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- Heikkilä, Mia, 1975-, et al.
(författare)
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Perspektiv från tresamproduktionsprojekt, en introduktion
- 2017
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Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett.. - Västerås : Mälardalen Studies in Educational Sciences. - 9789174853339 ; , s. 10-28
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Bokkapitel (refereegranskat)
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| 8. |
- Lindqvist, Gunilla, et al.
(författare)
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Different agendas? The views of different occupational groups on special needs education
- 2011
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Ingår i: European Journal of Special Needs Education. - London : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 26:2, s. 143-157
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.
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- Lundqvist, Johanna, 1975-, et al.
(författare)
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Differentierad undervisning och integrerade digitala verktyg i förskola och skola: En storskalig studie
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:3, s. 9-31
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Tidskriftsartikel (refereegranskat)abstract
- In Swedish preschool and school classrooms, all children should be offered an education that includes instruction and digital devices. The instruction should be meaningful and interesting for all children, and the digital devices should facilitate teachers’ work and children’s learning. This study concerns differentiated instruction as well as uses and possible benefits gained by digital devices in Swedish preschools and school classrooms. The study is part of a large-scale co-production project between academy and the surrounding society. Sixty-seven teachers and head-teachers, who value digital devices, participated, and shared their experiences and views on these two matters. A qualitative research approach, including research circles and thematic analyses, was used. The themes prove, for example, the importance of acknowledging children’s interests, joint exploration, provision of parallel support as well as extra challenges, association to children’s previous experiences and integration of digital devices of various kind. The result of the study can form a basis for interesting preschool and school discussions. It has relevance for teachers and head-teachers in training, researchers in special education as well as for those who are interested in differentiated instruction and the integration of digital devices.
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- Lundqvist, Johanna, 1975-, et al.
(författare)
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Digitala verktyg och differentierad undervisning i tidiga skolår : Ett storskaligt utvecklings- och forskningsprojekt för lärarprofessionen i framtidens förskola och skola (2019–2021)
- 2024
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The development and research collaboration project concerned digital tools and differentiated instruction in early school years. It was conducted in Södermanland, Sweden. By the concept early school years was meant preschool, preschool class, school-age educare, and grades 1 to 3. In the project, knowledge and school development were co-produced by researchers and junior lecturers together with school leaders and teachers in several preschools and schools.By the concept teachers was meant for example preschool teachers, teachers in school-age educare, teachers in school, special needs teachers, special educators, ICT (InformationCommunication-Technology) educators and school librarians. The concept school leaders included headteacher in preschool, headteacher in school and also deans.The aim of the development part of the collaboration project was to develop teachers’ and school leader’s digital and didactic competence. Two lines for co-production of development were used. In first line, researchers and junior lecturers from Mälardalen university arranged day conferences for teachers and school leaders in Södermanland. Sixtyseven teachers and school leaders participated. The day conferences contained popular science lectures, exchange of experiences, research circles, retrospects of previous day conferences and municipality meetings. The day conferences concerned how instruction is made meaningful and interesting for all children in preschool and school, choice and use of digital tools in preschool and school instruction and also evaluations. In second line, the sixtyseven teachers and school leaders spread the contents of the day conferences further to colleagues at their respective workplaces. They also conducted activities with these colleagues, for example implemented a new digital tool in the instruction and also evaluated the use of a digital tool. In total, 243 persons participated.The aim of the research part of the collaboration project was to describe and analysedifferentiated and digitalised instruction in early school years in Södermanland. The collection of data for the project was made in connection with the day conferences in the first line: the research circles and retrospects of previous day conferences were recorded and constituted data for the research part of the collaboration project. Results from the development and research collaboration project were presented for the project participants. Results from the project, two research articles, were also published in ascientific journal and in the present final report. Moreover, results were presented at international research conferences, courses at universities, regional network meetings and kick-off-days in preschool. The final activities for the project were two regional day conferences. Participating teachers and school leaders were invited, and also other persons who were interested in digital tools and differentiated teaching.
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- Wetso, Gun-Marie, 1955-, et al.
(författare)
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A NEW DIGITAL TOOL FOR LEARNING – IMPLEMENTING ELECTUDE IN A SWEDISH CERTIFIED MOTORBRANCH COLLEGE
- 2021
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Konferensbidrag (refereegranskat)abstract
- The aim of this R & D project (2019-2021 is to utilize the students and teachers experiences using a digital program in their education program at a Swedish gymnasium. The data collection content learning activities year two (N16) and three (N28) and year 1 - 4 for some students with intellectual disabilities (N9). The object was to follow up and document the classroom work; aiming to find in which activities the digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) are used and what the daily challenges are for students and teachers during this transition process. Data were collected in observations, questionnaires (N41) and dialogues with students, teachers (N50) and special educators (N3) in the four classes. The social constructivist knowledge building (Vygotsky, 1981) and Activity theory (Leontiev, 1986) is viewpoints. Results from year one showed several imbalances between the students’ needs for learning and what they get out of the digital program. Some teachers explained that they find it hard to handle the new digital tool. The program instructions were built on a high and advanced technical level for the students to manage. Most of the activities single designed. The teachers’ stat up to discuss their own leadership in the classroom and activities in the classroom and work in pairs became common in year two. The teachers suggested a) a more Teacher-based introduction as a step before the hands-on activities in Electude b). solutions for teaching students’ needs in interchange and c) balance up the students’ needs with more practice in workshops. Students motivation related to teachers’ attitude. When teachers felt secure handling the digital tool the students liked the learning activities more.
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| 14. |
- Wetso, Gun-Marie, 1955-
(författare)
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Att anta utmaningen
- 2007
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Ingår i: Skolportens årsbok 2007. - Stockholm : Skolporten. - 9789197623612 ; , s. 215-222
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Wetso, Gun-Marie, 1955-, et al.
(författare)
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Electude in education – students and teachers challenges implementing a new digital tool for learning. The transition process handling a new tool in a Swedish certified Motorbranchcollage
- 2019
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Konferensbidrag (refereegranskat)abstract
- The aim of this R & D project is to utilize the experiences generated when students and teachers handle a new digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) introduced in a Swedish gymnasium. The objective is to document classroom work; aiming to find in which activities the digital tool is used and what is the challenges for students and teachers in the transition process? Data were collected in observations and questioners (N 76) conversations with students and teachers (N50). Activity theory (Leontiev, 1986) and social constructivist knowledge (Vygotsky, 1981) building is viewpoints.The results showed that the transition to use digital program had some obstacles to overcome. Several imbalances between the top down expectations and the bottom up outcomes became clear. The students had different school backgrounds, home languages, and experience of computers as learning tools. The digital program was based on “self-instruction” questions in Swedish. It was hard to manage for the students. The teachers had a monitor- based overview in the classroom supporting each learner step by step. The students wanted more of teacher training and hands on work in the garage. Students and teachers find it tricky to handle the affordance, instructions were overloaded with information and underloaded with no clear instruction how to make animations in the program to function. A lot of trial and error time reduced students spirit to learning. Time for student interchange was missing they worked in their own past solving questions. Learning in collaboration was lost.
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| 21. |
- Wetso, Gun-Marie, 1955-
(författare)
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Lekprocessen - specialpedagogisk intervention i (för)skola : När aktivt handlande stimulerar lärande, social integration och reducerar utslagning
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis expounds special educational development work in (pre-)schools 1994-99 (analysed 2002-06). The work is based on action research. 40 children were identified to be in need of support as they did not get involved in the school’s daily activities. This thesis follows up what happens when work is initiated for changing this predicament. Four activities were introduced: (1) education about play, communication, learning; (2) supervision of teachers; (3) play process; and (4) conversations with parents. Triangulation has been used to collect and analyse the data. Leontiev’s activity theory has been used to highlight how behavioural patterns changed and developed among the children and adults. Theories about learning elucidate the interaction processes and phenomena in the material. The formative work process is described in follow-up conversations with work teams and parents.The relationship individual-activity-environment showed that the children either exploited or did not fully make use of the resources (pedagogical support, interchange with others and use of materials) in “the pedagogical room”. The teachers were in need of training and supervision. The actions of the teacher served to guide the child. A moment’s pedagogy in the encounter determined how to entice the child to take part in interaction and interchange. Eye-ear contact, support through materials stimulated the child to assimilate concepts and language. Varied use of symbolic gestures created a play environment, bringing to life themes where roles were explored. A triad of cooperation between the adults had a positive influence on the child. The pedagogical and home environment overlapped. Behavioural patterns and established structures could be changed. The parents adopted the play process and contributed with materials to support the child’s learning. The children showed willingness to participate in daily activities and interchanges with others. Negative communication patterns were reduced.
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| 26. |
- Wetso, Gun-Marie, 1955-
(författare)
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Pojken med tidningarna
- 2011
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Ingår i: Specialpedagogisk verksamhet i grundskolan. - Lund : Studentlitteratur. - 9789144068909 ; , s. 97-110
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Wetso, Gun-Marie, 1955-
(författare)
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Teacher’s leadership and computers in the classroom : Combining theory and practice for development and learning in an R&D project
- 2013
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Konferensbidrag (refereegranskat)abstract
- The article describes a Swedish research project (year 2010-2012) founded on classroom observations and conversations with teachers. The objective is to follow up work on implementing computers as a learning tool in three pre/primary classes and one secondary school class, whilst teachers take part in a university course on ICT-knowledge, special education and measures programmes. Activity theory is used to highlight the relationship between human, environment and activity and the needs and motives that bring about changes in the work (Leontiev, sv 1986). The study includes 15 primary teachers, two preschool teachers and five secondary school teachers. The results show that the teachers' thinking and acting changed over time to be more aware of the possibility to create an inclusive environment in the classrooms (Wetso 2012a). Some teachers showed that they (year one) could balance the challenge to meet the children’s different needs for learning with the computer as a learning tool as well as caring for the transformation of the school the be more inclusive. They took the pedagogical leadership and left it up to a kind of wellbeing process for the school and created a multi-learning environment in the school context. Second year many teachers changed their strategies to promote the children’s learning more successfully. Third year almost all teachers had changed their procedure in practice to be more inclusive. A few teachers still sort children in categories. They had difficulties to see their own leadership and effects of activities related to process making for learning. Keywords; ICT –knowledge, in-teacher training at university level, teachers’ leadership, special education, activity theory
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- Wetso, Gun-Marie, 1955-
(författare)
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The boy without words. : A casestudy
- 2013
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Ingår i: The boy without words. Paper. NFPF-Conference, Lillehammar, Norge (2013).
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Konferensbidrag (refereegranskat)abstract
- This paper is built on a case study done in Sweden. The aim of this paper is to present actions undertaken in early childhood to support a child and his schooling. It describes the work with the school team, school leaders and parents. The child got diagnose autism syndrome in the age of three.In Swedish media there is an ongoing debate (2013) regarding independent schools excluding children in need of special support or with diagnoses, which is contrary to the school law. It is not legal to sort out children. This paper, will as contrast, to this give an example of successful inclusive education. It can be challenging to work with inclusive education but this paper shows a successful approach in a small municipality school. The empirical data in the first study was gathered through action research. The data gives a picture of a child’s experiences and the results of the interventions of activities in preschool and school (1994-2000). The researcher worked as special educator and participant observer in the pre- school, pre-school class and school. In addition to the previous study, built on observations and interviews with parents and teachers, interviews with the child and parents are done 2013. In the second study the child as a grown up, gives his thoughts and retrospective pictures. In the interview we got the motives for learning and reflections on opportunities in a lifelong perspective.Activity theory (Leontiev 1986) and theory about interplay (play process Wetso 2006) and teachers leadership (Fischbein, Österberg, Wetso unpublished manuscript 2013) are used to analyze the material. The result underlines necessity of cooperation among all involved and highlights the relationship between the individual, material, activities in home- and school environment.
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