| 1. |
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| 2. |
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| 3. |
- Diedrichs, Peter, et al.
(författare)
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Flexible examination as a pathway to learning
- 2012
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Ingår i: Problems of Education in the 21st Century. - 1822-7864. ; 40:40, s. 26-34
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Tidskriftsartikel (refereegranskat)abstract
- Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students’ learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University’s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.
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| 4. |
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| 5. |
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| 6. |
- Karlsudd, Peter
(författare)
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SUPPORT FOR LEARNING - POSSIBILITIES AND OBSTACLES IN LEARNING APPLICATIONS
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis an overarching analysis is made of four articles published in refereed international journals. The articles are describing the development and implementation of learning support systems/learning support applications. The text which summarizes and retrospectively analyzes the projects described in the articles has been condensed into yet another article, which has been placed at the end of the thesis. This makes a total of five articles. In the analysis that is made of learning support applications the following questions are in focus: What results have the projects achieved and how have the experiences gained been utilized? What factors in the described projects have facilitated or hindered the idea, vision, design and implementation of the learning support systems? How have university intentions of supporting entrepreneurship and the commercialization of ideas and products benefited the projects? The results show that there are a great many similarities in the ideas and visions that have initiated and affected the learning support work. Improved communication and availability are expected from all the applications, as well as coordination, creating order and an overarching view. In spite of a large number of positive users, it has been difficult for the applications described to become integrated into the organizations. One possible reason for this is the bad anchoring of the projects in the management organization. Further, there was a lack of funding in the final phases of the projects, which considerably reduced the chances of establishing and continuing operating them. In the gap arising between the end of the implementation phase and the possible application for and granting of new funding, the project dies out of itself. One way of reversing this trend is to grant means for continued work and to get the organization and administration to upgrade the value of a learning application that has become established in the organization.
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| 7. |
- Karlsudd, Peter, et al.
(författare)
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Uppsatsdialogen
- 2006
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Ingår i: Netlearning Ronneby.
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Konferensbidrag (refereegranskat)
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| 8. |
- Ahlbäck, Tor
(författare)
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Digitala skrivtavlor - till vad, hur och varför? : En studie om den digitala skrivtavlans betydelse för grundskolans digitalisering utifrån ett lärarperspektiv
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to examine in what aspects the interactive whiteboard (IWB) has contributed to the digitalization of our schools, and how it may have changed the actual teaching in the classroom. This research explores this question from a didactic perspective, as well as from the perspective of the teachers’ reflections. The main research questions are: What do teachers use the IWB for? How do teachers use the IWB? Why do teachers use the IWB? These questions have been analyzed within a didactic framework, which is based on the expanded didactic triangle (Hudson & Meyer 2011) and the logic of events (von Wright 1983). Data was collected by interviews and surveys. The analysis was done abductively, based on a mixed methods approach. The results show that the IWB has the function of a digital hub in whole-class teaching, being mainly used as a computer projector, film projector and digital whiteboard. The main value of the IWB according to the study is that it provides the teacher access to digital information during a class. In their response, teachers express a wish to vary and adapt the teaching to include the IWB, in order to increase student motivation and participation. The study shows major differences with regards to the extent and the ways that the IWB is used in relation to teacher and school, leading to differences in pupils’ learning. Moreover, the complexity of teaching increases with the introduction of the IWB, as it requires the development of the teacher’s knowledge and skills. The study indicates that the use of the IWB implies a shift of the norm in school’s whole-class teaching to become more digital. The results are further discussed through four aspects of education: classroom practice, teachers, the school as an organization and society as a whole. The results imply that in order to develop teachers’ didactic repertoire, teachers need to be given clear assignments as well as opportunities for investigating the possibilities and limitations of digital tools, including developing and describing different methods and their advantages and disadvantages. This is proposed to be an area for further research in general and subject didactics, through action and participatory research.
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| 9. |
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| 10. |
- Bergstedt, Mikael, et al.
(författare)
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Specialpedagogik på fritidshem : En litteratur- och dokumentanalys av fritidshemmets specialpedagogiska utveckling
- 2022
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Ingår i: Specialpædagogik. - : Danmarks Specialpædagogiske Forening. - 0107-0649. ; 42:1, s. 2-14
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Tidskriftsartikel (refereegranskat)abstract
- Det svenska fritidshemmets relation till specialpedagogik har varit oklar sedan fritidshemmen inrättades. Ett specialpedagogiskt förhållningssätt har varit iakttagbart i verksamheten men svårt att härleda och definiera. Olika former av externa specialpedagogiska insatser har varit sällsynta men det senaste decenniet har efterfrågan på denna typ av aktiviteter ökat. I den här studien har tidigare forskning och fritidshemmets styrdokument granskats för att utreda hur det specialpedagogiska uppdraget över tid skrivits fram och vilka konsekvenser det fått i praktiken. I en litteratur- och dokumentstudie granskas fritidshemsverksamhet med fokus på specialpedagogik från det att den inrättades till nutida verksamhet. Styrdokument har analyserats med metoden diskursanalys. Resultatet visar att de specialpedagogiskt förankrade inslagen var och är relativt rikligt förekommande. Begreppen kompensation, differentiering och delaktighet kom att formera de mest framträdande diskurserna. Specialpedagogiken har haft och har en betydande disciplinär funktion, vilket till stora delar kan härledas till skolans verksamhet och den specialpedagogiska tradition som råder där. De specialpedagogiska inslagen på fritidshemmet har utvecklats i en normativ riktning och normbrytande mönster definieras snävare. Det finns en klar tendens till exkludering genom organisatorisk differentiering för elever som inte når upp till de krav som ställs i verksamheten. Författarnas slutsats är att det behövs en specialpedagogik som är utvecklad för fritidshemmets verksamhet och som kan stödja och försvara den pedagogik och det förhållningssätt som definieras fritidshemspedagogik.
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| 11. |
- Dahl, Marianne, 1955-, et al.
(författare)
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Leisure-time teachers in a changed profession
- 2015
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 68, s. 22-35
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Tidskriftsartikel (refereegranskat)abstract
- This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center.
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| 12. |
- Erlandsson, Maja, et al.
(författare)
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An Unclear Task? : Perspectives of Swedish Preschool and Special Needs Teachers on their Role in Assessing and Documenting Child Development
- 2021
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Ingår i: Disability, CBR & Inclusive Development. - : Stichting Liliane Fonds. - 2211-5242. ; 32:2, s. 30-50
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study explored how preschool and special needs teachers in Sweden perceive their own role and the role of each other in the preschools’ documentation and assessment practices. It examines the possible consequences of this perception and of the actions based on it for children with special needs.Method: The study took a qualitative approach. Individual semi-structured interviews were conducted with seven special needs teachers and seven preschool teachers from different schools and municipalities.Results: The results show that the preschool and special needs teachers’ roles regarding assessment and documentation, as described and specified in the curriculum, are contradictory and difficult. Assessing an individual child’s knowledge development by observing and documenting the child group was regarded as problematic by both occupational groups, and further training in assessments was sought.Conclusion and Implications: Clear differences were found between the way in which preschool teachers and special needs teachers performed observations and assessments and documented them. Preschool teachers mainly used participant observations at a group level, while special needs teachers were usually tasked with observing a particular child. Preschool teachers’ reluctance to document the performance of individual children might result in children’s special needs remaining hidden. It is important to find methods which endorse assessments that allow for and appreciate diversity, and that are not based on normative notions which often result in differentiating between children and dividing them into different groups of learners based on their perceived level of knowledge.Limitations: From the interview results, it has sometimes been difficult to differentiate between the concepts of observation, documentation and assessment as they are often parts of a whole within the context of preschools. As the survey was of limited scope, the results cannot be generalised to all Swedish preschools, but the data obtained could provide important guidance for further work with inclusive preschools.
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| 13. |
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| 14. |
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| 15. |
- Jokela, Päivi, et al.
(författare)
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att lära säkert : IT-säkerhet i Nätuniversitetets distansutbildningar
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The current higher education, both distance education and traditional campus courses,relies more and more on modern information and communication technologies (ICT).The use of computer systems and networks results in a wide range of security issues thatmust be dealt with in order to create a safe learning environment. In this work, we studythe security status within the Swedish Net University, where several universitiescollaborate in order to offer ICT supported higher education distance courses. The totalICT-security is defined as a combination of computer security and information security,and the focus in this work is on the information security. The four main components ofthe information security that are used in the study are: confidentiality, integrity,availability and accountability.The data gathering was made in two steps: first preliminary interviews then themain questionnaire. The interview respondents were a small number of students,teachers and ICT-experts at various universities, and the results of this preliminary studywere then used to complete the questionnaire. The main questionnaire was sent toapproximately 700 students, 100 lectures and 50 ICT-pedagogues. The answers wereanalysed both quantitatively and qualitatively. However, due to a relatively lowanswering rate, we must point out that the conclusions made are based on these limitedresults, and are therefore not necessarily generally applicable within the distanceeducation.The results show that both teachers and students involved in distance educationconsider that they have relatively good basic competence regarding the use of various ICT-resources. In addition, they consider that the computers and network connectionsthey are using have adequate technical standard. However, the respondents also expressa need for more information and training in various areas that are directly connected toinformation security issues. What is more, both students and teachers require thatadequate computer support is constantly available. Several respondents have notdeveloped procedures for backing up files in a regular basis. There seems also be someuncertainty concerning which measures should be taken in order to protect computersystem from viruses and also what should be done if the computer is infected. Manyteachers consider that the risk for cheating, especially for plagiarism, is greater in thedistance education than in campus courses. These teachers also spend more time toprevent this problem in distance courses, and may have special procedures in order todetect plagiarism.Even if several security issues are indicated, most of the respondents considerthat the general ICT-security in distance education has a relatively high standard. Thismay be a sign of some discrepancy between the users’ knowledge and their actualbehavior when they use the computer systems.
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Jokela, Päivi, et al.
(författare)
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Learning with security
- 2007
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Ingår i: Journal of Information Technology Education. - 1547-9714 .- 1539-3585. ; 6:1, s. 291-309
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Tidskriftsartikel (refereegranskat)
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| 20. |
- Jokela, Päivi, et al.
(författare)
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Läkare lär på länk
- 2003
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Ingår i: Riksstämman hos Svenska Läkarsällskapet, Älvsjö, Stockholm.
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Konferensbidrag (refereegranskat)
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| 21. |
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| 22. |
- Jokela, Päivi, et al.
(författare)
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Net-Based Training for Physicians
- 2009
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Ingår i: E-Learning and Digital Media. - : SAGE Publications. - 2042-7530. ; 6:4, s. 325-335
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Tidskriftsartikel (refereegranskat)abstract
- In order to ensure and increase access to high-quality learning opportunities it is becoming more and more common to integrate e-learning into health-related environments. The rapid development of these new learning environments also requires continuous monitoring and evaluation, to guarantee the quality of the health-care education. In this project a holistic model based on a systems approach is used in order to evaluate a video conference-supported course in emergency medicine. Questionnaires and observations as well as interviews in groups and individually were used for data gathering. The course participants were 27 junior doctors, 18 from the Stockholm node and 9 from the Kalmar node; 11 lecturers were involved. The collaborative pedagogical approach was appreciated; all participants agreed that their peers contributed to the learning process. The greatest advantage of the course was that high-quality education was made available to a group of junior doctors who did not have alternative possibilities for participating in a traditional course. To offer a proficient video conference environment for synchronous two-way communication, the course must be developed at three levels: technical environment; individual information and communications technology skills; and course organisation. Potential users must be offered adequate training and technical support. The course organisation must encourage the sharing of responsibilities and tasks between the participating nodes.
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| 23. |
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| 24. |
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| 25. |
- Jokela, Päivi, et al.
(författare)
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Theory, method and tools for evaluation using a systems-based approach
- 2008
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Ingår i: Electronic Journal of Information Systems Evaluation. - 1566-6379. ; 11:3, s. 197-212
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Tidskriftsartikel (refereegranskat)abstract
- This work introduces an evaluation model for examining organisations that in one form or another depend on modern information technology for their core activities. The evaluation model, named SUV, is based on a systems science approach and has been developed at the eHealth Institute (eHälsoinstitutet) at the University of Kalmar.The central mechanism of the model, the SUV diagram, partitions the scope of evaluation into seven categories and three levels. The seven categories have been selected on a systems science basis with inspiration from systems thinking. The rationale for making this the starting point for the evaluation model is that it may be justifiably stated that the framework provided by systems thinking truly encompasses the breadth of human activity. Making use of this general framework, the SUV diagram provides a general roadmap to guide the evaluation effort. The three levels (organisation, technological and individual) were selected to add detail to the analysis complement the categories and enrich the analysis of each category as well as to the dynamic interplay among them.The SUV methodology is based on a continuous evaluation process whose driving-force is the wish of the interested parties to develop their own activities. It is a methodology within whose framework any and all methods for data gathering deemed appropriate for the evaluation at hand can be used. The use of multiple methods is explicitly encouraged for the purpose of gaining a multi-perspective view of the organisation/activity under scrutiny.Based on the accumulated findings from pilot studies, the model was operationalised in the form of an IT application for electronic surveys. The application is expected to contribute in making the evaluation process more efficient and add structure to this process.
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| 26. |
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| 27. |
- Jokela, Päivi, et al.
(författare)
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Thesis Web Dialogue
- 2007
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Ingår i: The European Journal of Open and Distance Learning.
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Tidskriftsartikel (refereegranskat)
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| 28. |
- Jokela, Päivi, et al.
(författare)
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Thesis Web Dialogue
- 2007
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Ingår i: European Journal of Open, Distance and E-Learning. - 1027-5207. ; :2
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes development work where an application specially adapted for essay-writing and supervision has been constructed, developed and tested. The aim of the programme development has been to create support for essay-writing and supervision. With the ambition of reinforcing important ingredients for effective supervision and essay-writing the aim and requirements for the Thesis Web Dialogue were formulated. The chief aim from the tutor's perspective was to facilitate organizing his or her supervision and efficiently follow and support the essay-writer. The essay-writers' chief aim was to find easy access to tutor support and information relevant to their essay work. The Thesis Web Dialogue was continuously developed and evaluated, a process which culminated on two evaluation occasions. The majority of the tutors and essay-writers who had tested or been introduced to the Thesis Web Dialogue are positive to its idea and function. The most positive is the student group. A few students have expressed their scepticism vis-à-vis the Thesis Web Dialogue. Some of these students feel uncertain when confronted with the technology, while some apparently want to avoid be subjected to higher demands and greater insight into their essay work. The result shows that the Thesis Web Dialogue can be of great help to many students and tutors. It is probably especially suitable for distance courses and/or essay courses where the tutor follows the essay writers for a fairly long time.
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| 29. |
- Jokela, Päivi, et al.
(författare)
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Thesis WebDialogue
- 2005
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Ingår i: Proceedings of the IADIS International Conference, Qavra, Malta. - 9728939035
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Konferensbidrag (refereegranskat)
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| 30. |
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| 31. |
- Karlsudd, Peter, 1958-
(författare)
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Agree or disagree? : A comparison of the staff's and parents' perceptions of important factors and goal fulfilment for an inclusive preschool in Sweden.
- 2023
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Ingår i: Early Child Development and Care. - : Taylor & Francis Group. - 0300-4430 .- 1476-8275. ; 193:4, s. 559-573
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Tidskriftsartikel (refereegranskat)abstract
- A Swedish preschool must be adapted to all children, regardless of ethnicity, religion or disability. Inclusion and the children’s sense of participation are essential keywords in this work. The present analysis was based on two studies in which the staff’s and parents’ perceptions of significant factors and goal fulfilment for inclusive preschools in Sweden were analysed. The results of this comparison showed, among other things, that there was an engaging and open-minded discussion climate among the staff and parents regarding inclusion. The staff and parents highly valued the quality of the inclusion work; the parents more so than the staff. Most of the staff and parents thought it was possible to create a sense of belonging among the children in preschool.
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| 32. |
- Karlsudd, Peter, 1958-
(författare)
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Assessing Essays to Develop Writing
- 2010
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Ingår i: Problems of Education in the 21st Century. - 1822-7864 .- 2538-7111. ; 25, s. 67-76
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Tidskriftsartikel (refereegranskat)abstract
- Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap.
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| 33. |
- Karlsudd, Peter, 1958-, et al.
(författare)
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Att avlasta eller avlastas? : Lärare i fritidshems uppfattningar om sin arbetssituation och behovet av lärarassistenter
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :3, s. 1-29
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines how teachers in school-age educare view their profession in terms of job tasks and work situation as well as their need for and attitude towards teaching assistants. The study was conducted in two stages. The first part consisted of an online survey answered by 61 school-age educare teachers. Based on the results of the survey, eight employment advertisements were constructed with different job descriptions. During a staff development day, 44 school-age educare teachers prioritized the various announcements based on their needs for an additional resource. The priorities were then discussed in seminar form. The results show that there is large variation in all the tasks performed within the framework of the school-age educare teachers professional practice which is reflected and discussed from a professional theoretical perspective. The profession’s area of responsibility is extensive, ranging from certified teaching duties to simple practical tasks that are often time-consuming. The work is, therefore, often experienced as stressful and fragmented. Clearly there are different directions of will in regards to the professional development and positioning. From the data, three types of school-age educare teachers were formed. Common to the three types that have been presented is that the task as a substitute in the school is not desirable.
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| 34. |
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| 35. |
- Karlsudd, Peter, 1958-
(författare)
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Att lära genom livsberättelser
- 2018
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Ingår i: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; :1, s. 91-114
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Tidskriftsartikel (refereegranskat)abstract
- It is known that life stories as well as research based on this kind of texts can provide university students with a deep and broad theoretical understanding. In the present study, a life story is compared with the research literature that does not use this type of texts as a method in education and research. The purpose is to discuss the possibilities and limitations in the choice of special education course literature. The problem investigated and discussed is how to describe similarities and differences between a life story and research based on other methods. urthermore, the life story is reviewed for its possibilities to exemplify, deepen and clarify research results presented in literature where life stories have not been used. The life story that is analy+ed in this study involves a father’s perception and experience of being a parent of a child with a devel-‐ opmental disorder. The results of the study show that an instructional design such as this, should create good conditions for giving the student general and specific knowledge in the fields where the life story is applied. The combination of two knowledge-‐seeking methods can complement each other and, in this way, provide deeper understanding for the practicum that the students will undertake later.
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| 36. |
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| 37. |
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| 38. |
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| 39. |
- Karlsudd, Peter, 1958-, et al.
(författare)
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Att mötas i flexibelt lärande
- 2008
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Ingår i: Strategisk pedagogisk utveckling. - Lund : Lunds universitet NSHU.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 40. |
- Karlsudd, Peter, et al.
(författare)
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Att mötas i flexibelt lärande.
- 2005
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Ingår i: Utvecklingskonferensen, CED Lunds universitetspedagogiska utvecklingsenhet. Lund: Media Tryck, Lunds universitet..
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Konferensbidrag (refereegranskat)
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| 41. |
- Karlsudd, Peter, 1958-
(författare)
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Att problematisera ”problemet” : Bedömning och utveckling av problemformuleringar i lärarutbildningens självständiga arbeten: [To problematize the ’problem’: Assessment and development of problem formulations in independent theses projects in teacher education]
- 2018
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 8:1, s. 1-22
-
Tidskriftsartikel (refereegranskat)abstract
- How well a research problem is formulated in theses, according to many educators and textbook writers, is of great importance for the final quality of a thesis project. To investigate if there is a link between the construction and formulations of a problem and the grades well accepted and accepted, 58 theses projects were reviewed. 82 students were tested on their ability to evaluate, discuss and formulate research problems through specific exercises. The results of the comparison between how the research problem was designed and the theses gradings show that a well-formulated problem is not an absolute necessity for the grade well accepted. However, the results indicate that writers who strive to express higher ambitions when it comes to the problem have a greater opportunity to realize these in their thesis. Highly formulated problems have been well represented among the theses that receive the grade well accepted.The conclusion of the study shows that a well constructed purpose and problem is of particular importance to achieve a good standard of a thesis project and the specific training efforts undertaken suggest that this training will continue as a regular feature of the programme.
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| 42. |
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| 43. |
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| 44. |
- Karlsudd, Peter, 1958-
(författare)
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Cheating or legitimate support? : Student‐Teachers’ attitudes toward digital tools in school
- 2018
-
Ingår i: Support for Learning. - : Wiley-Blackwell. - 0268-2141 .- 1467-9604. ; 33:4, s. 338-359
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden has easy access to digital technology, and the majority of the country’s teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word‐processing programmes in the realm of schooling to be regarded as compensatory aids for pupils who need special support. For written examinations, usually the only implements permitted are pencil and paper, and at most schools to use the computer requires special certification. The present study has investigated future teachers’ attitudes toward digital tools and their willingness to allow pupils to use these to help them read and produce texts. How do student‐teachers regard digital artifacts? Do they see these as compensatory aids or daily, legitimate tools? Are there any significant differences in their views depending on the type of teacher education programme or how far the student has advanced in his or her education? To investigate these questions, an online survey was conducted in which 247 students from five different teacher education programmes participated. The results show that future teachers’ acceptance of digital tools is varied. Roughly, one can divide the respondents into three groups, where the first group, making up more than a third, has clearly a positive attitude toward the use of digital tools in instruction. The second group, which makes up a smaller proportion, has an ambivalent stance towards the use of digital tools and expresses uncertainty in questions regarding their use in instruction and during examinations. The third group is much more reserved about ICT‐use in school and in several cases openly negative. Based on these results, it is critical to discuss how the different types of teachers can ensure equivalence in the school mission. If teacher education wants to work towards encouraging and legitimizing the use of digital resources, there must be a clear effort made in their education and application. That knowledge and skills open up for change is one of the most important results shown in this study.
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| 45. |
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| 46. |
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| 47. |
- Karlsudd, Peter, 1958-
(författare)
-
Det sista integreringsreservatet
- 1999
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Ingår i: ENSAC Swedens Newsletter nr 25/99.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 48. |
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| 49. |
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| 50. |
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