| 1. |
- Löfgren, Håkan, et al.
(author)
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Att ständigt bli bedömd
- 2017. - 1:1
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In: Att ständigt bli bedömd. - Lund : Studentlitteratur AB. - 9789144115900 ; , s. 175-188
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Book chapter (other academic/artistic)
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| 2. |
- Juvonen, Riitta, et al.
(author)
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Students' work with literary concepts in digitally rich L1 classrooms
- 2021
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In: L1-Educational Studies in Language and Literature. - : Universiteit van Amsterdam. - 1567-6617 .- 1573-1731. ; 21:8, s. 1-31
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Journal article (peer-reviewed)abstract
- This article explores students’ learning trajectories in digitalized classrooms as they work with literaryconcepts in first language (L1) education. Using a multimodal conversation analysis approach, weinvestigate the emerging activities and epistemic stances that students take when attempting to explainand apply the concepts. Departing from socio‐cultural understandings of learning as constituted ininteraction, we analyze how students display their understandings with a specific interest in the role ofdigital resources in the evolving learning trajectories. This research data consists of video‐recordedinteractions from Swedish and Finnish upper‐secondary school classrooms, including the students’ workon their computers and/or smartphones. We demonstrate how digital resources support students infinding suitable explanations for concepts that from a pragmatic view help them solve given tasks.However, it seems that digital resources do not help students develop their everyday understanding ofconcepts into an academic understanding, which would enable them to apply these concepts in literaryanalysis.
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| 3. |
- Tanner, Marie, 1965-, et al.
(author)
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Same and Different : Epistemic Topicalizations as Resources for Cohesion and Change in Classroom Learning Trajectories
- 2018
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In: Discourse processes. - : Taylor & Francis. - 0163-853X .- 1532-6950. ; 55:8, s. 704-725
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Journal article (peer-reviewed)abstract
- Despite a seemingly fragmented interactional context, teachers and students in classrooms routinely manage to co-construct coherent, inter-related, and individually adapted learning trajectories distributed over days and weeks. The aim of this article is to explore with what interactional resources progressivity is accomplished in learning trajectories by focusing on how participants establish relations of cohesion and change between current and previous occasions that constitute a learning trajectory. Analysis of empirical data shows how participants frequently topicalize aspects of epistemic stance toward a co-constructed learning content. Such epistemic topicalizations play an important role in maintaining cohesion in a learning trajectory, while making it possible for teachers and students to progressively change and differentiate their epistemic stance. Epistemic topicalizations are suggested as a useful analytic concept, grounded in conversation analysis, to describe how cohesion and change are emically managed in interaction to accomplish progressivity in learning trajectories.
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| 4. |
- Buskqvist, Ulf, 1975-, et al.
(author)
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Den digitaliserade skolan - etiska spänningsfält
- 2017
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In: Etiska perspektiv på skolledares arbete. - Stockholm : Studentlitteratur AB. - 9789144117027 ; , s. 29-47
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Book chapter (other academic/artistic)
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| 5. |
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| 6. |
- Olin-Scheller, Christina, 1958-, et al.
(author)
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Social Excursions During the In-between Spaces of Lessons : Students’ Smartphone Use in the Upper Secondary School Classroom
- 2021
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In: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 65:4, s. 615-632
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Journal article (peer-reviewed)abstract
- In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the in-between spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one’s phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.
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| 7. |
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| 8. |
- Pérez Prieto, Héctor, 1953-, et al.
(author)
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Rehusando la responsabilidad : Autoevalución y fabricaciones en un quinto año de la escuela sueca.
- 2015
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In: Paideia, Revista de educación. - Concepción : Universidad de Concepcion. - 0716-4815. ; 56, s. 43-71
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Journal article (peer-reviewed)abstract
- El articulo presenta análisis de cómo el imperativo individualista, elemento central de la política educacional neoliberal de los últimos decenios, se construye en la sala de clases de un quinto año de la escuela básica sueca, pero también de cómo esa construcción es desafiada por el accionar de un alumno que rehúsa asumir las responsabilidades que tal política le asigna. Los puntos de partida se encuentran en los conceptos de policy enactment, performatividad y fabricación (Ball, 2003, 2009) en combinación con en el método de análisis de conversación (Have 1999). Los análisis se basan en videograbaciones de una lección acerca de un formulario de autoevaluación. Los análisis de la interacción entre profesora y alumnos muestran el predominio de una postura discursiva común, basada en una supuesta necesidad constante de mejoramiento en el alumno, quien siempre debe estar dispuesto a identificar posibles mejoramientos y a hacerse responsable de ellos. Pero también muestran lo que ocurre cuando esto es desafiado por el accionar de un alumno que rehúsa hacerse responsable de las deficiencias escolares, negándose a formularlas en términos de defectos personales propios o de proponer soluciones al problema. Lo cual produce desplazamientos en la interacción que transforman paulatinamente la definición del problema.
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| 9. |
- Randahl, Ann-Christin, et al.
(author)
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Nya rum för lärande? : E-lärare som resurs för gymnasieelever i ett utvidgat och digitaliserat klassrum
- 2020
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In: Kapet (elektronisk). - Karlstad : Karlstads universitet. - 2002-3979. ; , s. 17-26
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Journal article (peer-reviewed)abstract
- Med samhällets digitalisering och den ökande förekomsten av sociala medier skapas nya arenor för kunskapsutbyte mellan lärare och mellan lärare och elever. Hit hör att en ökande grupp lärare sprider idéer och tankar om klassrum och undervisning via exempelvis bloggar, YouTubekanaler, Facebook och Twitter. Denna framväxande grupp, som verkar via digitala arenor och som vi benämner e-lärare, har beröringspunkter med digitaliserad yrkesutövning, så kallad eprofessionalism. Syftet med artikeln är att fördjupa kunskapen om hur elever på gymnasiet använder e-lärare som undervisningsresurs, samt hur detta kan förstås i termer av eprofessionalism. Det empiriska materialet består av en enkät där 26 gymnasieelever på ett högskoleförberedande program ingår. Resultaten visar att e-lärare är en etablerad resurs för gymnasieeleverna. Vår kartläggning pekar på att eleverna särskilt söker sig till e-lärare i matematik där de efterfrågar förklaringsmodeller eller exemplifieringar av tydligt avgränsade ämnesinnehåll, såsom olika matematiska modeller, begrepp eller strategier. Studien väcker ytterligare frågor om det utvidgade klassrummet som Internet erbjuder och om läraryrket som profession i en digitaliserad värld.
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| 10. |
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