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Numrering	Referens	Omslagsbild	Hitta
1.	Samuelsson, Ulli (författare) ICT use among 13-year-old Swedish children 2010 Ingår i: Learning, Media & Technology. - London : Routledge. - 1743-9884 .- 1743-9892. ; 35:1, s. 15-30 Tidskriftsartikel (refereegranskat)abstract Swedish children have grown up in a digital culture, but have internalized information and communication technology (ICT) in different ways and gained most of their knowledge by peer‐based learning. The aim of this study is to give an empirical understanding of patterns of ICT use among Swedish children. The data are collected through a survey including all 13‐year‐old children in a municipality (N = 256). The results show that all children have access to ICT but they use it in various ways. The children’s use of ICT differs in both qualitative and quantitative ways, but there is a lack in basic computer skills as well as seriousness about ICT use as a tool for education and learning. These findings should be seen in relation to Sweden’s ranking as a mature e‐society, and at the same time, the Swedish National Agency for Education asking for more explicit national strategies and guidelines for ICT use in the educational system.

Samuelsson, Ulli (författare)
ICT use among 13-year-old Swedish children
2010
Ingår i: Learning, Media & Technology. - London : Routledge. - 1743-9884 .- 1743-9892. ; 35:1, s. 15-30
Tidskriftsartikel (refereegranskat)abstract
- Swedish children have grown up in a digital culture, but have internalized information and communication technology (ICT) in different ways and gained most of their knowledge by peer‐based learning. The aim of this study is to give an empirical understanding of patterns of ICT use among Swedish children. The data are collected through a survey including all 13‐year‐old children in a municipality (N = 256). The results show that all children have access to ICT but they use it in various ways. The children’s use of ICT differs in both qualitative and quantitative ways, but there is a lack in basic computer skills as well as seriousness about ICT use as a tool for education and learning. These findings should be seen in relation to Sweden’s ranking as a mature e‐society, and at the same time, the Swedish National Agency for Education asking for more explicit national strategies and guidelines for ICT use in the educational system.

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