To see the other types of publications on this topic, follow the link: Digital tools in teaching.
Dissertations / Theses on the topic 'Digital tools in teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Digital tools in teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Moberg, Helén. "Digital tools in mathematics teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30487.
Full textAbstract:
Syftet med min studie var att undersöka om problemlösning i matematik gick att förena med användandet av digitala hjälpmedel/program ur ett elev- och lärarperspektiv. Mina frågeställningar rörde hur digitala program som verktyg påverkade matematikundervisningen och hur elever och lärare såg på att arbeta på detta sätt.Det har visat sig i olika rapporter och bland forskare att skolan i Sverige generellt är dålig på att använda digitala verktyg i matematikundervisningen. I skolans styrdokument står det tydligt att moderna verktyg ska användas i undervisningen. Vidare visar rapporter på att matematikundervisningen fortfarande tenderar att vara tyst räkning. Forskare menar att om man använder sig av digitala verktyg leder detta till samspel. Jag ville undersöka kombinationen digitala verktyg och att använda sig av problemlösning i matematiken.Metoden jag har använt är att läsa böcker, tidningar, artiklar, avhandlingar och även på webben. Mitt underlag bygger på observationer i en andraklass vid fyra tillfällen, intervjuer med fyra elever och läraren i klassen. Klassen arbetade med digitala program där de löste problemlösningsuppgifter i matematik.Resultatet visade att digitala program i undervisningen gav eleverna möjligheter till att samspela, samtala, reflektera och att använda sig av matematiska begrepp. Slutsatsen är att digitala verktyg är ett av flera verktyg som bidrar till att eleverna samspelar, samtalar med varandra, reflekterar och använder ett matematiskt språk. Digitala verktyg ger eleverna ett lustfyllt verktyg till att lösa uppgifter av problemlösande karaktär i matematik som också finns i deras vardag. Dock ser jag att lärarens betydelse är stor och att det är viktigt hur undervisningen är upplagd.
2
Granados, Martinez Alejandro. "Haptics-based simulation tools for teaching and learning digital rectal examinations." Thesis, Imperial College London, 2015. http://hdl.handle.net/10044/1/61896.
Full textAbstract:
Anorectal and prostate abnormalities are commonly diagnosed via Digital Rectal Examinations (DRE). DRE is challenging to learn as opportunities for practice are limited, it is hard to standardise, there is a lack of feedback and ineffective assessment since visual cues are minimal, and there is vague information as to what constitutes adequate performance. Traditionally, trainees learn initially on plastic benchtop models and on patients later on. However, models are reported to have severe limitations and awareness of ethical issues has curtailed training opportunities. In order to overcome these limitations, a quantitative approach to better understand DREs via a visualization and analysis framework based on position and pressure sensors is presented, together with a series of progressive haptics-enabled learning tools for knowledge acquisition, procedural skills rehearsal and confidence development that aim to fill the existing gap in traditional teaching methods. These tools allow a trainee to literally see-through whilst practicing on benchtop models, visualise anatomical variability of MRI-scanned healthy volunteers, playback of expert performance, execute a series of Cognitive Task Analysis-based steps, rehearse procedural skills via haptics and deformation modelling of patient-specific anatomy, provide formative and summative feedback, and build up communication skills on a hybrid simulator. Experimental studies to validate the visualisation and analysis framework on both benchtop models and real subjects, and to quantify performance of experts from different specialties are presented. Results of evaluation studies with experts to validate the feedback tool and the haptics-based simulator are discussed, and a pre-evaluation study related to the learning tools with medical students is presented. The proposed quantitative analysis has the potential for enhancing the understanding of DRE, and thus to improve learning. The presented body of knowledge, together with the input from the various clinical specialties that routinely perform DRE, relevant educational theory and innovative technology design, constitute an important contribution that may help overcome limitations of current DRE training methods.
3
Garms-Cray, Grietje. "Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie." Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.
Full textAbstract:
This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.
4
Rountree, Janet, and n/a. "A framework for virtual artifacts : digital images as teaching tools in Classical art." University of Otago. Department of Information Science, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060809.112225.
Full textAbstract:
This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis.
The real object presents the "truth": exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by the producers of the digital copy (mediation).
A new framework is developed to improve the understanding and presentation of virtual artifacts. This Fidelity-Mediation framework provides a continuum for considering the effects of design strategies on media used in teaching Classical arch�ology. Two small-scale experiments and follow-up interviews were undertaken to assess the usefulness of the Fidelity-Mediation framework as a descriptive model. During the experiments, quantitative analysis could detect no statistical difference in the effectiveness of different types of presentation (real object, VR object, and still digital images).
This is a surprising result as it might be expected that there is nothing like seeing the real thing. Digital images provide less visual integrity. However, the digitised artifacts make up for the loss of excitement and authenticity by providing the advantage of mediated focus. Digitised artifacts thus turn out to be useful, effective study tools in the analysis of Classical art.
Findings from this research are expected to generalise only to learning situations which support task orientation--situations conducive to developing personal skills and mastery--in contrast to performance orientation where the goal is to display performance relative to others. The distinction between task orientation and performance orientation is discussed in Chapter Eight of this thesis.
5
Cheng, Shao-Chia. "Teachers’ perceptions on the use of digital tools in English teaching and learning." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27448.
Full text
6
Malmstedt, Josefin. "Digitala verktyg i matematikundervisningen : En kvalitativ studie om lågstadielärares tillgång till, och uppfattning om, digitala verktyg." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62823.
Full textAbstract:
Digital technology is to be found in many places today, especially in school. The purpose of this study was to examine the use of digital tools in the teaching of mathematics by lower secondary teachers. The method of the study was a qualitative method in which eight teachers from tree different schools were interviewed. The material collected from the interviews was analyzed on the basis of a content analysis, where the results were divided into two main categories and then into subcategories. The two main categories that emerged were "Digital tools in teaching" and "Teachers´ perception of digital tools". The earlier research indicated that the teachers´skills had great influence in how they choose to use the digital tools. Research also showed that digital tools, if used for the right purpose, could affect student motivation and mathematical understanding in a positive way. The result of the study shows that all the teachers that participated see digital tools as something positive even though they themselves think that they should have had more digital skills. They however see a profit with digital tools and believe that students become more committed when they use them. They also think that digital tools are important in order to make a difference in their teaching. What emerges from the result is that digital tools in teaching have a good effect on students´ motivation but that teachers´ digital skills need to be improved. The government´s decision to clarify the curriculum in terms of digital competence also places higher demands on teachers.<br>Digital teknik finns i dagens läge på många ställen, inte minst i skolan. Syftet med den här studien var att undersöka lågstadielärares användning av digitala verktyg i matematikundervisningen. Studien genomfördes med en kvalitativ metod där åtta lärare i från tre olika skolor intervjuades. Det material som samlades in från intervjuerna analyserades utifrån en innehållsanalys där resultatet delades in i två olika huvudkategorier och sedan i underkategorier. De två huvudkategorierna som uppstod var "Digitala verktyg i undervisningen" och "Lärarnas uppfattning om digitala verktyg". Den tidigare forskning som togs fram antydde att lärarens kompetens påverkar mycket hur de väljer att använda de digitala verktygen. Forskningen visade också att digitala verktyg, om de används i rätt syfte, kan ge en positiv effekt på elevers studiemotivation och matematiska förståelse. I resultatet framkom att alla lärare ser digitala verktyg som något positivt trots att de själva anser att de borde fått mer kompetensutveckling i ämnet. De ser en vinst med digitala verktyg och anser att eleverna blir mer engagerade när de får använda dem. De menar också att digitala verktyg är viktiga för att få till en variation i sin undervisning. Det som framkommer utifrån resultatet är att digitala verktyg i undervisningen har en god effekt på elevers motivation men att lärarnas kompetens inom området måste förbättras. Regeringens beslut om att förtydliga läroplanen vad gäller digital kompetens ställer också högre krav på lärare.
7
Redhaa, Azal, and Jathal Asmael. "Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.
Full textAbstract:
Abstract Syftet med studien är att undersöka hur modersmålslärarna använder sig utav digitala verktyg i undervisningen, samt att ta reda på fördelarna och nackdelarna med användning av digitala verktyg som läromedel i modersmålsundervisningen. Studien bygger på en kvalitativ undersökning, där sex modersmålslärare intervjuades och sex lektionsobservationer genomfördes. Resultaten analyserades med hjälp av ett analysverktyg. Analysverktyget heter SAMRmodellen, som handlar om hur informations- och kommunikationsteknik (IKT) används i lärandet. Resultaten visade att alla modersmålsläraren är positiva till att använda olika former av digitala verktyg. Det underlättar deras arbete samt främjar elevernas modersmål. Respondenterna har tillgång till digitala verktyg som kan lånas ut till elever och de får regelbundet kompetensutveckling om hur de kan undervisa digitalt. Det som framkommit i vår studie är att lärarna arbetar utifrån olika nivåer enligt SAMRmodellen, och att modersmålslärare jobbar med digitala verktyg för tre olika syfte: att söka information, att kommunicera och att presentera. Fördelarna med användningen av digitala verktyg var många. Digitala verktyg ökar elevernas intresse och motivation, erbjuder stora möjligheter för att variera undervisningen. Det underlättar uppföljning av elevernas arbete för att ge eleverna feedback och respons, vilket hjälper dem att utveckla sina arbeten. Digitala verktyg främjar elevernas lärande av sina modersmål. Nackdelarna var inte så många jämfört med fördelarna. De negativa upplevelserna var framför allt elever som gör annat vid datorerna under lektionen, vilket tar både tid och fokus från undervisningen. Vad gäller informationssökning så har en del elever inte tålamod att vara källkritiska. Nyckelord: digitala verktyg, IKT, modersmål, SAMR-modell.
8
Doko, Kujtesa. "Emergency remote teaching and its challenges in the initial stages of Covid-19." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45647.
Full textAbstract:
This study investigates teachers and students challenges in online classes during Covid-19. Also, the effectiveness of using technology devices in online English classrooms. There are frequent opportunities for students to be actively engaged in the classroom whereas in the online classroom these differences respond a little diversely. In addition, challenges for teachers arose since students should be motivated and involved in the lessons. However, online education has revolutionized the education industry. Learning a foreign language through a computer has been an important issue only for people that have had an interest in this field, but nowadays digital tools are very important and much related to teaching and learning in the global educational process. Due to the COVID-19 pandemic lockdown, all schools and other educational institutions realized that technology is the tool that they should use since everything was different than it used to be. Previous experimental researches in this field have been positively impacted by the use of technology. In this paper, I present the analysis of different research studies which are focused on switching to distance learning during the initial stage of Covid-19. This study investigates the challenges that teachers encounter in their teaching during the initial stages of Covid-19. I conclude with a discussion of the implications of the studies which include the possible challenges that teachers and students encounter during online classes. Therefore, I also investigate the most effective digital tools in 2L learning and the participants’ attitudes towards learning.
9
Kuehne, Teresa A. "Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156.
Full text
10
Ivanov, Nikola. "Participatory Design Approach to Teaching and Learning of School Mathematics." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22365.
Full textAbstract:
The thesis explores the possibilites of involving users – students and teachers – into the design process for an interactive textbook for assisting the teaching and learning of mathematics at a secondary school level. Involvement of students and teachers is executed with participatory design methodology for the purpose of infrastructuring between different actors – developers, designers, students and teachers, in order to suggest and emphasize novel, in terms of the market, ways for ideating, creating and evaluating concepts in the field of digital learning. The design process is executed with the aim of producing a re-design proposal for an existing interactive textbook – namely Exponent 1b by Gleerups Utbildning AB - a renowned Swedish publisher of learning materials. The proposal is part of the ideation phase of Gleerups’ project and the design process is adressed accordingly.The initial sections introduce a theoretical framework for looking at interactive learning environments and present examples of such environments and their functionalities. Significant focus is dedicated to the preliminary analysis of the current state of Exponent 1b and the follow-up participatory analysis and re-design process. The author’s proposals for improvements in the core functionalities and the interactions are based on the initial research of the theoretical framework, presented examples of integrated learning environments examples and services, and predominantly on the outcomes from the participatory analysis and design process. At the end of the thesis the author summarizes the outcomes concerning involvement of students, teachers, designers and developers, and inclusion of digital tools to facilitate learning and variety in teaching.
11
Nilsson, Claes. "”Nu har vi var sin dator – nu finns inga hinder!” : Om musiklärarens användning av digitala verktyg." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28924.
Full textAbstract:
De flesta av oss har säkert erfarenhet av hur digitala verktyg kan vara en hjälp på många områden i vardagen. Det går att fastslå att fler och fler funktioner och tjänster i vårt samhälle digitaliseras på olika sätt och i många yrkesgrupper verkar digitala hjälpmedel vara ett självklart inslag. Syftet med detta arbete är att öka kunskapen om vilken syn musik- och instrumentallärare har på användningen av digitala verktyg i undervisningen. För att uppnå detta syfte har jag ställt ett antal frågor till några musiklärare i olika läromiljöer. Resultat visar bland annat att användandet av digitala hjälpmedel styrs till viss del av musikalisk genre, det vill säga om en lärare arbetar med klassisk musik eller med rock- och popmusik. Tydligt i resultatet är också att musiklärarna vill öka både sin kunskap och sitt användande av digitala verktyg. En av mina viktigaste slutsatser är att de lärare som på ett personligt plan använder digitala verktyg utanför skolan också använder dem i sin undervisning.<br>Most of us have probably experienced how digital tools can help us in many areas of everyday life. The intent of this paper is to increase knowledge concerning the attitudes of music and instrumental teachers' towards the use of digital tools in their pedagogical methodology. To achieve this aim, I have posed a number of questions to a small selection of music teachers, working within different learning environments. The results show that the implementation of computer and digital media in teaching is dependent upon whether the type of music taught is classical or pop/rock. The results furthermore indicate that music teachers are keen to increase both their knowledge and use of digital tools. One of the most important conclusions that I have reached is that there is a strong correlation between the personal and private use of computers and digital tools by teachers, and whether or not they are utilized as teaching aids.
12
Lowery, Andrea. "A Study Investigating the Experience of Teachers’ Innovative Adaptation of Teaching and Learning." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3976.
Full textAbstract:
The purpose of this qualitative phenomenological study was to identify and examine the technology-based instructional strategies and digital tools being used by teachers in grades 3-5 that engage children in problem-solving learning opportunities. The study included 11 purposely sampled participants from a school district in East Tennessee who responded to questions during a Zoom interview. Seven of the participants submitted artifacts to provide examples of how they have incorporated technology and problem solving in their classrooms. Participants provided information about the digital tools and technology-based instructional strategies they have used to enrich problem solving in their classrooms. Participants in the study communicated using group work as a primary instructional strategy when integrating technology to enrich problem solving. The participants discussed student engagement, creativity, real-world connections, and technology exposure for students when sharing their perceptions about how digital tools can enhance problem solving. When explaining how technology integration has adapted their curriculum, they shared how they use technology to provide quick feedback and differentiation. The researcher used Magana’s (2017) T3 Framework to code each example of technology as a translational, transformational, or transcendent use of technology and shared some examples of each.
13
Elovsson, Simon. "Läsundervisning och elevers läsförmåga i digitaliseringens fotspår : En kvalitativ studie om digitala verktyg och deras påverkan på läsundervisning och elevers läsförmåga." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49529.
Full textAbstract:
Studiens syfte är att undersöka hur lärare upplever de digitala verktygens intåg i skolan med avseende på läsundervisningen och på elevers läsförmåga. Den teori som är knuten till studien är, i relation till lärande och medierande verktyg, den sociokulturella teorin. Med hjälp av de digitala verktygen avses att, i enlighet med den proximala utvecklingszonen, stötta och vägleda eleverna framåt i sin utveckling. Den data som ligger till grund för studiens resultat har inhämtats via semistrukturerade intervjuer med verksamma lärare. Studiens resultat visar att de digitala verktygen kan skapa en variation i läsundervisningen som till följd av detta kan öka elevernas motivation för läsning. Resultatet påvisar även att lärarna som intervjuades, var oeniga vad gäller en försämring av elevers läsförmåga jämfört med tidigare. Det rådde dock en enighet beträffande elevers förminskade tålamod i fråga om att ta sig an större textmängder.<br>The aim of the study is to investigate how teachers perceive the digital tools' entry into the school regarding reading instruction and students' reading ability. The theory associated with the study is, in relation to learning and mediating tools, the sociocultural theory. Using the digital tools is intended, in accordance to the proximal development zone, to support and guide the students in their development. The data that form the basis for the study's results have been obtained through semi-structured interviews with active teachers. The study's results show that the digital tools can create a variation in reading instruction which, as a result, can increase students' motivation for reading. The result also shows that the teachers interviewed disagreed about a deterioration in pupils' reading ability compared to previous ones. There was, however, a consensus regarding the students' diminished patience regarding taking on larger amounts of text.
14
Brown, Joy. "English teaching and the use of ICT : English teacher's experiences of the use of ICT during the corona pandemic." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-180714.
Full textAbstract:
Despite teachers already using Information and Communications Technology as a tool in their English teaching, the corona pandemic and the subsequent transition to online teaching presented teachers with the challenge of using ICT for all of their teaching. Teaching a language which is not the students’ mother tongue makes online teaching an even greater challenge. The purpose of this study, therefore, is to increase the knowledge surrounding the use of ICT in online English teaching in an effort to support teachers in the future. The experiences of ten English teachers were obtained through the use of semi-structured interviews. A thematic analysis revealed a mixture of positive and negative experiences from the teachers, in terms of personal feelings, the actual process of online teaching and professional competence. The need for extra support for teachers in various areas of online teaching is discussed. Further research is needed to provide more detailed information in order to learn how teachers can be better supported in their role as an online educator, or in the use of ICT in a physical classroom.
15
Bianchi, Giovanni. "ICT as a tool and a resource in teaching English : A study of teachers’ motivations and attitudes towards using ICT in the English classroom." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30927.
Full textAbstract:
This study examines what motivates language teachers in primary school to use ICT and what attitudes they have towards ICT. Six teachers working in four different Swedish primary schools between the first and third grade were interviewed. The teachers actively used some kind of ICT resource during their English lessons. The study showed that external factors such as requirements from the school and local school authorities motivate teachers to work more actively with ICT. These external motivators can influence the teacher’s perception and use of ICT in both positive and negative ways. When it comes to internal factors that affect the teachers’ motivation to use ICT in English, the most important factor is whether they consider ICT tools to be a positive addition to their teaching and whether a good balance between digital and traditional tools can be achieved to accommodate every student’s need.
16
Wahlborg, Emma. "Digitala verktyg och elever i matematiksvårigheter." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-64614.
Full textAbstract:
Syftet med denna studie är att undersöka hur digitala verktyg används i den undervisning av elever i matematiksvårigheter som forskningen studerat, samt vilka effekter denna undervisning har på elevernas matematiska utveckling och lärande. Metoden för detta arbete är en systematisk litteraturstudie, där 30 forskningsstudier inom området kartläggs och analyseras. Forskningsfältet analyseras översiktligt, följt av en fördjupad analys. Resultatet av litteraturstudien tyder på en stor variation kring de digitala verktygens användningsområden. Av studien framgår att digitala verktyg används för att låta elever följa instruktioner och lösa matematiska uppgifter, att undervisa med virtuellt laborativt material, för anpassningar och som hjälpmedel, för att kommunicera och ge återkoppling, för en spelbaserad undervisning samt för mängdträning och repetition i matematik. Resultatet tyder överlag på positiva effekter av en undervisning med digitala verktyg på elever i matematiksvårigheter gällande lärande och utveckling i matematik. Resultatet tyder även på att den undervisning som framgår av forskningsstudierna till övervägande del går ut på att eleven interagerar med det digitala verktyget på egen hand. Detta resultat diskuteras utifrån ett sociokulturellt perspektiv på kunskap och lärande. Implikationer för vidare forskning och konsekvenser för undervisning diskuteras.<br>The purpose of this study is to investigate how digital tools are used in the teaching of students in mathematical diffuculties that research has studied, and the effects of this teaching on the students’ mathematical development and learning. The method for this study is a systematic review, where 30 research studies are charted and analyzed. The field of research is surveyed, followed by a profound analysis. The results of the study indicates that there is a great variety in the use of digital tools. The study shows that digital tools are used by letting students follow instructions and solve mathematical problems, for teaching with virtual manipulatives, as accommodations and support tools, for communication and feedback, for game-based learning and for increasing the amount of mathematical practice and repetition. The overall results indicate positive effects of teching with digital tools on mathematical learning and development of students in mathematical difficulties. The results also indicate that the teaching methods in the research studies are mainly based on letting the students interact with the digital tools on their own. This result is discussed based on a sociocultural perspective on knowledge and learning. Implications for further research and practice are discussed.
17
Moore, Vince. "Use of Digital Fabrication Tools and Curriculum with Gifted Students in Rural Middle Schools." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404600/.
Full textAbstract:
This study focuses on the use of American Invention Kits from the Smithsonian Institute in conjunction with a 3D printer. In conjunction with a large dataset from a study funded by the National Science Foundation (NSF), this innovative research focuses on the effect the digital fabrication curriculum unit has on gifted and talented students' knowledge and affinity toward the fields of science, technology, engineering, and mathematics (STEM). Students from two rural middle schools in north-central Texas (N = 190) took part in this quantitative study; the students were divided among four subgroups: gifted-contrast (n = 12), gifted-treatment (n = 8), nongifted-contrast (n = 76), and nongifted-treatment (n = 94). The surveys utilized include the STEM Semantics Survey, TIMSS-Limited, and a knowledge assessment for the specific curriculum unit focused on the solenoid. The STEM Semantics Survey is divided into five subsets. Thirty-two separate one-way repeated measures ANOVAs were performed across the surveys and subgroups. Statistically significant results were found on four comparisons. This research holds implications in the areas of advocating for gifted education, collecting field data, utilizing large datasets, and understanding rural schools.
18
Ekman, Britteli. "Lärare och digitala verktyg i matematikundervisningen : En kvantitativ studie om lärares inställning och kompetens kring användningen av digitala verktyg i årskurserna F-3." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36800.
Full textAbstract:
The purpose of this study is to examine in what extent primary school teachers, teaching children in the age of 6 to 9, choose to use digital tools in their teaching of mathematics. I also want to examine what these teachers think, in terms of advantages and disadvantages, about using digital tools on their mathematics lessons. Finally I want to examine what skills they possess about digital tools. I am using a quantitative method to collect my data. The quantitative survey consisted of a questionnaire survey of ten questions that 38 primary school teachers have answered. The results of my study show that the teachers to some extent use digital tools when they teach mathematics and that the availability of various digital tools are generally good. But it turns out that the availability of tools is not a guarantee that they are used in teaching of mathematics. There is a great desire among the teachers in my study to use digital tools with greater frequency than in the current situation because it increases students' learning and motivation. To achieve this, the teachers need more resources such as skills, time and student computers / tablet computers.
19
Westman, Prevell Mathilda. "Vilka möjligheter och hinder möter dagens lärare när de ska använda sig av digitala verktyg i matematikundervisningen? : En kvalitativ studie." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28961.
Full textAbstract:
The purpose of this study has been to examine how teachers use and reflect on digital tools in mathematics education and what opportunities and obstacles they feel they come across when it comes to using the digital tools at their disposal. To answer this I asked myself the following questions: How do teachers use digital tools in mathematics education? In what ways do the teachers reflect upon the use of digital tools in mathematics education? What kind of opportunities and obstacles do the teachers come across when using digital tools in mathematics education? The study is based on a qualitative method with five classroom observations and five interviews with the class teachers. My study are based on Glover, Miller, Aviers and Doors idea of different concept of interactivity and Glover and Millers idea of different attitudes towards technology. My conclusion is that all teachers are using digital tools to some form of drill training in mathematics. All teachers except teacher 2 also use digital tools to immerse in mathematics. Teacher 4 use digital tools to develop students' mathematical communication. Something that all teachers see as a possibility with the digital tools is an easy way to individualize teaching. Further, teachers 3, 4 and 5 believes that good apps enable students, teachers and parents to take part of the student's progression in an easy way. All teachers, except teacher 3 believe that technical problems that can occur and are an obstacle when it comes to the use of digital tools in mathematics education. Teachers 2 and 5 also believe that access, or rather lack of access, to digital tools can be an obstacle in teaching mathematics. Teacher 1, 2 and 5 also addresses the aspect of time as an obstacle when using digital tools, both the time it takes to find apps or to start a computer. Something that all teachers agree upon is that to have all mathematics teaching based on digital tools wouldn’t be suitable because it can be difficult to get access to a pupils’ knowledge that way. The best, according to the teachers in this study, would be to complement mathematics teaching with other teaching methods as well. Despite their different views on the opportunities and obstacles, and reflections on digital tools all teachers are positive about using digital tools in mathematics education, although many of the teachers point out technical shortages which in most cases is due to insufficient IT-education.
20
Zaar, Amanda. "Digitala verktyg i svenskundervisningen : En kvalitativ studie kring lärares användning av digitala verktyg i svenskundervisningen samt hur användningen av digitala verktyg upplevs påverka elevers motivation till lärande." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Språk-, litteratur- och mediedidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36470.
Full textAbstract:
Syftet med studien är att undersöka hur lärare beskriver att de använder digitala verktyg i svenskundervisningen samt hur lärarna upplever att elevernas motivation till lärande påverkas vid arbete med digitala verktyg i undervisningen. Studien har utgångspunkt i en kvalitativ fenomenologisk forskningsansats. Insamling av data har skett genom en enkätundersökning på Internet vilken besvarats av verksamma lärare i grundskolans årskurs 4-6 som undervisar i ämnet svenska och använder sig av digitala verktyg i undervisningen varje dag. Resultatet visar en tydlig bild av att digitala verktyg används på flertalet olika sätt i svenskundervisningen. Främst används digitala verktyg i undervisningen till arbete med olika texter men också till att exempelvis blogga, visa filmer och ge feedback på elevarbeten. Resultatet visar även att lärarna upplever att användningen av digitala verktyg påverkar elevernas motivation till lärande mestadels positivt. En respondent beskriver exempelvis att datorn bidrar till att textbearbetning blir enklare vilket gör att eleverna blir mer motiverade till att göra om och ändra. Det enda fall då elevers motivation till lärande har upplevts som negativ kan kopplas till att digitala verktyg använts som särskilt stöd i undervisningen och respondenten beskriver att elevernas känsla av att vara utpekade är främsta anledningen.<br>The purpose of the study is to examine how teachers describe their use of digital tools in teaching the subject of Swedish and how the teachers’ perceive that pupils' motivation for learning is affected when working with digital tools in the classroom. The study is based on a qualitative phenomenological research approach. The collection of data has been done through a questionnaire on the Internet, which was answered by teachers that work in elementary school grades 4-6, teaching the subject of Swedish, and using digital tools in their every day teaching. The result clearly shows that digital tools are used in several different ways in the subject of Swedish. Mostly, digital tools are used when working with different types of texts, but also for example to blog, show films and to give feedback on pupils’ work. The result also shows that digital tools have a manly positive impact on the pupils’ motivation. For example, one respondent describes that the computer contribute to easier text editing, which makes the pupils more motivated to redo and change in their work. The one case, when pupils’ motivation for learning has been perceived as negative can be linked to the use of digital tools as special support in teaching and the respondent describes that the pupils' sense of being singled out is the main reason.
21
Almaghlouth, Osamah Abdulwahab D. "Saudi secondary school science teachers' perceptions of the use of ICT tools to support teaching and learning." The University of Waikato, 2008. http://hdl.handle.net/10289/2432.
Full textAbstract:
This research was conducted to investigate the Saudi science teachers' perception of the use of Information and Communication Technology (ICT) tools to enhance teaching and learning and undertake a small and groundwork examination of these teachers current use of ICT. It draws on the interpretive paradigm (Cohen Manion, 1994), where the focus is on how people interpret and make sense of their world. From this interpretive perspective the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT, their current use of ICT and their perceived needs for improvement in the use of ICT in the classroom were investigated. Saudi secondary schools science teachers from both girls' and boys' schools in three different types of schools have been involved in this study. There were 28 government schools (9 girls' and 19 boys' schools), four small schools in rented premises (2 girls' and 2 boys' schools) and four Aramco schools (1 girls' and 3 boys' schools). These schools were in different districts: Aldammam city, Alkhobar city, Aldahran city, Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the questionnaire. Analysis of the data, together with the relevant literature builds a picture of the use of ICT in science education. Providing ICT hardware and software resources to a school is not enough to ensure significant developments in use of ICT for teaching and learning in Saudi science classrooms. Access to working ICT continues to be an issue for these teachers. Although teachers identified many benefits to teachers and students from using ICT and had made individual efforts to develop their use of ICT for admin planning and lesson preparation, they also identified barriers. These barriers focused on a lack of appropriate professional development and technical support. The findings have implications for future development in the area of ICT. It is expected that the results of the research will guide future research and development in the country and outline the importance of the use of information and communication technology in education for teachers, students, parents and decision-makers. It will contribute information towards decision-making and planning in future projects.
22
Aronsen, Björn-Ove. "Inte enbart elgitarren : Elgitarrlärares val av undervisningsmaterial samt hur de motiverar och använder det i sitt arbete." Thesis, Karlstads universitet, Institutionen för konstnärliga studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78962.
Full textAbstract:
Studien syftar till att få djupare insikt i vad elgitarrlärare på kommunala musik- och kulturskolor använder för undervisningsmaterial, hur de motiverar användandet och på vilka sätt materialet verkar inspirerande på eleverna. I bakgrundsavsnittet presenteras tidigare forskning och annan litteratur som berör studien samt de teoretiska utgångspunkterna. Studiens teoretiska utgångspunkt utgörs av det sociokulturella perspektivet på lärande och kommunikation. Studiens datamaterial består av kvalitativa intervjuer med tre elgitarrlärare som undervisar inom den kommunala musik- eller kulturskolan. I resultatavsnittet beskrivs informanternas syn på undervisningsmaterial i elgitarrundervisning samt hur de motiverar användandet av den och om den är inspirerande. Deras undervisningsmaterial kan vara lika men ingångarna eller hur de använder dem, kan vara olika till sättet de används på. Vad de menar är inspirerande motiverar också deras val av material men motiveringen kan också ha en annan bakgrund. Materialet i sig behöver inte vara motiverande eller inspirerande utan det som är viktigast är den inre motivationen och inspirationen till att vilja fördjupa sig i elgitarrspel: Att eleven har en egen drivkraft! I det avslutande diskussionsavsnittet lyfts studiens resultat till diskussion i relation till tidigare forskning och till det sociokulturella perspektivet på lärande. Här framkommer att elgitarrlärarna har olika metoder för att lära ut att spela elgitarr. Trots att undervisningen handlar om att lära sig spela elgitarr visar lärarna på olika pedagogiker för att lära ut. Ibland använder lärarna sig av samma redskap men trots detta så kan de använda dem på skilda sätt.<br>This study aims to create deeper insight in what kind of equipment electric guitar teachers use in their teaching, how they motivate it and also if it is inspiring. The background chapter presents previous research and other literature in the field and also the theoretical basis for the study, the socio-cultural perspective on learning and communication. The data consists of qualitative interviews with three electric guitar teachers who teaches at the school of music and art. The results chapter show the teacher’s view on the subject, - teaching material in electric guitar teaching and how they motivate it´s use and also if it is inspiring. Their teaching materials may be equal but how they utilize them is different What they mean is that an inspirational teaching material also motivates their choice of the same. But the opinion - what is inspiring may also be of a different view. The teaching material doesn´t need to be inspiring. Most important is the inner inspiration that motivates to immerse in electric guitar playing. In the concluding discussion the results are discussed in relation to the previous research and to the socio-cultural perspective on learning. It appears that in spite of the tuition of electric guitar playing the tuition shape depends on the teacher. Sometimes the teacher uses same tools, but they may use them differently.
23
Hermelin, Ebba, Tobias Holmberg, and Elsa Rick. "Teaching Signals to Students: a Tool for Visualizing Concepts in Digital Signal Processing (DSP)." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326125.
Full textAbstract:
Few Engineering students at Uppsala University choose to pursue their studies in signal processing, due to the level of difficulty within the subject. The main underlying problem is the students' trouble with understanding the behaviour of analog and digital filters, as well as the concept of stability. In this project, a system that allows the teacher to visualize multiple concepts in signal processing was developed. The system consists of analog filters, digital filters implemented in a digital signal processor, and software for simulating unstable filters. The goal with this project is to give teachers the possibility to make students intuitively understand the subject, and improve the overall learning experience for the students.<br>Många ingenjörsstudenter vid Uppsala Universitet väljer att inte fortsätta sin studier inom signalbehandling, på grund av ämnets höga svårighetsgraden. Den största faktorn är studenters problem med förståelse för analoga och digitala filter, samt filter instabilitet. Det här projektet strävar efter att skapa ökad förståelse hos studenter inom ämnet genom att tillhandahålla ett verktyg för lärare att på ett intuitivt sätt visualisera signalers beteende för sina studenter. Det färdiga verktyget består av analoga filter, digitala filter implementerade i ett inbyggt system och mjukvara för att simulera instabila filter.
24
Kohler, Francis M. "Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.
Full text
25
Eriksson, Alexander. "Lärarperspektiv på digitala verktyg i engelskundervisningen på mellanstadiet." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77718.
Full textAbstract:
The purpose of this study is to investigate how digital tools are used in English teaching in Grades 4-6, in what ways these can further develop the teaching and what advantages and disadvantages are. The data collection was carried out through an online questionnaire and additional interviews. In one month, the questionnaire was completed by 141 respondents and qualitative interviews were conducted with three teachers. The result shows that teachers' attitude towards digital tools was positive, and teachers gladly used such tools in English teaching. However, further education is needed to develop a better and more effective use of digital tools in English teaching. Generally, the teachers thought that digital tools are a good complement to the regular study material, and they are used several times a week.<br>Syftet med denna studie är att undersöka hur användandet av digitala verktyg sker i undervisningen i engelska på mellanstadiet, hur det utvecklar undervisningen och vilka olika fördelar/nackdelar det finns. En online-enkät och kompletterande intervjuer genomfördes. Enkäten var öppen i en månad och fylldes i av 141 respondenter, och kvalitativa intervjuer genomfördes med tre lärare. Resultatet var att inställningen till digitala verktyg bland lärare är positiv, och verktygen gärna används i engelskundervisning. Dock behövs det mer utbildning för att utveckla användningsområdet för digitala verktyg i engelska. Verktygen anses vara ett bra komplement till de ordinarie läromedel och används flera gånger i veckan.
26
Mann, Anne-Marie. "Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/11012.
Full textAbstract:
This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.
27
Atterlid, Niclas. "Lärares användning av digitala verktyg i svenskundervisningen : En kvalitativ studie om sex lärares svenskundervisning och hur den har förändrats genom användningen av digitala verktyg i årskurserna 1-3." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35370.
Full textAbstract:
The aim of this study has been to examine how teachers’ Swedish teaching has changed by the use of digital tools. Life stories as a method was used to gain a deeper insight into the teachers’ lives. The material was then analysed by using the theoretical framework TPACK. Two questions have been formulated to achieve the aim of the study: How do teachers´ in grades 1-3 describe the change of their Swedish teaching by the use of digital tools? What affects teachers´ use of digital tools in Swedish teaching? The result shows that digital tools have changed the Swedish teaching as they give the teachers´ new ways to present the subject content. By using digital tools, the teachers´ state that they now are able to capture the student group more easily than before. IPad is the digital tool the teachers´ use the most. It is used primarily in the pupils´ writing process and teachers´ emphasize that the use of iPad makes it easier to visualize and illustrate the pupils´ texts. The result also shows that teachers´ attitude towards the use of digital tools in Swedish teaching was an aspect that did not affect their use of them. Although there were several other factors that did affect their use: The availability of digital tools at the school The support of digital tools Teachers´ views of the advantages and disadvantages of using digital tools
28
Tell, Jennifer. "”Alla ska mot samma mål men det finns olika vägar dit” : En kvalitativ intervjustudie om hur några lärare i F-3 beskriver sin användning av digitala verktyg med fokus på elever i svårigheter." Thesis, Jönköping University, HLK, Skolnära forskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53899.
Full textAbstract:
Att stötta elever i svårigheter kan göras på olika sätt. Ett av dessa är med hjälp av digitalaverktyg. För att få en djupare bild av det har denna studie gjort med syfte är att öka kunskapenom hur några lärare i årskurserna F-3 beskriver sin användning av digitala verktyg med fokuspå elever i svårigheter i svenskundervisningen. För att uppnå studiens syfte har tvåfrågeställningar varit till hjälp. Det är vilka möjligheter lärarna beskriver att digitala verktygskapar för elever i svårigheter och hur lärarna i studien beskriver att de arbetar för att bedrivasvenskundervisning med hjälp av digitala verktyg för elever i svårigheter. För att besvarastudiens syfte och frågeställningar har kvalitativa intervjuer genomförts med tre styckenverksamma lärare med erfarenhet av att arbeta digitala verktyg och behörighet i årskurserna 1–3. Studien har även sin teoretiska utgångspunkt i den sociokulturella teorin där språket,medierande redskap, appropriering och det sociala samspelet ligger i fokus. Resultatet i studienvisar på vilka möjligheter som lärarna beskriver att digitala verktyg skapar för elever isvårigheter. Det visar också på vad lärarna i studien använder för applikationer och funktioneri sin undervisning för elever i svårigheter. Slutligen visar resultatet på några av lärarnasupplevda problem och hur de arbetar och tänker för att komma över dessa. Efter resultatavsnittetpresenteras ett diskussionsavsnitt där studiens metod diskuteras samt en diskussion om studiensresultat utifrån tidigare forskning och studiens teoretiska utgångspunkt.<br>Supporting students in difficulty can be done in different ways. One way is using digital tools.To get a deeper picture of this, this study has been done with the aim of acquiring the knowledgeof how some teachers in grades F-3 describe their use of digital tools with a focus on studentsin difficulty learning Swedish language. To achieve the purpose of the study, two researchquestions have been used. These are the opportunities that teachers describe that digital toolscreate for everyone in difficulty and how the teachers in the study describe that they work tomanage teaching Swedish with the help of digital tools for students in difficulty. To answer theaim and research questions, qualitative interviews were conducted with three teachers with atleast basic experience of digital tools and qualifications in grades 1-3. The study has itstheoretical starting point in the sociocultural theory where language, mediating tools,appropriation and social interaction is the focus. The results of the study show the opportunitiesthat teachers describe that digital tools create for students in difficulty. It also shows whatapplications and functions teachers in the study are using for students in difficulty. Finally, theresults show some of the teachers' perceived problems and how they work and think to solvethem. After the results, a discussion is presented where the study method is discussed as wellas a discussion of the results based on previous research and the study's theoretical startingpoint.
29
Davey, Joseph. "Digitalisering i ämnet bild : En studie av högstadielärares vision och förutsättningar för integrering av digitala tekniker i bildundervisningen." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36031.
Full textAbstract:
The purpose of this study is to investigate how secondary school art teachers wish to use Information Communication Technology (ICT) in their lessons, what their circumstances are, and finally, what is important for a successful integration of ICT in art teaching.This qualitative study is based on three semi-structured interviews with secondary schoolart teachers. The interviews are analysed in two ways. Firstly, with a theory-driven contentanalysis and secondly by using the TPACK (Technology, Pedagogical and ContentKnowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition) models.The results of this study show that teachers’ attitudes towards digitalisation have a greateffect on how ICT is integrated into their teaching. It also shows that not all art teachers have access to the required equipment to meet their needs, or the technological knowledge necessary to properly integrate ICT into their teaching. Additionally, this study shows that the Swedish National Agency for Education’s intentions with digitalisation in art teaching are not consistently met by all art teachers. This study shows that while art teachers require both the equipment that meets their needsand the technological knowledge to use this equipment, the most important factor in asuccessful integration of ICT into art teaching is the teachers pedagogical and didactic skills.
30
Cajander, Amanda, and Sanela Glamocic. "En litteraturstudie av elevers lärande inom geometri i grundskolan med stöd av digitala verktyg." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38928.
Full textAbstract:
Utifrån våra erfarenheter, litteratur och forskningslitteratur upplever vissa lärare att delar av geometri är svårt att undervisa om. De upplever också att de läromedel som finns har begränsningar att vara ett stöd i att utveckla deras undervisning. Forskning och annan litteratur vi tagit del av beskriver att det förekommer att elever inte får tillräckligt med undervisning för att kunna bedriva matematiska samtal om geometriska objekt, kunna relatera objekten till varandra och sätta in dem i olika kontexter. Vissa elever har även svårigheter med att problematisera och konstruera geometriska objekt. Med dynamisk geometri och användning av digitala verktyg kan eleverna få mer tid åt att utveckla förståelse för hur geometriska objekt konstrueras. Syftet med litteraturstudien är att sammanställa hur forskning beskriver undervisning i ämnet geometri med stöd av digitala verktyg, och mer specifikt, att besvara frågeställningen: Hur kan geometriundervisningen enligt forskning utvecklas med stöd av digitala verktyg? För att besvara frågeställningen och uppnå studiens syfte har vi systematiskt tagit fram, analyserat och sammanställt vetenskapliga studier om användning av digitala verktyg i geometriundervisningen. Vårt resultat visar att digitala verktyg möjliggör utforskande arbetssätt, social interaktion och ökar vissa elevers motivation och engagemang samt att en del elevers van Hiele-nivå i geometriskt tänkande ökar i samband med användning av digitala verktyg i undervisningen. Slutligen diskuterar vi didaktiska implikationer såsom att digitala verktyg kan bidra till ett utforskande arbetssätt och öka elevers engagemang och motivation. Andra implikationer är att alla skolor inte har tillgång till digitala verktyg och att tekniska problem kan uppstå vid användning av dessa vilket kan leda till att undervisningstiden minskar. Som förslag till vidare forskning ser vi en möjlighet att undersöka hur skapande och visande av videoklipp påverkar elevers lärande i geometri.<br>Based on our experiences, literature and research literature, some teachers experience that certain parts of the subject geometry are difficult to teach about. They also experience that the teaching aids are not sufficient enough for developing their teaching. The research we mentioned is that some students do not get enough teaching to be able to conduct mathematical conversations about geometric objects, to relate the objects to each other and insert them into different contexts. Some students also have difficulties in problematizing and constructing geometric objects. With dynamic geometry and the use of digital tools, students can have more time to develop their understanding of geometric objects being constructed. The aim of this literature study is to compile how research describes teaching the subject geometry with the support of digital tools, and more specifically, to answer the question: How can teaching in geometry, according to research, be developed by using digital tools? To answer the question and achieve the aim of the study, we have systematically presented, analyzed and compiled scientific studies on the use of digital tools in the teaching of geometry. Our results show that digital tools enable exploratory working methods, social interaction and increase some students' motivation and commitment, and that some students van Hiele-level in geometric thinking increase while using digital tools. Finally, we discuss didactic implications such as that digital tools contribute to an exploratory approach and increase students' involvement and motivation. Another implication is that all schools do not have access to digital tools and that technical problems can arise when using these, which can lead to a reduction of teaching time. As a proposal for further research, we see an opportunity to look at how the creation and display of video clips affect pupils' learning in geometry.
31
Mann, Hilda. "Förskollärares syn på digitala verktyg i verksamheten." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77798.
Full textAbstract:
The purpose of this study is to contribute with knowledge of how preschool teachers experience the work with digital tools in teaching. The study has been done at a preschool that has been carefully selected because they work in a thoughtful way with digital tools to support childrens learning. Qualitative interviews with audio recording have been used as a data collection method from a phenomenographic perspective. Transcription of data has been carried out using an analytical model. The results show that preschool teachers perceive work with digital tools as an aid to their teaching. Preschool teachers use several digital tools in different subject areas in varying way. There is some withdrawal in the work with the tools and reflections on the purpose of the use with the children. This results in the fact that it looks different in the work with digital tools depending in interest and expertise. The conclusion of the study shows that there is interest in learning more and that the use of digital tools is seen as a natural way for preschool teachers to use for the purpose of teaching.<br>Syftet med denna studie är att bidra med kunskap om hur förskollärare upple- ver arbetet kring digitala verktyg i undervisningen. Studien har gjorts på en förskola som noga valts ut eftersom de arbetar på ett genomtänkt sätt med di- gitala verktyg som stöd för barnens lärande. Kvalitativa intervjuer med ljud- upptagning har använts som datainsamlingsmetod ur ett fenomenografiskt perspektiv. Transkribering av data har genomförts med hjälp av en analysmo- dell. Studiens resultat visar att förskollärarna upplever arbetet med digitala verktyg som ett hjälpmedel för deras undervisning. Förskollärarna använder flera digitala verktyg i olika ämnesområden på varierande sätt. Det finns en viss tillbakadragenhet i arbetet med verktygen och funderingar kring syftet av användningen tillsammans med barnen. Detta resulterar i att det ser olika ut i arbetet med digitala verktyg beroende på intresse och kompetens. Slutsatsen av studien visar att det finns intresse för att lära sig mer och att användningen av digitala verktyg ses som ett naturligt sätt för förskollärarna att använda sig av i syfte till undervisning.
32
Clark, W. Andrew, Cher L. Cornett, and Peter M. Hriso. "Linking Art to Science: Digital Media as a Technology Translation Tool." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2524.
Full textAbstract:
Technology translation can be achieved through the blending of the sciences and arts in the form of digital imagery. Digital animation and video can be utilized to portray molecular events where the mechanism of action is known but the process occurs at a sub-microscopic level. There needs to be a strong collaboration between scientific advisors and digital artists when creating the animation such that the artistic interpretation of the molecular event conforms to the known and accepted confines of science. The finished animation may be used for information, education or persuasion as entrepreneurial biotechnical companies attempt to find markets, customers and investors interested in their inventions. Educational institutions with programs in the sciences, arts, digital media and medicine need to promote the interaction of students from these disciplines through cross-functional teams and courses. Solutions to problems developed by these teams tend to be broader and more comprehensive than more homogeneous teams.
33
Löwgren, Michaela. "Programmering i ämnet teknik i årskurs F-3 : En enkätstudie om tekniklärares syn på programmering." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84448.
Full textAbstract:
The purpose of this study is to contribute to more knowledge about the prerequisites for conducting teaching in programming for year F-3, linked to the subject of technology. The method chosen for this study is a quantitative questionnaire survey, that includes teachers who teach students in the grades F-3. The survey was distributed as a web survey and was shared on the Facebook platform in various teacher groups. A total of 84 questionnaire responses were collected from teachers around Sweden. The study wants to show what teachers' perceptions, conditions and challenges are in conducting teaching in programming and how they interpret the new criteria in the syllabus. The results show that the majority of teachers are positive about teaching programming. Nevertheless, many of the respondents believe that there are major challenges when it comes to teaching programming linked to the subject of technology. Some challenges are, for example, the teacher's lack of subject knowledge, the distribution of analogue and digital resources that varies from school to school and time-consuming work for the teacher from planning to implementation of teaching. Almost half of the teachers lack training or continuing education in programming and less than half have already received competence development. Another recommendation I want to give to the profession is to give the teacher the opportunity for competence development in programming.<br>Syftet med studien är att bidra till mer kunskap om vilka förutsättningar det finns för att bedriva undervisning i programmering för årskurs F-3, kopplat till teknikämnet. Metoden som valts till den här studien är en kvantitativ enkätundersökning där det ingår lärare som undervisar elever i årskurs F-3. Enkäten distribuerades som en webbenkät och delades på plattformen Facebook i olika lärargrupper. Totalt samlades 84 enkätsvar in från lärare runt om i Sverige. Studien vill visa vad lärare har för uppfattningar, förutsättningar och utmaningar med att bedriva undervisning i programmering samt hur de tolkar de nya kriterierna i kursplanen. Resultatet visar att majoriteten av lärarna är positiva till att undervisa i programmering. Trots det anser många av respondenterna att det finns stora utmaningar när det gäller undervisning i programmering kopplat för ämnet teknik. Några utmaningarna är exempelvis lärarens bristande ämneskunskaper, fördelningen av analoga och digitala resurser varierar från skola till skola samt tidskrävande arbete för läraren från planering till genomförande av undervisning. Nästan hälften av lärarna saknar utbildning eller fortbildning inom programmering och färre än hälften har redan fått kompetensutveckling. Vidare rekommendation jag vill ge till verksamheten är att ge läraren möjlighet till kompetensutveckling inom programmering.
34
Camarinho, Ana Paula. "Tecnologias de apoio ao ensino do português: Estudo de caso no 3.º ciclo do Ensino Básico." Doctoral thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1302.
Full textAbstract:
Tese de Doutoramento em Informática<br>Desde sempre que o homem teve uma enorme necessidade de comunicar. O domínio da língua materna acaba por estar diretamente relacionado com a sua participação social dada a estreita relação da língua com o meio que o envolve. É através dela que o homem comunica, tem acesso a informação, expressa as suas opiniões ou defende seu ponto de vista, partilha e/ou constrói visões de mundo ou produz novo conhecimento. A aprendizagem da língua revela-se pois crucial para a formação do cidadão e para a evolução de uma nação. O ensino do Português, tem sido discutido desde a década de 80, centrando-se a discussão na necessidade de melhorar a própria educação do país. Torna-se fundamental que os alunos saibam ler e interpretar corretamente e que dominem a escrita para que se possam expressar de forma correta e clara. Aparentemente, uma das principais dificuldades das escolas é precisamente ensinar os seus alunos a ler, a interpretar, a falar e a escrever corretamente. Uma primeira mudança no ensino do português apareceu nos anos 80, no denominado “processo de alfabetização nacional” onde já se discutia “Como se ensina” e “Como se aprende”. Esta discussão parece ter alterado o processo de ensino/aprendizagem do português ajudando os professores a refletir sobre aspetos relacionados com a aprendizagem da Leitura e da escrita. O facto de os professores terem perante si uma nova geração de alunos, que convive diariamente com a tecnologia conduzem a uma nova mudança de paradigma onde as TIC terão papel fundamental. O presente trabalho propõe um modelo baseado no uso de ferramentas digitais que visa contribuir para um ensino/aprendizagem do Português mais eficaz. Para avaliar o modelo proposto, foi criado um curso, denominado TAEP (Tecnologias de Apoio ao Ensino do Português) suportado por uma plataforma de ensino à distância e foram levadas a cabo uma série de experiências em escolas do ensino básico (EB), em Portugal, no sentido de aferir o potencial e os constrangimentos do uso da tecnologia no processo de ensino/aprendizagem do Português. Os resultados obtidos evidenciaram que os alunos estão motivados e revelam apetências para aprender com recurso à tecnologia e a praticar a Leitura, a escrita, a Oralidade, a Gramática e o estudo literário com o suporte da mesma. O estudo revelou que a tecnologia pode apoiar o ensino do português no 3º ciclo e que processos de escrita mediados por processadores de texto ou outros meios, gravações de áudio ou áudio/vídeo em PC’s ou dispositivos móveis estimulam os alunos a desenvolver capacidades através da prática, aprendendo assim o estabelecido nas metas curriculares da disciplina. Palavras-chave: ensino de português, aprendizagem de português, ferramentas digitais de aprendizagem, tecnologias de informação.<br>Man had an enormous need to communicate. Since the very beginning, man has always had an enormous need to communicate. In each country, the mother tongue is directly related to its social participation, given the close relationship between language and the environment that surrounds it. It is through language that man communicates, has access to information, can express his opinions or defend his points of view, share and/or build worldviews or produce new knowledge. Thus, language learning proves to be crucial for the upbringing of citizens and for the development of a nation. Portuguese teaching and learning has been much discussed since 80s, focusing on the need to improve the educational process of the country. It is essential that students can read and comprehend the language correctly, so that they can express themselves properly and clearly. Apparently, one of the main difficulties for schools is, precisely, to teach their students to read, comprehend, speak and write properly. An initial change in the teaching of Portuguese appeared in the 80's, in the so-called “process of national alphabetization”, where the issues on “how to teach” and “how to learn” were already discussed. This discussion appears to have altered the teaching/learning process of Portuguese by helping teachers reflect on aspects related to the learning of reading and writing. The fact that teachers have before them a new generation of students, contacting with technology on a daily basis, leads to a new paradigm change where ICTs will play a major role. This paper suggests a model based on the usage of digital tools, aiming to contribute to a more efficient teaching/learning process of Portuguese. To assess the proposed model, a course named TAEP (Tecnologias de Apoio ao Ensino do Português – Supporting Technologies to the Teaching of Portuguese) was created, supported by a distance education platform, and a series of experiments on basic education schools (EB) in Portugal was carried out, in an attempt to evaluate the potential and constraints of using technology in the process of teaching/learning Portuguese. The results obtained suggest that students are motivated and are proficient in learning through the use of technology, as well as practicing reading, writing, speaking, grammar and literary studying using it as a means of support. The study revealed that technology can provide support in the teaching of Portuguese at the lower secondar education level and that writing processes mediated by text processors y e or other means, audio tapings or audio/video in PCs or mobile devices stimulate students to develop their capabilities through practice, thus learning the contents established by the curricular objectives of the course.<br>Orientação: Prof. Doutora Paula Coutinho Morais
35
Fredriksson, Kamilla. "Digitala skrivverktyg- förändringar i skrivundervisningen? : En kvalitativ studie om lärares förhållningssätt till digitala skrivverktyg vid textproduktion för elever i årskurs 1-3." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49406.
Full textAbstract:
I denna studie belyses lärares användning av digitala skrivverktyg vid textproduktion. Allt fler lärare väljer att använda sig av digitala skrivverktyg i undervisningen, vilket innebär förändringar i lärares sätt att undervisa när det kommer till textproduktion. Syftet med studien är att lyfta lärares förhållningssätt och användande av digitala skrivverktyg i undervisningen för elever i årskurs 1–3, inom området skrivutveckling och textproduktion. Frågeställningarna som har besvarats är: när och varför använder sig lärare av digitala skrivverktyg i undervisningen? Hur arbetar lärare med textproduktion och digitala skrivverktyg? Vilka möjligheter och utmaningar upplever lärare med digitala skrivverktyg i undervisningen? Metoden fokusgrupper har använts där lärare som undervisar i de aktuella årskurserna har intervjuats. Analysen består av en kvalitativ innehållsanalys. Det sociokulturella perspektivet ligger till grund för analysen av materialet. Resultatet visar att lärare ser många anledningar till att använda digitala skrivverktyg i undervisningen. Lärare använder digitala skrivverktyg i många moment i undervisningen och i många olika ämnen. Lärarna använder sig främst av två olika metoder, att skriva sig till läsning (ASL) och skriva sig till lärande (STL). Resultatet visar även att lärarens roll är viktigt för elevernas skrivutveckling och digitala kompetens. Lärarna ser både möjligheter och begränsningar med digitala skrivverktyg.<br>This study highlights teachers’ use of digital writing tools in text production. More and more teachers are choosing to use digital writing tools in teaching, which means changes in teachers' way of teaching when it comes to text production. The purpose of the study is to examine teachers' attitudes and use of digital writing tools in teaching for students in grades 1-3, in context of writing development and text production. The questions addressed in the study are: When and why do teachers use digital writing tools in teaching?, How do teachers work with text production and digital writing tools?, and, What opportunities and challenges do teachers with digital writing tools experience in teaching? The focus group method has been used where teachers who teach in the current grades have been interviewed. The analysis consists of a qualitative content analysis. The socio-cultural perspective forms the basis for the analysis of the material. The result shows that teachers see many reasons for using digital writing tools in teaching. Teachers use digital writing tools in many aspects of teaching and in many different subjects. Teachers mainly use two different methods: writing for reading (RtW) and writing for learning (iWTR). The result shows that the teacher's role is important for students' writing development and digital competence. Teachers experience both opportunities and limitations with digital writing tools.
36
Ó, Duibhir Conall. "Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systems." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105265.
Full textAbstract:
This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.
37
Wallmark, Johan. "Digitala verktyg i matematikundervisningen : En kvalitativ studie gällande grundskolelärares syn på digitala verktyg som pedagogiskt verktyg i matematikundervisningen." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302709.
Full textAbstract:
Skolan har digitaliserats och digitala verktyg används alltmer i undervisningen. Syftet med denna studie är att ytterligare öka förståelsen av användning av digitala verktyg i matematikundervisningen. Det teoretiska ramverket TPACK (Technological Pedagogical And Content Knowledge) har använts för att analysera lärarnas svar från intervjuerna. Ramverket synliggör lärarnas tekniska-, pedagogiska- och ämneskunskaper. Kvalitativa intervjuer med fem matematik-lärare i åk 7-9 har genomförts för att besvara studiens syfte. Resultatet visar att lärarna upplever elevers motivation ökar med användandet av digitala verktyg. Lärarna ser att eleverna upplever ämnet som roligt och lärandet blir mer lustfyllt. Interaktiva program där eleven svarar på frågor och får snabb respons, beskrivs av lärarna ett bra komplement i matematikundervisningen. Lärarna ser också möjligheter att individanpassa undervisningen med digitala verktyg. Verktygen har också visat sig fånga svaga elevers intresse för matematikämnet. Att använda digitala verktyg är ett sätt att hålla jämna steg med samhällets digitalisering. För vidare användning av digitala verktyg ser lärarna ett behov av kompetensutveckling och tid för att utforska nya verktyg som kan användas i undervisningen.<br>The school has been digitized and digital tools are increasingly used in teaching. The purpose of this study is to further increase the understanding of the use of digital tools in mathematics teaching. The theoretical framework TPACK (Technological Pedagogical And Content Knowledge) has been used to analyze teachers' responses from the interviews. The framework makes teachers' technical, pedagogical and subject knowledge visible. Qualitative interviews with five mathematics teachers in year 7-9 have been conducted to answer the purpose of the study. The results show that teachers experience students' motivation increases with the use of digital tools. The teachers see that the students experience the subject as fun and the learning becomes more pleasurable. Interactive programs where the student answers questions and gets a quick response, are described by the teachers as a good complement to the mathematics teaching. Teachers also see opportunities to personalize teaching with digital tools. The tools have also been shown to capture the interest of weak students in the subject of mathematics.Using digital tools is a way to keep pace with the digitalization of society. For further use of digital tools, teachers see a need for competence development and time to explore new tools that can be used in teaching.
38
Altoumaimi, Rasha, and Ezzine Abir Om. "Geometriundervisning med digitala verktyg, årskurs 7 – 9 : En studie kring högstadielärares syn på användning av digitala verktyg i geometriundervisning och dess påverkan på elevers lärande." Thesis, KTH, Lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280107.
Full textAbstract:
Implementering av digitala verktyg har haft inverkan på hur lärare väljer att undervisa i matematikklassrummet de senaste åren. Därför som blivande matematiklärare blir det intressant att undersöka hur lärare ser på hur digitala verktyg påverkar den egna undervisningen och elevernas lärande samt undersöka lärares val av undervisningsmetoder i geometriämnet när användningen av digitala hjälpmedel står i fokus. För att samla in data genomfördes intervjuer av sju matematiklärare från tre olika skolar. De teoretiska ramverken som använts för analys i vår studie är SAMR-modellen (SAMR är en akronym som står för fyra engelska begrepp: Substitution, Augmentation, Modification och Redefinition) som beskriver hur digitala verktyg används i olika steg i undervisning och Drijvers orkestreringstyper för att identifiera olika undervisningsmetoder och beskriva deras kännetecken. Studien visade att alla intervjuade lärare använder olika digitala verktyg i sin geometriundervisning samt att de överlag är positiva till att använda verktygen. Lärarna beskriver att verktygen understödjer undervisningen utifrån de behov som uppstår i praktiken, till exempel behov av individanpassade uppgifter, olika redovisningsformer medmera. Resultatet av analysen visade att flera av de intervjuade lärare når steg tre i SAMR-modellen, vilket innebär att synen på elevernas lärande och undervisningen har börjat förändrats. Studien visade också att lärarna varierar och utnyttjar olika orkestreringstyper för att organisera sin undervisning för specifika lärandemål.<br>The aim of this thesis is to execute digital tools in mathematics teaching. The study focuses its attention on how teachers choose the type of the digital tools and carry out mathematics teaching, especially in the subject of geometry. As a future teacher, it will be interesting to investigate the teachers’ views concerning the effect of digitizing on their teaching and students’ learning, as well as the teacher's choice of teaching methods and the design of the teaching within that method, will depend on the lessons of geometry where the use of digital technology is the focus in the classroom. The empirical materials were collected through interviews with seven teachers from three different schools. The data were analyzed with a focus on the ways by which teachers employ digital tools to support and work with mathematical content. The theoretical frameworks in our study are the SAMR model (SAMR is an acronym that stands for four English concepts Substitution, Augmentation, Modification, and Redefinition) that describes how digital tools are used at different stages in teaching and Drijver's orchestration type to identify different teaching methods and describe their characteristics. The results based on the interviews show that most teachers meet requirements for reaching step three in the SAMR model. The study also shows an overview of different teaching methods in mathematics teaching where digital technology is used. The results also show that the teachers utilize several types of orchestration in the work with the subject of geometry in their teaching. In total, this study shows that teachers use up to five different types of orchestration. Generally, all teachers have positive opinions concerning the employment of digital technology in mathematics education, and the utilities of digitization that they spotlight include assisting and supporting students' mathematical knowledge as well as developing their understanding of geometric concepts.
39
Fast, Rasmus. "Digitalisering som medel för effektivisering? : En kvalitativ studie om hur fem samhällskunskapslärare upplever sitt yrke i en neoliberal organisation." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95730.
Full textAbstract:
The aim of this study is to examine in what ways civics teachers perceive digitalization as a means of efficiency in perspectives mainly revolving the teachers’ organization. By conducting interviews with five teachers educating within civic studies, the aim is to collect data about a perceived reality, rather than a factual state. Hence the following essay focuses on a qualitative approach, rather than a quantitative. The interviews were conducted over the internet as a result of the raging pandemic, Covid-19. By including the neoliberal marketing model of New Public Management as the theoretical framework in the analysis, the purpose is to illuminate the difficulties of steering a dynamic organization with quantitative values. The result showed that teachers were generally pessimistic about the inclusion of digital tools within both the administration and the classroom. All of the interviewed teachers worked with digital tools, but in different extent and with varied competence. The work with digital tools was well established in both administration and classroom. Teachers believed the digital tools could be used as means of efficiency, but that would require a more pragmatic approach, from developing the tools, to implementing them. Teachers mainly believed digitalization to increase the workload. The conclusion is that the downside of including digital tools overweighed the upside. The main issues teachers mentioned included indirect threats to teacher autonomy and student equality. These threats sprung out of the economic efficiency teachers believed digitalization to muster. Digitalization could be used as means to create efficiency in teaching and administration, however, not when schools are steered by a neoliberal market fundamentalism. Questions rose on how the teachers’ education prepare its students for working within this reality, and how the style of teaching could adapt to the increased opportunities digital tools provide. Furthermore, considering the current state of the world with an on-going pandemic, how will the attitudes towards digital tools and digitalization be in a near future?
40
Hamm, Breanna H. "Today's Learners: Applying Gaming Elements to Enhance Student Engagement in a University Visual Communication Course." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308576036.
Full text
41
Tietze, Hanna. "Surfplatta - ett digitalt verktyg i matematikundervisningen : Lågstadielärare delger sina erfarenheter av surfplattan som pedagogiskt verktyg; matematiska användningsområden samt upplevda för- och nackdelar." Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68441.
Full textAbstract:
Surfplattan är ett verktyg som ligger i tiden, både i hemmet och i skolan, ett verktyg som dominerar i de lägre årskurserna. Forskning visar att digitala verktyg i matematikundervisningen kan påverka lärandet positivt. Därför är det intressant att surfplattan får minst utrymme som pedagogiskt verktyg i ämnet matematik jämfört med resterande skolämnen. Utifrån denna problematik tar studien avstamp, i syfte att undersöka lärares erfarenheter och uppfattningar angående surfplattan som pedagogiskt verktyg i matematikundervisningen. Urvalet består av verksamma lärare i åk 1–3 eftersom de använder surfplattor kontinuerligt i matematikundervisningen. Genom kvalitativ metod och semistrukturerad intervjuteknik har åtta lärare berättat på vilket sätt de använder surfplattor, vilket matematiskt innehåll som behandlas samt några för- och nackdelar de erfarit i samband med surfplattan som digitalt verktyg i ämnet matematik. Empirin är analyserad utifrån en fenomenografisk ansats utifrån ett sociokulturellt perspektiv. Surfplattan som pedagogiskt verktyg förknippas med begreppet mediering inom sociokulturell teori för att vidare tolka och diskutera studiens resultat. Resultatet belyser att surfplattan används som ett extra stöd, kompletterande verktyg och redskap för dokumentation i matematikundervisningen. I resultatet framkommer även att surfplattan används som ett individuellt verktyg av elever. Lärarna upplever att surfplattan har möjlighet att motivera elever, effektivisera och variera undervisningen. Samtidigt beskrivs att surfplattan har begränsade möjligheter och innebär tidskrävande förarbete för läraren.<br>Tablets are tools which are used recently both at home and at school, and they have become dominating tools in teaching mathematics in primary schools. Researches show that digital tools are influencing mathematical teaching and learning processes positively. However, digital tools are the least used when it comes assisting mathematical teachings as we compare them with other subjects. That is why this study surfaced to investigate teachers' experiences and perceptions of the tablet as an educational tool in mathematical teachings. Hence, the data selection was made based on how frequently the tablets are used in teaching mathematics. Eight teachers who continuously use tablets as a tool in teaching mathematics from grade 1 to 3 have been interviewed. Through the qualitative method and semi- structured interviewing techniques the following data were gathered: what the eight teachers explained, how they used tablets, which mathematical content was being processed, what possibilities and limitations they experienced in connection with the tablets.Empirics is analyzed based on a phenomenological approach from a socio-cultural perspective. As an educational tool is the tablet associated with the concept of mediation in sociocultural theory to further interpret and discuss the results of the study. The result illustrates that tablets, in educating mathematics, have become additional supports, supplementary tools and even they have become tools for documentation. The result also portrays that the tablets are becoming an individuals’ tools.
42
Bernström, Adam. "Digitala verktyg - framtidens lärande? : En kvalitativ studie om vad lärare anser om digitala verktyg, dess möjligheter och utmaningar." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44925.
Full textAbstract:
Studien som har bedrivits är ett resultat av den pågående digitaliseringen som sker i både samhället och skolan. Revideringar från Skolverket har försett läroplanen med mer integrering av digitala verktyg och möjligheter för hur eleverna ska kunna använda samt navigera på dem. Denna förändring har även gjort att kraven för lärares digitala kompetens måste utökas. Detta leder in på syftet med denna studie då den har som avsikt att söka en djupare förståelse för hur lärare upplever digitala verktyg i svenskundervisningen samt hur planering och utförande påverkas. Forskningsfrågorna som studien grundar sig i är: Hur använder sig några lärare av digitala verktyg i svenskundervisningen? Vilka möjligheter och utmaningar anser några lärare digitala verktyg medför i svenskundervisningen? För att få en djupare förståelse och höra djupgående argument har studien bedrivits i form av en kvalitativ studie där sex verksamma lärare har intervjuats. All insamlade data har transkriberats och analyserats genom tematisk analys för att få fram ett resultat. Studiens resultat visar att det främst är kompetensen som styr användningen av digitala verktyg i undervisningen. Lärarna anser att de har bristande kunskaper om de digitala verktygen de använder vilket kan leda till att de känner viss rädsla för att använda digitala verktyg. De möjligheter som lärarna beskriver är ökad motivation hos eleven, effektivisering samt att det verkar som ett bra stöd för elever i behov. De utmaningar som lärarna uppger är störningsmomenten samt bristen på digitala verktyg.<br>The present study is a result of the ongoing digitalization that has been taking place in both society and the school. Revisions by the National Agency of Education have provided the curriculum with more integration of digital tools and how the students should use and navigate them. This change has also made the demand for teachers’ digital skills to be increased. This leads to the purpose of this study as it is intended to seek a deeper understanding of how teachers experience digital tools in Swedish teaching and how planning and execution are affected. The research questions on which the study is based were: How do some teachers use digital tools in Swedish teaching? What opportunities and challenges some teachers find digital tools entail in Swedish teaching? In order to gain a deeper understanding and hear in-depth arguments, the study has been conducted in the form of a qualitative study in which six active teachers have been interviewed. All collected data has been transcribed and analyzed in the basis of thematic analysis to produce a result. The study's results show that it is primarily competence that controls the use of digital tools in teaching. The teachers believe that they have a lack of knowledge about the digital tools they use, which can lead to them feeling some fear of using digital tools. The opportunities that the teachers describe are increased motivation among the pupil, efficiency improvements and that it seems to be a good support for students in need. The challenges listed by the teachers are the disturbances and the lack of digital tools.
43
Sjöberg, Lars. "Lärares uppfattningar om införandet av programmering i gymnasieskolans matematikämne." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-251763.
Full textAbstract:
Vi lever i ett samhälle där datorer och annan digitalteknik blir allt mer central i vår vardag. Sveriges regering har därför ålagt Skolverket att stärka elevernas digitala kompetens. Som en del av detta införs programmering som ett digitalt verktyg i matematikundervisningen både i grundskolan och på gymnasiet. Det krävs dock i nuläget inga kurser i programmering för att bli en legitimerad matematiklärare. Syftet med undersökningen som presenteras i denna rapport är att undersöka matematiklärares uppfattningar som uppkommit på grund av att Skolverkets revidering av läroplanerna i matematik. Denna revidering innebär att vissa matematikkurser på gymnasiet innefattar att programmering skall användas som problemlösningsverktyg. Underlaget till denna undersökning är en transkribering och tematisering av kvalitativa intervjuer med tio matematiklärare, samt tidigare forskning. Undersökningen fann en viss oro bland lärarna som till stor del handlade om bristande kunskap i programmering samt problematiken med att hinna med att få in ytterligare ett moment i undervisningen. Under intervjuerna framgick det att lärarna var allmänt fundersamma om vilka digitala verktyg de skulle använda för att lösa detta nya krav. En majoritet av lärarna förordade dock Excel och Geogebra. Det framkom ett visst missnöje med att detta nya krav infördes med mycket kort varsel. Många lärare förväntade sig och litade på att läroboksförfattarna skulle komma med en uppdatering av läroböckerna i matematik. En uppdatering som förväntades innefatta programmering och som därmed skulle lösa den nya pedagogiska utmaningen.<br>Computers and other digital technology are becoming increasingly important in our society. Due to that, the Swedish Government has instructed their National Agency for Education to strengthen the students' digital competence. One outcome of this was that programming become a part of teaching mathematics both in primary and upper secondary school. Programming is not a part of the mandatory studies needed to become a certified mathematics teacher. The purpose of this study is to investigate the ideas, attitudes and ideas of mathematics teachers that have arisen because of the National Agency for Education's revision of the curricula in mathematics. According to this revision of the curricula, students should use programming as a problem-solving tool. The basis for this study is a transcription of qualitative interviews with ten mathematics teachers and an examination of previous research. This study found that there was some concern among the teachers. Most of the concern was about lack of knowledge in programming. The majority of teachers preferred to use Excel and Geogebra as a digital tool to teach programming. Many teachers expressed spontaneously a general dissatisfaction with the impact that calculators already have in mathematics education. There was some dissatisfaction with the introduction of this new requirement at very short notice. Many teachers expected and trusted that the textbook authors would come up with an update of the textbooks in mathematics. An update that would thus solve their new educational challenge.
44
Widén, Tina, and Rebecca Lundevall. "”Med digitala verktyg går det att anpassa nivåerna” : Lärares användning av digitala verktyg i skrivundervisningen i svenska och svenska som andraspråk." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100897.
Full textAbstract:
Digitala verktyg har blivit allt viktigare inslag i grundskolans skrivundervisning. Forskning inom området har undersökt olika aspekter av digitaliserad undervisning i svenska, men det saknas forskning som fokuserar på användandet av digitala verktyg i skrivundervisningen i ämnena svenska och svenska som andraspråk. Syftet med denna studie är därför att belysa hur verksamma lärare i årskurs 1–6 arbetar med digitala verktyg i skrivundervisningen i svenska och svenska som andraspråk. Materialet till studien samlades in via tre fokusgruppsamtal med tre deltagande i varje samtal. En grupp bestod av både svensklärare och SVA-lärare, en grupp bestod endast av svensklärare och en grupp endast av SVA-lärare. Det insamlade materialet bearbetades genom en kvalitativ innehållsanalys. Resultatet visar inga tydliga skillnader vad gäller användandet av digitala verktyg i svenska och svenska som andraspråk. En tydlig likhet är att alla lärare som deltog i fokusgrupperna använde liknande program i sin undervisning för att stötta eleverna framåt i skrivundervisningen genom anpassning till elevers individuella behov. Genom resultatet kan vi visa att verksamma lärare individanpassar användningen av digitala verktyg men att de inte särskiljer skrivundervisningen i svenska och svenska som andraspråk.
45
Söderlund, Svetlana, and Margareta Öllsjö. "Sfi-lärares erfarenheter av distansundervisning våren 2020." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55183.
Full textAbstract:
Syftet med denna studie är att undersöka sfi-lärares erfarenheter av distansundervisning under våren 2020. Studiens fokus ligger på att undersöka hur digitala verktyg anpassades till elevernas olikheter, hur kommunikationen med eleverna etablerades och vilka arbetssätt och metoder som kännetecknade sfi-lärares distansundervisning. Genom att beskriva omställningen till distansundervisning orsakade av pandemier som SARS och Covid-19, redogörs för de utmaningar och möjligheter som lärare ställs inför i den digitala klassrumsmiljön. Därefter lyfts teoretiska aspekter kring kommunikation och lärarrollen i att skapa relationer med eleverna i den digitala lärmiljön. För att förstå fenomenet med distansutbildningen i sin helhet redovisas vidare utgångspunkter som bör tas hänsyn till när en sådan utbildning utformas och designas. Detta är en empirisk studie där metodtriangulering har använts med både kvantitativa och kvalitativa undersökningar. Totalt deltog 126 respondenter i webbenkät och sex respondenter i semistrukturerade intervjuer. Resultatet pekar på att lärarnas förhållningssätt till distansundervisning under pandemin och ojämlikhet i elevers digitala kompetens och elevernas bristfälliga tillgång till digitala teknik i samband med omställningen, var avgörande för hur nya arbetssätt och undervisningsstrategier formades. Sfi-lärarna använde sig av de digitala verktyg och digitala resurser som redan var inarbetade i klassrumsundervisningen. Både synkron och asynkron kommunikation tillämpades i stor utsträckning, där synkron kommunikation värdesattes tack vare dess likhet med det fysiska klassrummets upplägg och asynkron kommunikation ökade tillgänglighet till undervisningsmaterial. Sfi-lärarnas utmaningar bestod av svårigheter att vara tillgängliga för de elever som behövde stöd och att följa upp elevernas lärandeprocesser på distans.<br>The purpose of this study is to investigate sfi-teachers’ experiences of distance education in the spring of 2020. The study focuses on examining how digital tools were adapted to students’ differences, how communication with students was established and what teaching methods characterized sfi teachers’ distance education. By describing the transition to distance education caused by pandemics such as SARS and Covid-19, the challenges and opportunities that teachers face in the digital classroom environment are described. Thereafter, theoretical aspects of communication and the teacher’s role in creating relationships with students in the digital learning environment are highlighted. In order to understand the phenomenon of distance education in its entirety, further points of departure are presented that should be taken into account when such education is designed. This is an empirical study where method triangulation with both quantitative and qualitative studies. A total of 126 respondents responded to the online survey and six respondents participated in semi-structured interviews. The results indicate that the teachers’ approach to distance education during the pandemic, and the inequality in students’ digital competence and the students’ inadequate access to digital technology in connection with the transition, were decisive for how new teaching methods and teaching strategies were formed. Sfi teachers used the digital tools and digital resources that were already incorporated in the classroom education. Both synchronous and asynchronous communication were applied to a large extent, where synchronous communication was valued thanks to its similarity to the physical classroom layout and asynchronous communication because of the increased accessibility to teaching materials. The sfi teachers’ teaching challenges consisted of difficulties in being available to the students who needed support and in following up the students’ learning processes at a distance.
46
Henriksson, Annika. "”Utan mobiler och datorer skulle ingenting fungera” : Elever i gymnasiesärskolan ger perspektiv på digitala verktyg i undervisningen, det sociala samspelet och i vardagslivet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-69527.
Full textAbstract:
Syftet med denna studie är att bidra med kunskap om elevers perspektiv på användandet av digitala verktyg i socialt samspel, som stöd i undervisningen och i vardagen. För att belysa detta område har elever som går ett nationellt yrkesprogram i gymnasiesärskolan intervjuats. Intresset för denna studie uppkom då jag genom mitt arbete inom särskolans verksamheter ibland upplevt att jag inte haft tillräckligt med kunskap inom detta område för att kunna stötta eleverna optimalt. Tidigare forskning visar att användandet av digitala verktyg i undervisningen har positiva effekter för elever med utvecklingsstörning. Det finns även forskning som visar att användandet av digitala verktyg kan bidra till ökad självständighet och delaktighet i samhället för dessa personer. Studien utgår från ett sociokulturellt perspektiv, där lärande och utveckling sker i interaktion mellan människor. En kvalitativ halvstrukturerad intervju, valdes som metod för att samla in det empiriska materialet. Resultaten i studien pekar på att eleverna använder vanligt förekommande funktioner i mobiler och datorer i många olika kontexter. Enligt eleverna är verktygen en nödvändighet för både undervisningen och för att kunna vara delaktiga i samhällets alla delar. Inga specifika funktioner eller användningsområden som kan härledas till just gymnasiesärskolans verksamhet framträdde i studien. Eleverna uttryckte att de lärt sig använda verktygen av sig själva eller utav kompisar. De uppgav också att de själva funnit lämpliga strategier och användningsområden för verktygen som kompenserar olika funktionsnedsättningar eller andra svårigheter både i och utanför skolan. För att belysa området ytterligare kan det vara lämpligt att studera användandet av digitala verktyg utifrån speciallärares perspektiv och se vilka möjligheter det finns för att utveckla användandet av de verktyg eleverna redan är förtrogna med i undervisningen.<br>The purpose of this study is to contribute knowledge about students’ perspectives on the use of digital tools in social interactions, education and everyday life. In order to examine this area, students in compulsory school for pupils with learning disabilities have been interviewed. The interest for this subject arose when I during my work in special school sometimes experienced a lack of knowledge, regarding digital tools, on how to support the students fully in their education. Previous research shows positive results for students with intellectual disabilities regarding use of digitals tools during education. There are also studies that show that using digital tools can contribute to increase the independence and connection to the society for these people. This study is based on a sociocultural perspective, where education and personal growth is developed by interaction between people. In order to collect empirical data, a qualitative semi-structured interview method was selected. The results indicate that the students are using common functions in both smart phones and computers in a variety of contexts. According to the students, the digital tools are necessary for their education as well as their participation in all parts of the society. The study did not result in any features or applications used specifically for educating students in compulsory school for pupils with learning disabilities. The students expressed that they learned to use the tools by themselves or from friends. They also stated that they themselves found appropriate strategies and area of use for the tools that compensate for different disabilities or other difficulties both inside and outside the school. Regarding future research in this area one suitable approach could be to use the special education teacher’s perspective as a main source and explore the possibilities to further develop the digital tools the students already are familiar with, towards a better education.
47
Becker, Ryan Liss. "A Science Instrument for the Digital Age: #Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/495.
Full textAbstract:
The integration of digital technologies in K-12 education is ubiquitous. Web 2.0 technologies enable students who were once passive consumers to become active participants in, and even creators of, dynamic digital experiences. Social media, in particular, can connect disparate populations, minimizing traditional barriers such as time, space and geography. Similarly, science communication has also been influenced by an expanding array of media through which scientists can now connect directly with the public. #Scistuchat, the focus of this study, uses the social media platform Twitter to bring together scientists, secondary science students and teachers outside of school in monthly, science-focused Twitter chats. Using a multiple-case (embedded) design, this study sought to answer the question "How do #scistuchat participants perceive Twitter as a tool for learning and communicating science?" Thematic, cross-case analysis of four #scistuchats revealed themes specific to the #scistuchat experience, as well as the broader use of Twitter for science learning and communication. In addition to real-time observations of each chat and later analysis of the archived tweets, videoconferencing technology was used to conduct individual interviews with participating scientists (n=16) and teachers (n=6), as well as focus groups with students (n=17). Notable #scistuchat-specific findings include a recognition of the experience as dynamic and student-focused. Regarding student outcomes, although gains in science content knowledge were limited, an evolving understanding of scientists and the nature of their work was prominent. Findings regarding the broader use of Twitter for science purposes highlighted its multidimensional, professional utility and its unique contributions when leveraged in classroom settings.
48
Gabriel, Issa Sten. "IT-Instrument : En intervju-och observationsundersökning kring användandet av digitala instrument inom undervisningen i ämnena historia och engelska i en gymnasieskola." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26295.
Full textAbstract:
This essay is a study of the use of IT technology by teachers of English and History at a Swedish upper secondary school. It is based on four interviews and four observations. In my analysis of these I have made use of the theory of Social Shaping of technology, a theory which puts emphasis on a teacher´s purpose regarding the use of IT technology in order to empower the teaching process. As a researcher I aim to explore the reasoning on the part of the teacher and to that end I use the method of interviews and observations. This study shows different ways of using IT technology varying from one teacher to another. The use of laptops and Ipads by students is frequent, laptops being used for writing and information seeking and Ipads for taking pictures, the recording of students´ own performance before making presentations in class and for communication with teachers. In addition to the methods mentioned above, I have used - "Som-seende" and half-structured interviews.
49
Larsson, Johanna. "Multimodala texter : En intervjustudie med lärare och elever i årskurs 1-3." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78140.
Full textAbstract:
Dagligen möter eleverna multimodala texter både i skolan och på fritiden. Digitaliseringen har medfört en förändring i hur texter läses och produceras. Dessutom bidrar digitaliseringen till både möjligheter och svårigheter för såväl lärare som elever. Syftet med den här studien är att ta reda på hur lärare och elever arbetar med multimodalt berättande texter i svenskundervisningen i årskurs 1-3 samt vilka möjligheter och svårigheter som finns i arbetet. Lärares och elevers syn på arbetet med multimodalt berättande texter kommer även att jämföras med varandra. Studien utgår från ett sociokulturellt perspektiv då de multimodalt berättande texterna skapas i ett socialt sammanhang. Metoden som används för att samla in material är intervju, lärarna intervjuas personligen och eleverna intervjas i grupp. Resultaten i studien visar att skrift och bild är de modaliteter som används mest. Årskurserna arbetar på lite olika sätt men samtliga lärare använder bilder som stöd för att förstärka elevernas förståelse. Digitala verktyg används flitigt i svenskundervisningen, projektor används vid genomgångar och redovisningar, datorer används som sökmotor och att producera text på och iPads används på samma sätt som datorn men även till att spela in ljud och film. Lärarna planerar vad eleverna ska göra medan eleverna får planera vad de vill skriva om. Men det är inte alltid så lätt att komma på vad de ska skriva om. Lärarna upplever att många elever har brist på fantasi vilket även eleverna själva lägger märke till.<br>On a daily basis, students encounter multimodal texts both at school and at leisure. Digitization has led to a change in how texts are read and produced. In addition, digitization contributes to both opportunities and difficulties for both teachers and pupils. The purpose of this study is to find out how teachers and students work with multimodal narrative texts in the Swedish subject in grades 1—3 and what opportunities and difficulties exist in the work. Teachers´ and pupils' opinion on the work with multimodal narrative texts will also be compared with each other. The study is based on a sociocultural perspective which considers the multimodal narratives as constructs in a social context. To collect material to my study I use the method interview, the teachers are personally interviewed and the students are interviewed in groups. The results of the study showes that writing and image are the most common modalities. The grades work in slightly different ways, but all teachers use pictures to support students' understanding. Digital tools are used extensively in Swedish teaching, projectors are used in reviews and reports, computers are used as search engines and to produce text on, and iPads are used in the same way as the computer but also to record audio and film. Teachers plan what students should do while students plan what they want to write about. But it's not always easy to figure out what to write about. The teachers feel that many students have a lack of imagination which the students themselves notice.
50
Ottersten, Therese. "Olika sätt att lära-olika sätt att undervisa : En studie om undervisning av elever som har intellektuell funktionsnedsättning och Autism spectrum disorder." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55147.
Full textAbstract:
Syftet med den här studien är att undersöka hur några lärare kan arbeta med att utveckla undervisningen i grundsärskolan för att ge eleverna möjligheter att utvecklas i läsning. För att ta reda på det har jag genomfört en Learning study. Jag har sedan analyserat resultatet med hjälp av Variationsteori. Det sammantagna resultatet visar att det gynnar eleverna om undervisningen varieras utifrån elevernas sätt att förstå och uppfatta det som eleven ska lära sig. I studien framkommer att visuellt stöd och digitala verktyg kan öka elevernas möjligheter att utvecklas i läsning. Studien samt tidigare forskning visar att undervisningen bör utgå från att eleven ska lära sig både ordbilder och enskilda bokstavsljud. Lärare som deltagit i studien efterlyser ytterligare kompetens för att kunna använda digitala verktyg i undervisningen samt hur undervisningen kan utformas för att träna den fonologiska medvetenheten.<br>The aim of this study is to investigate how some teachers can work to elaborate teaching to provide student with intellectual disabilities and autism spectrum disorder opportunities to develop reading skills. To find out, I have completed a Learning Study. I have then analyzed the result using Variation Theory. The overall result shows that it benefits the students if the teaching is varied based on the students' ways of understanding and perceiving what the student will learn. The study found that visual support and digital tools can increase students' ability to develop in reading. The study and previous research show that the teaching should include that the student should learn both word images and individual letter sounds. The teachers who participated in the study require further skills in order to be able to use digital tools in teaching as well as how teaching can be designed to practice phonological awareness.