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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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| 2. |
- 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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