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- Boksjö, Olga, 1973-
(author)
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”Ska vi googla, fröken?” : Några förskollärares uppfattningar om undervisning relaterad till digitala tekniker i förskolan
- 2023
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Licentiate thesis (other academic/artistic)abstract
- This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap. In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise.In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities. Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation. Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs.
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| 2. |
- Rytzler, Johannes, 1976-
(author)
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Rancière, music, and the musicality of teaching
- 2023
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In: Journal of Philosophy of Education. - 0309-8249 .- 1467-9752.
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Journal article (peer-reviewed)abstract
- While the aesthetics of Rancière is a well-explored topic, there has been something missing from the reception of his works, and that is the relation between Rancière’s aesthetics and music. However, in recent years an interest in this relation has resulted in several academic contributions, which is sign enough that there is in fact a musical element in his works. Rancière himself, in response to this reception, has acknowledged as much. Music is a human form of expression that uses the physicality of air to produce vibrations that encounter and resonate with the human body. Musicality is the ability to attend to such vibrations and harness the expectations and surprises that they bring about. In this article, I explore how a musical approach to Rancière’s writings can inform educational philosophy, especially as regards the practice of teaching. Particular attention is paid to his notion of the sensorium as a sensible realm where we experience and encounter difference and otherness, in political events as well as in teaching situations. Attending ethically to these situations is predicated on a certain sensibility that involves certain aesthetic qualities. In this article, I explore this sensibility as a particular educational musicality. Drawing from educational philosophy, the aesthetic theory of Jacques Rancière, and music philosophy, I connect this musicality of teaching to an ability to navigate in an ethical space that comes to life through a material/sensible community of interests formed in teaching practice. I use the term acousmatic experience as an explorative device in an attempt to depict teaching practice as something that can bring about a specific educational sensorium.
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| 4. |
- Safstrom, Carl Anders, et al.
(author)
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TEACHING AS IMPROVISATION
- 2023
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In: TEORIA DE LA EDUCACION. - : EDICIONES UNIV SALAMANCA. - 1130-3743 .- 2386-5660. ; 35:2, s. 139-155
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Journal article (peer-reviewed)abstract
- In this article, we discuss the centrality of improvisation for teaching, based particularly on readings of Cassin (2014, 2020), Ranciere (1991, 1999, 2020), and Bailey (1992). Our starting point is that there simply can be no teaching without improvisation, i.e., the delicate practice of responding to, situating, and attuning to events within educational encounters that cannot be foreseen, but constantly call for attention and action through the finest virtue of our intellect at play. In the article, we go along with the early Sophists for whom improvisation meant to be able to speak about everything by allowing oneself to be led by opportunity (Cassin, 2014). We will be claiming that improvisation of the Sophist teacher is both an intellectual and bodily virtue, requiring discipline as well as poesis and techne as well as praxis. In short, improvisation as a specific form of educational performativity. Together with Ranciere (1991, 2020), DiPiero (2020), and Bailey (1992) we intend to show how improvisation in teaching speaks to our senses and sets into motion simultaneously the sharing and uniqueness of sensing as such, captured by Ranciere's understand-ing of le partage du sensible. Improvisation, we conclude, can be understood as the product of contingent encounters between subjects, objects, and environments, where it emerges in the rupture between form and content (DiPiero, 2020). As such, it allows for other ways of speaking and being in the world than those desired by the institu-tionalisation of a certain police order (fixing a particular and non-negotiable partage du sensible) and therefore becomes, we suggest, a central element in a democratic realization of teaching practice.
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