-6812. ; 4:3, s. 19-29
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Tidskriftsartikel (refereegranskat)abstract
- Literacy in the twenty-first century is changing to become more multicultural, multilingual and multimodal as people are using more digital technologies in their everyday lives. This article reports on what these changing conceptions of literacy mean for mother tongue teaching by exploring why, how and when mother tongue teachers in preschools use digital technologies. Regarding literacy as a social practice, the article focuses on emerging patterns in the use of digital tablets in a large Swedish municipality, providing empirical data (questionnaires, focus groups, and interviews) from mother tongue teachers working together with hundreds of children aged 1-6 at preschools. The study found significant differences in the levels of digital technologies used among mother tongue teachers. What seems to matter is whether or not the teachers themselves are frequent and engaged users of digital technologies in their own everyday lives. Most of the teachers reported that they are integrating digital technologies in their teaching even though they have officially a restricted access to digital devices. Teachers expressed a desire to use the digital tablet as a tool to access and create knowledge by creating an opportunity for innovation, specifically for language groups that are not represented in the majority context of teaching materials or not suitable for a secularized society due to, for example, religious or political differences. The article concludes by stating that digital tablets are convenient mother tongue teaching tools but that teachers are asking for policies that can point the way as to how to implement digital resources, since tablets offer social inclusion and equity but also involve ethical dilemmas.
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| 42. |
- Nilsen, Malin, 1974, et al.
(författare)
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Digitalisering i förskolan
- 2023
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Ingår i: Education & Learning. - 2001-4554. ; 17:4, s. 5-9
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Tidskriftsartikel (refereegranskat)
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| 43. |
- Otterborn, Anna, 1961-
(författare)
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Datorplattor i en förskolekontext : med fokus på teknikundervisning inklusive programmering
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Society has undergone major and revolutionary changes in a relatively short time, where the individual is surrounded by and has become increasingly dependent on digital technology and programmed objects. The availability of digital tools such as digital tablets (e.g. iPads) has increased significantly in the Swedish preschool, even though research in this area is limited.It is therefore of utmost importance to examine how teachers use digital tablets to support children's learning, both in general but also in relation to technology education, where the latter also includes computer programming. This thesis intends to contribute to such an examination in the form of two studies.In study 1, an online survey was used that consisted of 26 questions that were sent across Sweden and in which 327 respondents participated. Questions were posed about how teachers work with digital tablets together with preschool children. Specifically, the following research questions were raised: What educational activities with digital tablets do teachers engage in Swedish preschools? What are teachers’ views of the educational benefits and disadvantages of using digital tablets in teaching? and, What are teachers’ recommendations for using digital tablets in their teaching practice?In study 2, another online survey was developed based on the findings from study 1 and contained 16 questions that resulted in 199 responses from across Sweden. In study 1, teacher responses around programming proved prominent, which study 2 aimed to explore more deeply. Therefore, the survey questions adopted in the second study probed how preschool teachers implemented programming activities during preschool teaching.Results from the two studies showed that despite a lack of competence, equipment and support from school leadership, numerous teachers often develop and use their own initiative to integrate digital tablet and programming activities in preschool. Teachers communicated several advantages of programming activities with respect to children's learning, aspects that were linked to the notions of 21st century skills and computational thinking. When it comes to methods for designing and implementing activities in practice, several connections to Papert's constructionism were seen as meaningful for the children, where activities contained a large degree of project based work with room for promoting children's agency. The results of the research clearly indicates that solid teacher-initiated work with digital tools as pedagogical resources is underway in earnest across Swedish preschools.In order to realize the advantages of teachers’ development of digital tablet activities for learning, teachers must be provided with prerequisite support necessary for an optimal integration of digitization tools into preschool education. In this regard, teachers should be offered competence development, as well as time for effective implementation, planning and follow-up. Access to appropriate digital tools is also a proviso for realizing this mandate. Increased collaboration between school managers and teachers would also further steer such initiatives in a positive pedagogical direction.
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| 44. |
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| 45. |
- Petersen, Petra, 1979-
(författare)
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Appar och agency : Barns interaktion med pekplattor i förskolan
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study explores young children's use of digital tablets in Swedish preschool environments, with special interest in how the use of digital tablets may affect children's agency. A multimodal, design theoretical approach was used, combined with sociology of childhood, to highlight the dynamics between children's agency and the affordances provided by the digital tablets. Two video ethnographic substudies were conducted within two separate preschool settings, including preschools where children use digital tablets to communicate in a minority language. In order to take into account as many modes of communication as possible, video recordings of children's use of the digital tablets was set side-by-side with screen recordings of the digital tablets. Major findings include how children's agency in digital tablet activities is intertwined with the different affordances, as emerging in the children's interaction with one another and the digital tablet. It was found that when affordances were built on visual, auditive and corporeal modes of communication, children's agency was enabled. Such affordances are in this study argued to be more, for the children, apt modes of communication for children to exert agency. Furthermore, it is argued that when children are given the possibility to communicate in their minority language, using for example Skype, this is a form of children's agency. The didactical implications and the societal potentials for children's use of digital tablets in preschools are discussed in relation to the creative skills individuals may need in an unknown future.
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| 46. |
- Petersen, Petra, 1979-, et al.
(författare)
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Digitalisering och demokrati i förskolan
- 2023. - 1
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Ingår i: Den utbildningsvetenskapliga kärnan för förskolan. - Stockholm : Natur och kultur. - 9789127464872 ; , s. 76-102
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 47. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Barns hybrida lek i förskolan
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4, s. 105-122
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses play as hybrid, where play activities with digital and analogue tools are so interlaced that they are one common play activity: a playground which is both physical and digital. With four empirical examples from two research projects the article wants to illustrate hybrid play which is rather unexplored. With the purpose to problematize and contribute to the discussion of children's hybrid play by using a theoretical model research questions are: How is children's hybrid play expressed in preschool and what the obstacles and opportunities with the hybridity for children's play? The theoretical model presents five concepts of relevance for understanding children’s hybrid play (multimodal participatory literacies, performing self, explore, contribute and connect) in preschool. The article concludes with a new definition of hybrid play and suggest that digital play is always hybrid. The multimodality means that children are allowed to participate in more ways, hybrid play requires children to connect. Educators can both enable and hinder hybrid play, enabling by for example using creative apps, allowing digital tools as a natural part of free play and recognizing children's narratives.
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| 48. |
- Åkerfeldt, Anna, 1974-, et al.
(författare)
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A research review of computational thinking and programming in education
- 2024
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Ingår i: Technology, Pedagogy and Education. - 1475-939X .- 1747-5139.
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Forskningsöversikt (refereegranskat)abstract
- In the following research review, 57 articles were analysed to get an insight into research in the field of computational thinking and programming in K–12. The results show that empirical research regarding programming and computational thinking is prevalent in the USA and Greece. The articles were published in 43 different academic journals. A fast-growing number of articles published in the research field during 2006–18 indicate growing interest. The articles were analysed and clustered into seven strands: 1) Evaluating digital resources, 2) Assessment, 3) Improving students’ academic performance through programming, 4) Gender and equity, 5) Games – as a method to learn programming, 6) Attitudes and motivations, and 7) Teachers’ competencies and teaching. An extensive focus is on the evaluation of different technical solutions as well as pedagogical methods. Implications for teaching and learning programming and developing computational thinking skills are discussed.
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| 49. |
- Åkerfeldt, Anna, et al.
(författare)
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Exploring programming didactics in primary school - a gender perspective
- 2022
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Ingår i: 2022 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665462440 - 9781665462457
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Konferensbidrag (refereegranskat)abstract
- This Research Full Paper explore inclusion in programming in primary school. Education plays a crucial role in engaging a diverse group of students with different social backgrounds and interests. Therefore, this study aims to shed light upon inclusion in programming in primary school, focusing on gender to increase the knowledge regarding inclusion in programming didactics. The following research questions have guided the study: How are programming activities designed in primary school? How do pupils approach the programming tasks given? Can any gender differences be observed, and what are the consequences for the teaching practice? The theoretical framework used to analyse the empirical material is at the intersection between multimodal social semiotics [1] and a design-oriented perspective [2]. The empirical material consists of classroom video observations. Programming lessons in grades 4-8 have been observed and videos was recorded during 2019-2020. The pupils have worked on eight different programming tasks during the lessons. Analysis of these programming activities (tasks, instructions and resources used) focusing on gender has been made. Findings show two aspects 1) interest and position and 2) representations of knowledge. Regarding interest and position, the study of programming activities shows both similarities and differences between girls’ and boys’ approach to the task. Similarities are shown regarding the learning activities. No differences in coding strategies or creativity are observed if the task has an open design. The differences are shown in the guided tasks, where boys tend to engage in the tasks from their interests rather than following instructions and girls tend to follow the instructions given by the teacher. From a gender perspective, the boys might find programming more creative and fun, and the girls might feel less engaged as their interest falls into the background. Secondly, knowledge representations might affect who is seen as an expert within the CS field. For example, in grades 4 and 5, a male voice was represented in the video clips and a guest teacher used when presenting programming activities. The resources used in the lessons can be seen as representations of knowledge. In this case, they are always connected to a social and cultural domain [3], an environment foremost represented by males in this case.
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| 50. |
- Åkerfeldt, Anna, et al.
(författare)
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Programmering : introduktion till digital kompetens i grundskolan
- 2018
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Behöver du mer kunskaper om programmering? Den här boken visar med många illustrativa exempel vad programmering i skolan kan vara, och hur du som lärare, lärarstudent eller fritidspedagog kan komma igång med programmering. På ett enkelt och inspirerande sätt går författaren igenom grundläggande begrepp inom området och visar att du kan börja där du är, oavsett förkunskaper.
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