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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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- 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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