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Numrering	Referens	Omslagsbild	Hitta
1.	Andersson, Annika, 1968-, et al. (författare) Reclaiming the students : coping with social media in 1:1 schools 2014 Ingår i: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 39, s. 37-52 Tidskriftsartikel (refereegranskat)abstract There is a debate about the advantages and disadvantages of using social media in education. Drawing on interviews and surveys with students and teachers in three Swedish schools, this study finds that studentsas well as teachers find much of the students' social media use distractive to learning. We investigate this by means of an interpretative study of students' and teachers' experiences. We find that concerns relate to how social media use makes students less social, how weaker students are more likely to get distracted, how teachers lack strategies for tackling the problem and how the responsibility of the use is delegated to the students. We discuss how the distractive use of social media is made possible as a result of education policies requiring a higher degree of individual work, individual responsibility, and educational choices forstudents. Teachers and school leaders need to jointly reclaim the students and coping strategies for the distractive use are urgently needed.
2.	Bodén, Linnea (författare) Going with the affective flows of digital school absence text messages 2017 Ingår i: Learning, Media and Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 42:4, s. 406-419 Tidskriftsartikel (refereegranskat)abstract Focusing on digital text messages containing information about studentsâ€™ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of â€˜going withâ€™ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become â€˜stirrersâ€™ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways.
3.	Bolldén, Karin (författare) The emergence of online teaching practices : A sociomaterial analysis 2016 Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 41:3, s. 444-462 Tidskriftsartikel (refereegranskat)abstract The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on itslearning© (a learning management system) and the second setting was a language course in Second Life® (a virtual world). A sociomaterial perspective based on practice theory was used in the analysis, and the focal point was the co-constitutive relation between teaching practices and material arrangements in online settings. A number of relations between practice and arrangement were identified and analysed in the results section. It is argued that the relation between online arrangements and practice is not fixed and determined beforehand, but emerges and alters as the teaching unfolds.
4.	Cuesta, Marta, 1954-, et al. (författare) Using Facebook as a Co-learning Community in Higher Education 2016 Ingår i: Learning, Media & Technology. - Abingdon : Routledge. - 1743-9884 .- 1743-9892. ; 41:1, s. 55-72 Tidskriftsartikel (refereegranskat)abstract Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habitus – cracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis
5.	Edstrand, Emma, 1981 (författare) Making the invisible visible: how students make use of carbon footprint calculator in environmental education 2016 Ingår i: Learning Media and Technology. - Abingdon : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 416-436 Tidskriftsartikel (refereegranskat)abstract Problems concerning carbon dioxide emissions and other climate change-related issues are on the global political agenda and constantly debated in media. Such issues are important for individuals to enable active participation in society. This study has a particular interest in the use of carbon footprint calculators (tools for calculating carbon dioxide emissions of human activities) in the context of learning about environmental issues and climate change. More specifically, it contributes with insights into how such tools foster different modes of reasoning about the environment. The empirical data consist of video recordings of 15 Swedish upper secondary students' classroom discussions. The study derived from one specific half-day-lesson with activities related to the use of a carbon footprint calculator. In the first part of the lesson, the students worked individually with the tool for calculating their carbon footprint, and in the second part of the lesson, the students discussed their carbon footprints in groups. The focus of the analysis is on the group discussion and on what modes of reasoning and arguing about the environment that are made possible through the students' use of the calculator. The study investigates the students' accounts in relation to how they discuss and compare their carbon footprints. That is, how the students in their discussions explain and justify actions in their everyday lifestyle. The findings indicate that the carbon footprint calculator supports different modes of reasoning and arguing about the environmental impact of actions in students' everyday lifestyle. The carbon footprint calculator offers students a new arena for developing an understanding of climate change and its relationships to human activities. The results shed light on the ways in which students are able to quantify, analyse and compare carbon dioxide emissions both on an individual level but also at a systemic level (across countries) after having used the carbon footprint calculator. The tool thus mediates features of the environment that students otherwise could not perceive; it makes the invisible visible.
6.	Ferrante, Patricia, et al. (författare) In/equalities in digital education policy – sociotechnical imaginaries from three world regions 2024 Ingår i: Learning, Media & Technology. - 1743-9884 .- 1743-9892. ; 49:1, s. 122-132 Tidskriftsartikel (refereegranskat)abstract The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a ‘problem’ that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions – Latin America, Africa and Europe – studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial–temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.
7.	Forsler, Ingrid, 1980-, et al. (författare) Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation 2023 Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. Tidskriftsartikel (refereegranskat)abstract Contemporary education in Sweden is characterized by two parallel processes: the implementation of digital tools in the classroom, on the one hand, and an increased emphasis on brain-based learning, on the other. Proponents of the latter strand of 'neuroeducation' claim that digital media might have harmful effects on learning and cognitive development. How do they then deal with school digitalization? By examining popular science books by influential neuroscience actors in the Swedish educational context, this study identifies two diverging discourses where digital technologies are discussed both as distractions in the classroom and as promising tools for personalized and self-optimizing learning. This ambiguity reflects a cautious criticism against school digitalization as overhastly, a critique that is also emphasized in recent policy changes in the Swedish school system. The article concludes that the impact of brain-based perspectives on educational digitalization policy have positioned neuroscience actors as a new kind of digital experts.
8.	Forsman, Michael, Docent, 1959-, et al. (författare) Future classrooms and ed-tech imaginaries. Notes from the Estonian pavilion at EXPO 2020 and beyond 2024 Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 49:1, s. 133-146 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract Estonia has since the liberation from the Soviet Union in 1991 successfully branded itself as a digital society and an education nation. This transformation builds on a sociotechnical imaginary where the progression of learning and the advancement of future citizens is postulated by a restructuring of the classroom through digital solutions. In this case study, we look at a prototype of a future classroom that was set up at the Estonian pavilion at the world fair EXPO 2020 in Dubai, as part of a nation branding process, promoting the nation's educational system and prosperous ed-tech sector. The future classroom was promoted using slogans and futuristic visuals that targeted foreign investors and policy makers, in a way that suggested that the anticipated digital future already exists in Estonia, and therefore, is available for foreign investment, while at the same time connecting to a national and historical narrative of Estonia as part of the European cultural sphere.
9.	Hillman, Thomas, 1978, et al. (författare) Brave new platforms: a possible platform future for highly decentralised schoolin 2020 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 45:1, s. 7-16 Tidskriftsartikel (refereegranskat)abstract Sweden has one of the most marketised and decentralised school systems in the world while also ranking amongst countries with the highest levels of access to technology in classrooms. Considering the increasingly central role that digital platforms play in the practices of schooling, this article speculates on what might happen during the 2020s in highly decentralised school systems like Sweden’s. Based on current trends in education, directions indicated by platformisation in other contexts and taking a critical speculative approach, it offers a discussion of what could happen to the practices of schooling and the public mission of education. This discussion is intended to raise important questions for researchers, educators and policy makers to consider as the platformisation of schooling unfolds.
10.	Hillman, Thomas, 1978 (författare) Finding space for student innovative practices with technology in the classroom 2014 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:2, s. 169-183 Tidskriftsartikel (refereegranskat)abstract This article examines the role students play in shaping the nature of the technologies they use in their classrooms and the role teachers play in supporting students' innovative practices. Drawing on research on the sociology of technological development from the field of Science and Technology Studies, the process by which one student's particularly innovative practice changes technology use in a classroom is unpacked. Through an analysis of the translation and re-inscription of a graphing calculator and an interactive whiteboard, this article highlights the role teachers have in providing both space for students to contribute their innovative technological practices, and support for the establishment and sharing of these practices as recurring patterns of use.
11.	Hillman, Thomas, 1978, et al. (författare) Learning, knowing and opportunities for participation: technologies and communicative practices 2016 Ingår i: Learning, Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 306-309 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract In recent decades, digitization, digital technology and the expansion of the Internet have resulted in significant changes in media ecology. Important consequences of these developments concern the socialization of new generations, where the values, skills and identities of young people are shaped through their participation in a range of online activities. One important consequence of the use of Internet and digital resources is that academic learning no longer is restricted to the school. Neither does it mainly imply being able to reproduce what is already known. The focus of this special issue section is on research on alternative settings for learning where digital technology plays a significant role and where it co-constitutes the activities of learners in significant manners.
12.	Hillman, Thomas, 1978, et al. (författare) Traces of engagement: narrative-making practices with smartphones on a museum field trip 2016 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 351-370 Tidskriftsartikel (refereegranskat)abstract In this paper, we explore museum visitor learning through the examination of the engagement in narrative-making practices of school children while visiting a natural history museum. Two groups of children are given worksheets and encouraged to use their own mobile technologies to document their visits in relation to the subject of evolutionary mechanisms. Their engagement is occasioned through this worksheet and we show how they negotiate the interpretation of the task and then go on to complete it in quite different ways. We examine, in turn, how the students structure their visits with walking paths through the museum exhibitions, and how they structure the narratives they produce to complete the tasks by using the tools at hand and incorporating different parts of the exhibits.
13.	Ideland, Malin, 1970- (författare) Google and the end of the teacher? : How a figuration of the teacher is produced through an ed-tech discourse 2021 Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 46:1, s. 33-46 Tidskriftsartikel (refereegranskat)abstract This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment) are believed to be taken over by technology. The teacher should be the one promising fun and creativity in order to educate dreamers for the future and workers in a knowledge economy. With help from Castells’ theory of the network society, the study illuminates and discuss what this means for how we can think of school in terms of teacher authority, place and time. It also claims that a commercialized, neoliberal rationale is made possible in schools through the platforms.
14.	Keller, Christina, et al. (författare) Students’ Perceptions of E-learning in University Education 2002 Ingår i: Learning, Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 27:1-2, s. 55-67 Tidskriftsartikel (refereegranskat)abstract This paper examines students’ perceptions of e‐learning taking students at Jönköping University in Sweden as an example. The students had experiences from two years of e‐learning on campus. Students (n = 150) filled in a questionnaire with closed as well as open‐ended questions. The answers were analysed in a multiple regression analysis, putting the students’ perceptions in relation to gender, age, previous knowledge of computers, attitudes to new technology, learning styles and the way of implementing e‐learning at the university. Advantages and disadvantages of e‐leaming were categorized in a qualitative content analysis. The main conclusion from the study was that the strategy of implementing the e‐leaming system at the university was more important in influencing students’ perceptions than the individual background variables. Students did not regard access to e‐learning on campus as a benefit. Male students, students with previous knowledge of computers and students with positive attitudes to new technologies were all less positive to e‐leaming on campus than other students.
15.	Keller, Christina (författare) Virtual Learning Environments : Three Implementation Perspectives 2005 Ingår i: Learning, Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 30:3, s. 299-311 Tidskriftsartikel (refereegranskat)abstract Universities worldwide offer web-based courses distributed by virtual learning environments (VLEs). A common theoretical framework for implementing VLEs is the pedagogical perspective of instructional design. In this paper, three perspectives of implementation from information systems implementation research and organization theory are presented: implementation as technology acceptance, implementation as diffusion of innovations and implementation as a learning process. These perspectives focus on the VLE as an information system within an organization, the university. The models reviewed offer an important complementary perspective to the pedagogical view of instructional design. The three implementation perspectives are compared and a conclusion is made concerning their implications of successful use and implementation of VLEs.
16.	Landahl, Joakim, 1974- (författare) 'The punched cards were sent yesterday, we hope they arrive undamaged.' Computers and international large-scale assessments during the 1960s and 1970s 2024 Ingår i: Learning, Media & Technology. - 1743-9884 .- 1743-9892. ; 49:1, s. 93-108 Tidskriftsartikel (refereegranskat)abstract This article explores the history of digital testing technology. Using an organisation that pioneered the use of international large-scale assessments - the International Association for the Evaluation of Educational Achievement (IEA) - I discuss the role of computers, punched cards, answer cards and scanning machines as an example of transnational collaboration in the social sciences. In doing so, I particularly look into temporal and spatial dimensions of collaboration. The temporal dimension had to do with ideals of speed and durability, whereas the spatial dimension had to do with questions of where data processing should occur and how data could travel across boundaries. The analysis goes beyond simplistic assumptions where digital technology is seen merely as a tool that facilitates data processing. Instead, I stress the complexity of using computers and emphasize the materiality of digital technology, essential for understanding how data moved around in an era before the World Wide Web.
17.	Lantz-Andersson, Annika, 1961, et al. (författare) Students' frame shifting - Resonances of social media in schooling 2016 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 371-395 Tidskriftsartikel (refereegranskat)abstract This case study explores how Swedish upper secondary students communi- cate in English as part of second language learning, in a blog shared with Thai students. Grounded in a sociocultural perspective on learning, the notions of Goffman’s frame shifting and Bakhtin’s concept of carnival are employed to analyse two specific students’ negotiations and co-construction of postings in relation to authorship and audience. The find- ings show that when encountering a task introduced as part of schooling but contextualized in social media, the two students struggle to come to grips with how to frame the task. Initially, they frame the activity in relation to what counts as conventional language-learning practices but shift framing as they discover that other classmates’ postings are framed more in line with social media contexts, distinguished by a carnivalesque spontaneous writing. Thus, for the two specific students who author the postings, the local audience consisting of their classmates plays the most significant role.
18.	Melander Bowden, Helen, Docent, 1967-, et al. (författare) Designing and assessing digital games in a classroom : an emerging culture of critique 2020 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 45:4, s. 376-394 Tidskriftsartikel (refereegranskat)abstract This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of game design critique is examined, focusing on how the participants make relevant norms and values concerning what constitutes a ‘good’ game. The results of the study show that the children and teacher orient to different themes that concern aesthetic, functional, and ethical aspects of the games and the design process, at the same time as a moral order in and for the conduct of design critique is accomplished in interaction. The study sheds light on the emergence of a local culture of critique as the children learn to formulate and respond to peer feedback, thus negotiating and developing digital literacy.
19.	Melander Bowden, Helen, Docent, 1967- (författare) Problem-solving in collaborative game design practices : epistemic stance, affect, and engagement 2019 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 44:2, s. 124-143 Tidskriftsartikel (refereegranskat)abstract This article explores children's development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children's interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media.
20.	Messina Dahlberg, Giulia, et al. (författare) Understanding glocal learning spaces : an empirical study of languaging and transmigrant positions in the virtual classroom 2014 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:4, s. 468-487 Tidskriftsartikel (refereegranskat)abstract The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to educational opportunities. This study focuses on the analysis of recorded sessions, part of an “Italian for (adult) beginners” online course. Our interests relate to accounting for how students negotiate different language varieties, including modalities, and how communication in virtual learning settings enables both flexible participation trajectories and identity positions in and across the boundaries of time and space.The sociocultural and dialogical analyses here are framed in terms of fluidity of “glocal” positions and (trans)languaging that emerge in and across time and space in Technology Mediated Communication. Our findings suggest that online environments support meaning-making where it is possible to identify alternative ways of (co)constructing and mediating learning. Such hybridity as well as the performative character of learning and identity display have important implications for online glocal communities.
21.	Mörtsell, Sara (författare) Sociomaterial explorations of attendance practices in ‘schooling without schools’ 2022 Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 47:4, s. 512-523 Tidskriftsartikel (refereegranskat)abstract Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa.
22.	Player-Koro, Catarina (författare) Hype, hope and ICT in teacher education: a Bernsteinian perspective 2013 Ingår i: Learning Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 38:1, s. 26-40 Tidskriftsartikel (refereegranskat)abstract This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail.
23.	Ponti, Marisa (författare) Self-directed learning and guidance in non-formal open courses 2014 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 39:2, s. 154-168 Tidskriftsartikel (refereegranskat)abstract Digital media and open educational resources (OER) are said to redraw the boundaries between learners and teachers, by weakening the centralization of expertise and the distribution of subject-matter authority. This paper presents the findings of an ethnographic study of how the use of OER mediates the relations between self-directed learners and facilitators in two online open courses offered at a non-formal educational organization. Findings highlight the different role played by OER in mediating the relations between learners and facilitators in the two courses. In one course, early-stage learners encountered difficulties in repurposing OER and needed help to move to a more advanced stage of conceptual understanding. In the other course, well-read participants used OER to develop an affinity space in which the facilitator was a fellow learner. The findings suggest that OER are better viewed as artifacts-in-interaction rather than resources to be delivered as they are to learners. Although facilitators at P2PU do not play the role of academic teachers, it is argued that the influence of OER on the facilitator role can have implications for that of the academic teachers as well.
24.	Rahm, Lina, 1973- (författare) Education, automation and AI : a genealogy of alternative futures 2021 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; , s. 1-19 Tidskriftsartikel (refereegranskat)abstract The relationship between technical development and education is a reciprocal one, where education always stands in relation to those skills, competencies, and techniques that are anticipated as necessary in a technological future. At the same time, skills and competencies are also necessary to drive innovation and technical development for the progressive creation of desirable futures. Jumping back to the 1950s, this article illustrates how automation and AI have been anticipated as both problems and solutions in society, and how education has been used to solve these problems or realize these solutions. That is, computerization debates have concentrated on both the growing opportunities and the increasing risks, but almost always also on the need for corresponding education. The article uses a genealogical approach to show how, from the 1950s and up until today, education has been mobilized as an important tool for governance in computer policies.
25.	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.
26.	Selwyn, Neil, et al. (författare) What’s next for Ed-Tech? Critical hopes and concerns for the 2020s 2020 Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 45:1, s. 1-6 Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
27.	Siljebo, Josef (författare) 'We have- we had a digital debt' : a case of digitalized school leadership practice 2024 Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract The article adopts a critical approach regarding the political ambition of educational technologies (edtech) in schools. The focus of the article is to understand how school digitalization policy works on people in schools through meaning-making objects for thinking and acting towards digitalization in schools. A case of Swedish principals working with digitalization in schools was investigated in their municipal context of school development, where they were guided by a policy instrument of the Swedish National Agency for Education. Policy documents, from the agency’s instrument, transcribed interviews with principals, and principals ‘development plans’ (local policy), were analyzed with a focus on what objects seem to guide the thinking and actions of the principals. Specifically, the focus of the analysis regards what meaning digitalization school policy may be conveying to principals in schools, what meanings they attribute to edtech, and how they orient their and teachers’ work towards objects of digitalization in schools.
28.	Sundberg, Bodil, 1966-, et al. (författare) Disparity in practice : Diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary schools 2012 Ingår i: Learning, Media & Technology. - : Taylor & Francis Group. - 1743-9884 .- 1743-9892. ; 37:3, s. 253-270 Tidskriftsartikel (refereegranskat)abstract This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactive whiteboards (IWBs) in two Swedish K-6 schools. The purpose of the project was to generate results and insights of value when preparing student teachers for professional use of IWBs and to give school leaders guidelines when implementing IWBs. A range of methods were used to collect rich and varied empirical materials in this exploratory project. Judging from our data, it was obvious that the implementation process of IWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Over the course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. It also became increasingly clear during the study that there is a distinction between technical interactivity and pedagogical interactivity. Our results further suggest that training is needed when introducing these boards for future users. This training should include both technical instructions and pedagogical discussions.© 2012 Copyright Taylor and Francis Group, LLC.
29.	Viberg, Olga, 1982-, et al. (författare) Understanding students' learning practices : challenges for design and integration of mobile technology into distance education 2017 Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 42:3, s. 357-377 Tidskriftsartikel (refereegranskat)abstract This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.
30.	Wickström, Anette, 1959-, et al. (författare) Relatability, consumerism, and legitimated advice: Mental health talk by female social media influencers 2024 Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. Tidskriftsartikel (refereegranskat)abstract Social media influencers (SMIs) who publish content on mental health play a vital role in the lives of teenage girls. To examine what kind of mental health advice SMIs give, we interviewed teenage girls and identified SMIs that regularly post content on mental health. The indexing of their YouTube videos (n=234) shows that the advice includes calls to self-improvement; work on the body; and seeking help. Our analysis demonstrates that working strategically to uphold their fame, the SMIs balance the roles of expert and friend; turn consumption into mental health advice; and gain legitimacy via collaborations with health organisations. The logic specific to social media requires an additional layer in the interpretation of mental health content in SMI videos. While reciprocity and support between SMI and follower are enabled, the inclusion of such content is also strategically beneficial for the SMI as it contributes to increase her perceived authenticity.
31.	Wikström, Peter, Fil dr, 1986-, et al. (författare) Smartphones in the Swedish upper-secondary classroom : A policy enactment perspective 2024 Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 49:2, s. 230-243 Tidskriftsartikel (refereegranskat)abstract This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – head teachers, teachers, and students – balance competing agendas such as digitalization strategies, popular media narratives, and student autonomy and peer relationship maintenance. There is a tension between orientations to the smartphone as a legitimate resource for socialization and learning in the digitalized classroom, but also as an exception to desired digitalization – a potential threat to the social and disciplinary order of the classroom. Notably, the students display considerable awareness of such tensions, in reflective comments made in interviews and in displayed strategies for managing their smartphones in class.

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