| 1. |
- Ackesjö, Helena, 1973-, et al.
(author)
-
Barn som experter : övergångar i en digital barndom
- 2024. - 1
-
In: <em>Att undervisa barn i skolstartsålder </em>. - Malmö : Gleerups Utbildning AB. - 9789151110714 ; , s. 157-176
-
Book chapter (other academic/artistic)
|
|
| 2. |
- Ackesjö, Helena, 1973-, et al.
(author)
-
Mjuka förmågor : vad är det och vad kan det bidra till?
- 2022
-
In: Undervisning och ledarskap på fritids. - Stockholm : Innovation, forskning och utveckling i skola och förskola (IFOUS). - 9789198553604 ; , s. 57-68
-
Book chapter (other academic/artistic)
|
|
| 3. |
|
|
| 4. |
- Danielsson, Kristina, Professor, 1961-, et al.
(author)
-
Designs for learning and changing texts - demands for future of education : Pupils' positioning during joint multimodal text creation
- 2023
-
In: Designing Futures. - London.
-
Conference paper (peer-reviewed)abstract
- In a project with an overall aim to explore ‘what’s happening’ and ‘what’s possible’ in terms of how pupils made meaning about different subject content and what signified their interaction with each other and with the tools provided, we let young pupils create multimodal texts in small groups in different subject areas. In one sub-study, we analysed how the pupils positioned themselves and each other (e.g., by taking leadership over one’s peers, or by refusing to take part in the activity) through their multimodal interaction when jointly creating fairy tales by use of different tools, such as papers, pencils and crayons, or a digital application for making animations. In the study, we followed the process when pupils in a grade 2 classroom during three different small-group activities i) created handwritten fairy tales, ii) drew images, and then, iii) transformed them into animated multimodal texts by using a digital application. Data was generated through video-recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. The study is theoretically grounded in the designs for learning (DFL) perspective and the Learning Design Sequence Model was used as an analytical tool (see for example Björklund Boistrup & Selander 2022, Kress & Selander 2012, Selander 2008). One aspect of the model concerns how students are positioned and how they position themselves during the teaching and learning activities. The teacher’s design for learning - including her planned activities and the resources made available for the pupils - appeared to have a great impact on what happened and what became possible for the pupils in their design in learning and what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during small-group activities, e.g., if someone took a leading position while others acted as followers, or if their positions were more equal. The ways that these positions differed between activities could partly be explained by the different affordances of the resources provided, as well as the teacher’s design.
|
|
| 5. |
- Danielsson, Kristina, Professor, 1961-, et al.
(author)
-
Pupils creating digital animations in the early years of schooling
- 2023
-
In: Designing Futures the 11th international conference on multimodality. - : UCL. ; , s. 76-77
-
Conference paper (peer-reviewed)abstract
- The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).
|
|
| 6. |
- Delblanc, Åsa, et al.
(author)
-
Barns lek i modern barndom
- 2023
-
In: Barn. - : Cappelen Damm Akademisk. - 0800-1669 .- 2535-5449. ; 41:1
-
Journal article (other academic/artistic)abstract
- Det finns i samhället en romantiserad bild av lek och barndom. I denna essä problematiseras bilden av den romantiska leken och vi argumenterar för ett nytt sätt att förstå barns lek där samtidskontexten och omvärlden har en stor betydelse.
|
|
| 7. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(author)
-
Bedömning i förskolan
- 2023
-
In: Den utbildningsvetenskapliga kärnan för förskolan. - : Natur och kultur. - 9789127464872 ; , s. 316-333
-
Book chapter (other academic/artistic)
|
|
| 8. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(author)
-
Förskoleklasselever utforskar kombinatorik genom digitala animeringar
- 2023
-
In: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4
-
Journal article (peer-reviewed)abstract
- The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of combinatorics. In the article, the creation of digital animations implies that the students re-design, that is, recreate their solution procedure with a digital application. The aim with letting the young students create digital animations is diverse. We presume that such work enables problem solving as well as the learning of combinatorics, but also that it has potential to enable creativity and agency in learning. Video-documentations from three classrooms where students work on the problem-solving task were analysed from a multimodal perspective where teaching is seen as a design process. In that process, the teacher designs learning activities that give students access to different resources for their meaning making process. The results show that working with digital animations, when integrated in a learning design sequence, amplify students’ learning of combinatorics.
|
|
| 9. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(author)
-
Six-year-olds create digital animations to reinforce mathematical problem solving
- 2022
-
In: Book of Abstracts ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland 23<sup>rd</sup> – 26<sup>th</sup> August 2022.
-
Conference paper (peer-reviewed)abstract
- The aim is to investigate how digital play with animations may contribute to children’s (six-year-olds) learning of combinatorics, in this case how three toy bears can be arranged in a row on a sofa (i.e. permutations for n = 3). English (2005) showed that a well-organised and meaningful context facilitates young children’s possibilities to explore combinatorial situations. This study builds on Palmér & van Bommel (2020) who investigated the role of and connection between systematization, representation and digital artefacts in children’s work with combinatorial tasks. Their study showed that the use of digital artefacts may enhance children’s understanding of combinatorial problems. This study builds on designs for learning (Kress & Selander 2010), including multimodal theories. A central model is the Learning Design Sequence (LDS) model. The study is qualitative in nature, combining the LDS model with multimodal analysis. Activities, in three different classrooms, where the children worked in pairs with the combinatoric task with paper/pens and with creating digital animations were video documented. Video-documentations (150 minutes) from three pairs of children were analysed qualitatively according to the LDS model focusing on the children’s understanding of the mathematical content. The study conforms to the ethical regulations for research in Sweden. All participating teachers, children, and guardians approved their participation. Creating digital animations enhanced the children’s understanding of combinatorics. The digital animations were more systematic with more permutations than the paper and pencil documentation. The study contributes with implications for how digital play with animations can be integrated in early mathematics education.
|
|
| 10. |
- Gardesten, Jens, 1971-, et al.
(author)
-
Den problematiska fritiden 2.0 : Fritidshemmets kompensatoriska uppdrag i socioekonomiskt utsatta områden
- 2023
-
In: Nordisk tidsskrift for pedagogikk og kritikk. - : NOASP. - 2387-5739. ; 9, s. 249-259
-
Journal article (peer-reviewed)abstract
- In this essay, the compensatory mission of the Swedish school-age educare is discussed, focusing specifically on school-age educare centers in areas with socio-economic challenges. This is made in the light of narratives of principals and school-age educare staff and in relation to the Official Reports of the Swedish Government (SOU 2020:34; SOU 2022:61), which proposes a free of charge school-age educare for all children aged 6–9 years. Both the official reports and the narratives contain several examples of how school-age educare centers can be valuable in a variety of ways for the children growing up in areas with socio-economic challenges. On the one hand, the potential of a traditional school-age educare pedagogy, where children can develop the fundamental democratic values on which the Swedish society is based, is described. On the other hand, it becomes clear that free school-age educare for all children also could lead to negative consequences. If resources aren’t provided, in form of better premises and more staff, the centers can only in the best-case scenario provide child minding. Overall, a picture of the school-age educare centers’ potential emerges, but also what kind of resources that might be required for this potential to be realized. In conclusion, the essay reflects upon how the compensatory mission can be understood in a time where children’s free time is described as more and more problematic.
|
|
