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  • 1. Ambjörn, Naeve
    et al.
    Palmér, Matthias
    Nilsson, MIkael
    Paulsson, Fredrik
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Quick, K
    Scott, Peter
    CoCoFlash: Conzilla, Confolio, and FlashMeeting Integration for Enhanced Professonal Learning.2006Inngår i: In the proceedings of Advanced Learning Technologies, 2006. Sixth IEEE International Conference on, 2006, 1186-1197 s.Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    This paper describes the integration of the Conzilla concept browser and the Confolio portfolio management system with the FlashMeeting videoconferencing tool. The result of this integration is expected to produce a combined tool, CoCoFlash, which can support a powerful e-learning model.

  • 2.
    Bergqvist, Tomas
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    How teachers verify conjectures: teachers' expectations2005Inngår i: Journal of Mathematics Teacher Education, ISSN 1386-4416, E-ISSN 1573-1820, Vol. 8, nr 2, 171-191 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics.

  • 3.
    Bergqvist, Tomas
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    IT och Lärande - i skola och lärarutbildning2005Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, nr 1-2, 11-20 s.Artikkel i tidsskrift (Annet vitenskapelig)
  • 4.
    Bergqvist, Tomas
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Räknare i skolmatematik - vara eller inte vara?2006Inngår i: IKT i matematikkundervisningen - muligheter og begrensninger / [ed] Merete Lysberg, Trondheim, Norge: Nasjonalt senter for matematikk i opplæringen , 2006, 35-39 s.Konferansepaper (Annet vitenskapelig)
  • 5.
    Bergqvist, Tomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik. Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    To explore and verify in mathematics2001Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This dissertation consists of four articles and a summary. The main focus of the studies is students' explorations in upper secondary school mathematics.

    In the first study the central research question was to find out if the students could learn something difficult by using the graphing calculator. The students were working with questions connected to factorisation of quadratic polynomials, and the factor theorem. The results indicate that the students got a better understanding for the factor theorem, and for the connection between graphical and algebraical representations.

    The second study focused on a the last part of an investigation, the verification of an idea or a conjecture. Students were given three conjectures and asked to decide if they were true or false, and also to explain why the conjectures were true or false. In this study I found that the students wanted to use rather abstract mathematics in order to verify the conjectures.

    Since the results from the second study disagreed with other research in similar situations, I wanted to see what Swedish teachers had to say of the students' ways to verify the conjectures.

    The third study is an interview study where some teachers were asked what expectations they had on students who were supposed to verify the three conjectures from the second study. The teachers were also confronted with examples from my second study, and asked to comment on how the students performed. The results indicate that teachers tend to underestimate students' mathematical reasoning.

    A central focus to all my three studies is explorations in mathematics. My fourth study, a revised version of a pilot study performed 1998, concerns exactly that: how students in upper secondary school explore a mathematical concept. The results indicate that the students are able to perform explorations in mathematics, and that the graphing calculator has a potential as a pedagogical aid, it can be a support for the students' mathematical reasoning.

  • 6.
    Bergqvist, Tomas
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lithner, Johan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Sumpter, Lovisa
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Upper secondary students’ task reasoning2008Inngår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, Vol. 39, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Upper secondary students’ task solving reasoning was analysed, with a focus on grounds for different strategy choices and implementations. The results indicate that mathematically well-founded considerations were rare. The dominating reasoning types were algorithmic reasoning, where students tried to remember a suitable algorithm, sometimes in a random way, and guided reasoning, where progress was possible only when essentially all important strategy choices were made by the interviewer.

  • 7.
    Bergström, Peter
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Online process based assessment for learning in higher education: Dialogue or interaction; Engagement or control2008Inngår i: European Conference on Educational Research: ECER 2008, 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A three phase model to support process documentation has been developed for use in online courses in the Department of Interactive Media and Learning at Umeå University since 2005. The aim of this model is to integrate the formative and summative purposes of assessment. The model focuses on students’ previous knowledge at the start of the course, reflections on their experience during the course and finally on their learning on completing the course. This paper reports on the analysis of data from the first phase of three phases with a purpose to highlight students’ learner autonomy. This is a part of a larger study on the development of process based assessment in nurse education in a university setting. The study was conducted during the autumn of 2007 in a 15 credit distance learning course. The aim of this research is to study how students engage with the pedagogical situation in distance education when process documents are used for capturing students’ reflections on their learning outcomes. Qualitative data for understanding phase one consists of interviews with two teachers and eight students, students’ process documents with teachers’ feedback and a student questionnaire. The data is analyzed with support of a hermeneutical approach and transcript analysis for understanding the teacher-student interaction. The theoretical work is underpinned by the concepts of transactional distance (Moore, 2007) the thinking of dialogue (Freire, 1970) and autonomous learner.  The result shows that dialogue suffers by the course criteria, too few open questions in teachers’ feedback and on the students’ engagement.

  • 8.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Granberg, Carina
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Process diaries: formative and summative assessment in e-learning courses2007Inngår i: Advanced Principles of Effective e-learning / [ed] Nicole A. Buzzetto-More, Santa Rosa: Informing Science Press , 2007, 21- s.Kapittel i bok, del av antologi (Fagfellevurdert)
  • 9.
    Bergström, Peter
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Lindwall, Krister
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Teaching and learning podcasting through blogging2008Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3-4, 13-33 s.Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    This article reports on an online workshop which was held in October 2006 on the topic of contemporary web 2.0 technologies. The workshop was a part of the European project eLene-Teacher Training. The workshop was organised by two teacher educators in Sweden and 33 participants was enrolled from eight countries in Europe. The workshop took place during one week on the Internet in a blog environment. The workshop is analysed from both a pedagogical and technical perspective. The workshop is evaluated with a questionnaire, analysis of blog posts and podcasts and through reflections from the teacher educators. The result indicates that the technical aims were reached i.e. the participants learned to create podcasts and learned to blog. The pedagogical aims suffered from difficulties to discuss for example attitudes to publishing content on the Internet. Instead pedagogical issues should be raised by the participants.

     

  • 10.
    Clegg, Sue
    et al.
    Leeds Metropolitan University.
    Hudson, Alison
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Mitchell, Andy
    Sheffield Hallam University.
    The personal created through dialogue: enhancing possibilities through the use of new media2005Inngår i: ALT-J - Research in Learning Technology, ISSN 0968-7769, E-ISSN 1741-1629, Vol. 13, nr 1, 3-15 s.Artikkel i tidsskrift (Fagfellevurdert)
  • 11.
    Clegg, Sue
    et al.
    Leeds Metropolitan University.
    Hudson, Alison
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Steel, John
    University of Sheffield.
    The emperor's new clothes: globalisation and e-learning in higher education   2003Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 24, nr 1, 39-53 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space left for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies.

  • 12.
    Comic, Tina
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Roos, Ingela
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Omdömeshanteraren - En hjälp i bedömningsarbetet?2006Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Vårt syfte med denna studie är att undersöka vad lärare som använder applikationen omdömeshanteraren i sitt arbete med att skriva omdömen anser och tycker om den. Våra frågeställningar syftar till att ta reda på och försöka få fram både positiva som negativa aspekter på omdömeshanteraren. Vidare vill vi se om faktorer som kön, ålder, ämnestillhörighet och datorvana hos respondenterna påverkar uppfattningen om applikationen.

    För att kunna svara på våra frågeställningar har vi lämnat ut en enkät till lärare på två skolor i en större kommun i Norrland. Enkäten har sedan kompletterats med en intervju av en IT-pedagog som jobbar på en av skolorna där enkäten delades ut. Utifrån de enkätsvar vi fick in och den genomförda intervjun har vi kommit fram till att många av de lärare som använder applikationen upplever att arbetet med att skriva omdömen inte är lika tidskrävande som tidigare. De anser också att det är en stor fördel att man som lärare kan arbeta vart man vill och när man vill. Att arbetet också leder till bättre uppföljning och att man tydligare kan se hela bedömningsprocessen upplevs också som positivt. Det vissa lärare och även IT-pedagogen upplever som mindre positivt är att applikationen inte är tillräckligt heltäckande funktionsmässigt och att det är en brist att elever själva inte kan använda applikationen och på så sätt blir mer integrerade i bedömningen. Den faktor som vi kunde se hade påverkan på lärarnas uppfattning och upplevelse om applikationen var deras datorvana. De andra faktorerna har inte visat någon större betydelse.

  • 13.
    Deutschmann, Mats
    et al.
    Umeå universitet, Humanistiska fakulteten, Filosofi och lingvistik.
    Lindgren, Eva
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Steinvall, Anders
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Sullivan, Kirk P. H.
    Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Peer-based intervention och key-stroke logging som hjälpmedel för att stimulera språkinlärning i översättningsundervisning2005Inngår i: Forskning om undervisning i främmande språk: rapport från workshop i Växjö 10-11 juni 2004 / [ed] Eva Larsson Ringqvist och Ingela Valfridsson, Växjö: Växjö University Press , 2005, 65-75 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 14.
    Dunkels, Elza
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Bridging the distance: children’s strategies on the internet2007Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis deals with the following questions: What do children find negative on the Internet? What counter strategies do they use? How have they developed these strategies? The method used is one-to-one online interviews and the analyses are qualitative in nature. The sample is children in grade 6 of the Swedish compulsory school, aged between 11 and 13. 104 children, 52 girls and 52 boys, from different parts of Sweden were interviewed.

    The media debate seems to display consensus regarding what threats the Internet poses to young people. The conclusion of this thesis is, however, that children’s views of the Internet in many ways differ from the media related adult view. The children of this study do not express a great deal of anxiety about the negative sides of the Internet. They are aware of, and can describe many downsides but these are not present in their everyday use of the Internet. Digging deeper it turns out that many children have in fact well-developed counter strategies. However, these strategies are not conscious in the sense that the children discuss them. Instead, they seem integrated in their online environment. The counter strategies have been developed by the children alone or together with peers. In some, but remarkably few, cases adults have been giving tips or teaching the children strategies. Nevertheless, the study does not paint a picture of naïve children, unable to see actual threats, but of responsible young citizens who are aware of the threats that exist in their online setting – sometimes from personal experience – and have developed methods to avoid such threats.

  • 15.
    Dunkels, Elza
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Children's strategies on the internet2008Inngår i: Critical studies in education, ISSN 1750-8487, Vol. 49, nr 2, 171-184 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents the results of an interview study of 104 12‐year old children. The aim was to learn more about how children use the Internet, what they find negative on the Internet and what coping strategies they use. The media debate seems to display consensus regarding what threats the Internet poses to young people. However, this study shows a discrepancy between children's and adults' views on this subject. The children in the study handle the drawbacks of the Internet well, but they do not discuss this with adults. The study does not paint a picture of naïve children, unable to see actual threats, but of responsible people aware of the threats that exist in their digital environment and with developed methods to avoid such threats.

  • 16.
    Dunkels, Elza
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Nätkulturer: vad gör barn och unga på Internet?2005Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, nr 1/2, 41-49 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Syftet med artikeln är att belysa några frågor som rör barns och ungas nätkulturer. Det finns undersökningar som tyder på ett glapp mellan vuxnas och barns syn på de risker som är förknippade med Internet och mycket talar för att många barn är hänvisade till jämnåriga vid utvecklandet av motstrategier. Med utgångspunkt i fyra berättelser om unga medborgare diskuteras ungas nätanvändning och tänkbara förklaringar till att nätets infödda, de som vuxit upp med Internet som en väsentlig del av sin barndom, tycks tänka på ett sätt om datormedierad kommunikation och vuxna på ett annat.

  • 17.
    Dunkels, Elza
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    The digital native as a student: implications for teacher education2006Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 13, nr 1, s. 43-56 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article points out some features of contemporary learning models, claiming that computers and the Internet have changed the conditions of learning and communicating for young citizens - the digital natives. Firstly, it draws attention to the fact that the Internet with its hypertext seems to promote natural learning. Secondly, it describes a tremendous amount of informal learning - learning that takes place outside the educational system - which computers and the Internet seem to encourage. It acknowledges the growth of collective learning - learning that is collaborative and draws on other people's work, constantly adding to our collection of knowledge. The article also calls attention to the surfacing of human behaviour that the Internet seems to promote, making it possible to act against negative behaviour such as bullying. Finally, it portrays the openness that makes users of net communities exhibit sides of their personalities that traditionally have been hidden from strangers. In respect of changes in society and the speed of technological changes it is vital that we find a way of listening to young people's views of knowledge and learning. The article concludes that we should discuss how we may integrate contemporary learning models in our educational systems, learn from what takes place anyway and exploit it.

  • 18.
    Dunkels, Elza
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Young people's net cultures2005Inngår i: Encyclopaedia of distance learning / [ed] Howard, Caroline, Hershey: Idea Group Reference , 2005, Vol. 4, 2067-2074 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Sweden has a large number of Internet users, and on a global scale only Iceland had more Internet users in 2002 (ITU, 2003). The European Union-funded project SAFT (2003a) found that 87% of Swedish children have access to the Internet at home. Today Scandinavian media focus on alleged serious problems caused by children being online. Despite these media reports, however, it appears that Scandinavian parents and children talk little about the Internet and its effects on life

  • 19.
    Dunkels, Elza
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Frånberg, Gun-Marie
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Hällgren, Camilla
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Young people and contemporary digital arenas: Identity, learning and abusive practices2008Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1104-523X, nr 3-4, 35-50 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to outline an emerging research area, evolving around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent. The research area is also somewhat elusive and its outline is changing very quickly over time. In previous works the authors have focused on different parts of this area, and in this article bring ideas together to form a joint research base.

    The first theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society?

    The second theme is learning; have contemporary media influenced the processes and outcomes of  learning and if so, how can the educational system benefit from and exploit this?

    The third theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet, among and towards young people?

    The issues problematized in this article are to be seen as a probing for and a framing of a research base for further development.

    The overall aim of the proposed area of study is to identify, analyze and problematise contemporary digital channels of communication and learning in particular, expressions of abusive behavior, and their influence on digital culture and digital native identity construction, with a specific emphasis on issues related to age, class, gender and ethnicity.

  • 20.
    Erixon, Per-Olof
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Institutionen för estetiska ämnen.
    Frånberg, Gun-MarieUmeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.Kallós, DanielUmeå universitet, Fakultet för lärarutbildning, Barn- och ungdomspedagogik, specialpedagogik och vägledning.
    The role of graduate and postgraduate studies and research in teacher education reform policies in the European Union:  European network on teacher education policies, ENTEP2001Konferanseproceedings (Annet vitenskapelig)
  • 21.
    Eva, Lindgren
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    The influence of text type and language on self-regulation in writing2007Inngår i: 12th Biennal conference for research on learning and instruction: Developing potentials for learning, 2007Konferansepaper (Annet vitenskapelig)
  • 22.
    Gaine, Chris
    et al.
    University College Chichester, Sussex.
    Hällgren, Camilla
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Pérez-Domínguez, Servando
    Salazar Noguera, Joana
    Weiner, Gaby
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    “Eurokid”: an innovative pedagogical approach to developing intercultural and anti-racist education on the Web2003Inngår i: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Intercultural education, ISSN 1469-8439 (online), Vol. 14, nr 3, 317-329 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Most schools in today's Europe have a high percentage of immigrant students. This percentage has increased in typical immigration countries such as Switzerland, Luxembourg, Belgium, Germany, France and the UK. However, this is also true for countries such as Sweden or Spain. Aware of this multicultural picture, in this paper we present the methodological approach of a European Comenius project, "Eurokid", based on the template "Britkid" (see www.britkid.org), which addresses intercultural education and anti-racism. Three countries are involved in the project: the UK, Sweden and Spain. The project is an educational and innovative tool and a learning and teaching resource for students and teachers in secondary schools. How? Through websites where a group of adolescents (minorities and majorities) "meet" and "talk" about issues of acceptance, difference, racism, mixed cultures, (multiple) identitie, and integration. Their "talks" in the three websites--written in each country's language(s) and in English--as well as the characters, are based on original research (via interviews and questionnaires). The project's objectives, content, pedagogical approaches and authentic classroom material, created to facilitate and promote dialogue among minorities and majorities, form the basis of this paper.

  • 23.
    Granberg, Carina
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Educational blogs in teacher education: blending face-to-face and virtual learning activities2008Inngår i: Journal of Research in Teacher Education, ISSN 1404-7659, Vol. 15, nr 3-4, 53-70 s.Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    This paper presents a study of three campuscourses of Swedish student teachers’ experiencesduring 2007 and 2008 when they used educa-tional blogs blending face-to-face and virtuallearning activities. In order to investigate theirexperiences and the circumstances that influ-enced their way of engaging in their blogs, 38narrative interviews were carried out.To illuminate how information and commu-nication technology (ICT) affordances andthe blended environments were perceived, thedata were analysed in light of Greeno’s theory ofaffordance. Furthermore, a socio-cultural theoryby Vygotsky was used to analyse students’ socialinteraction within their groups.The paper presents a discussion of the cir-cumstances in which students engage in theirblogs. The students’ experiences of affordancesin respect of blending face-to-face and virtual learning activities and the importance of socialinteraction within the groups are outlined

  • 24.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    A Didactical Design Perspective on Teacher Presence in an International Online Learning Community2008Inngår i: Tidskrift för lärarutbildning och forskning: Journal of Research in Teacher Education, Umeå: Umeå University , 2008, 93-112 s.Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    This paper is based on a study of the student learning experience in a particular module of an international Masters programme that included a large element of online learning. It builds on earlier work which highlighted the importance of design and development of social infrastructure for supporting the development of an online learning community by revisiting the data from the perspective of a didactical design framework. The overall aims of this study are to consider how, as teachers, we designed and developed teacher presence and how this was achieved in practice from the design of teaching-studying-learning processes through development to interaction in the online learning community.

  • 25.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Comparing different traditions of teaching and learning: what can we learn about teaching and learning?2006Inngår i: European Conference on Educational Research:  , http://www.eera-ecer.eu/publication-search/: EERA , 2006Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper explores differences between traditions in relation to teaching and learning and aims to highlight the ways in which the study of the Central European and Northern European traditions of Didaktik has offered new dimensions to and fresh insights on the notion of reflective practice. In particular these traditions are seen to offer tools and ways of thinking that help to recognise and hold the complexity of teaching-studying-learning processes. A key tool for the analysis of the complex relations between teacher, student and content is the Didaktik triad. This provides a relational framework which places the teacher at the heart of teaching-studying-learning processes. Furthermore it provides a means for teachers’ thinking about the most basic how, what and why questions around their work.  Another key aspect of such traditions is the emphasis that is placed upon meaning and intentionality from the outset of the process of preparation for teaching. Connections are also made with current thinking in the field of scholarship in teaching and learning. Finally the paper aims to highlights ways in which such tools and ways of thinking can help to inform approaches to development in the didactical, pedagogical and technological uses of information and communications technology (ICT) for learning.

  • 26.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Comparing different traditions of teaching and learning: what can we learn about teaching and learning?2007Inngår i: European Educational Research Journal (online), ISSN 1474-9041, Vol. 6, nr 2, 135-146 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores differences between traditions in relation to teaching and learning and aims to highlight the ways in which the study of the Central European and Northern European traditions of Didaktik has offered new dimensions to and fresh insights on the notion of reflective practice. In particular these traditions are seen to offer tools and ways of thinking that help to recognise and hold the complexity of teaching-studying-learning processes. A key tool for the analysis of the complex relations between teacher, student and content is the Didaktik triad. This provides a relational framework which places teaching and associated design issues at the heart of teaching-studying-learning processes. Furthermore, it provides a means for teachers' thinking about the most basic how, what and why questions around their work. Another key aspect of such traditions is the emphasis that is placed upon meaning and intentionality from the outset of the process of preparation for teaching. Connections are also made with current thinking in the field of scholarship in teaching and learning. Finally, the article aims to highlights ways in which such tools and ways of thinking can help to inform approaches to development in the didactical, pedagogical and technological uses of information and communications technology for student-centred learning.

  • 27.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Didactical design research for teaching as a design profession2008Inngår i: Teacher Education Policy in Europe: A Voice of Higher Education Institutions, Umeå: Umeå University , 2008, 345-365 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This paper builds on earlier work which explored differences between traditions in relation to teaching and learning. It outlines the development of an approach to teaching and the use of Information and Communications Technology (ICT) in particular to support learning based on the notion of Didactical Analysis. Central to this approach is the design of teaching situations, pedagogical activities and learning environments which aim to address the what, why and how of ICT use. The discussion focuses on the nature of design, a history of didactic design, the conception of teaching as a design profession and didactic design for ICT-supported learning. The nature of design research in particular is discussed at a range of levels from the macro to the micro, involving a consideration of its role at the course or curriculum level and in relation to the individual teacher and student. These ideas form the basis of an Integrative Didactical Design (IDD) framework, and examples of the application of this philosophy and approach to the development of ICT for learning are outlined.

  • 28.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Didaktik design for technology supported learning2008Inngår i: European Conference on Educational Research:  , http://www.eera-ecer.eu/publication-search/: EERA , 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper builds on earlier work which has explored differences between traditions in relation to teaching and learning. It outlines the development of an approach to the use of Information and Communications Technology (ICT) to support learning and teaching based on the notion of Didaktik analysis. The focus is on the design of teaching situations, pedagogical activities and learning environments which aims to address the what, why and how of ICT use. Discussion focuses on the nature of design, the conception of teaching as a design profession, subject didactics as design science and Didaktik design for technology supported learning as a generic field of didactics which is applicable across the range of specific subject didactics. The role of research is discussed at a range of levels from the macro to the micro involving consideration of its role at the course or curriculum level, the conception of teacher as researcher and an inquiry based approach to student learning. These ideas form the basis of an Integrative Didaktik Design (IDD) framework, and an example of the application of this philosophy and approach to development of ICT for learning in the field of Teacher Education at a national level is presented.

  • 29.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Didaktik design for technology supported learning2009Inngår i: Perspektiven der Didaktik, nr Teil II, 139-157 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper builds on earlier work which has explored differences between traditions in relation to teaching and learning. It outlines the development of an approach to the use of Information and Communications Technology (ICT) to support learning and teaching based on the notion of Didaktik analysis. The focus is on the design of teaching situations, pedagogical activities and learning environments which aims to address the what, why and how of ICT use. Discussion focuses on the nature of design, the conception of teaching as a design profession, subject didactics as design science and Didaktik design for technology supported learning as a generic field of didactics which is applicable across the range of specific subject didactics. The role of research is discussed at a range of levels from the macro to the micro involving consideration of its role at the course or curriculum level. These ideas form the basis of an Integrative Didaktik Design (IDD) framework, and an example of the application of this philosophy and approach to development of ICT for learning in the field of teacher education at a national level is presented.

  • 30.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Learning mathematically as social practice in a workplace setting2008Inngår i: New Directions for Situated Cognition in  Mathematics Education / [ed] Ann Watson, Peter Winbourne, New York: Springer, 2008, 287-301 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter reports on a small-scale case study involving 15 -16 year old secondary school students participating in a vocational module under the General National Vocational Qualification (GNVQ) scheme that operated in England during the late 1990s. The development was a pilot study involving experience in the workplace in a small-scale light engineering context. An initial aim of the study was to explore the potential of the setting for the development of numeracy practices. The theoretical framework adopted is based on a social perspective on learning and a view of learning mathematically as social practice. Of particular interest were the differences between everyday and school mathematical practices. The analysis focuses on differences in the practices between the settings of workplace and school in particular. Finally issues to emerge from this study are discussed in relation to the wider context of policy and practice. These include issues of relevance, questions of purpose, learner confidence and approaches to assessment in mathematics.

  • 31.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Networking as/for  knowledge transformation and innovation: from research-based practice to the scholarship of teaching and learning2005Inngår i: International Society for the Scholarship of Teaching and Learning (ISSOTL) 2005 Conference, http://www.issotl.org/2005proceedings.html: ISSOTL , 2005Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper outlines an approach to research-based practice that has evolved in the context of developing an international online MSc programme, arising from institutional collaboration through the Thematic Network for Teacher Education in Europe (TNTEE). A strong emphasis has been placed on critical action research, team teaching and reflective practice which is conceptualised within an integrative model of design research that integrates the processes of research, evaluation and dissemination.  Also integral to this has been a process of networking that is seen both as and for knowledge transformation and innovation. Central to this process has been a problem solving approach that has been focused on the whole ‘instructional’ process with particular attention to the instructional or curriculum design process. This approach also underpins the research, dissemination and evaluation framework of the Higher Education Funding Council for England (HEFCE)  Project ‘Active Learning – Active Citizenship’, supported under the Fund for the Development of Teaching and Learning (FDTL5) and the project supported by my National Teaching Fellowship. The latter supports the development of an open and flexible networked learning community at doctoral level in teaching and teacher education with additional support from the European Commission under the Erasmus Action (Higher Education) of the Socrates Programme.  Furthermore it informs the development of the recently established HEFCE funded Centre for Excellence in Teaching and Learning on ‘Promoting Learner Autonomy’. Our aim is to meet this challenge through the development of a widely shared scholarship of teaching and learning across a large and complex organisation.

  • 32.
    Hudson, Brian
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Teaching-studying-learning mathematics: approaches to research for holding complexity2005Inngår i: Researching the teaching and learning of mathematics: proceedings of MATHED intensive programme 2003, Linz: Trauner Verlag , 2005, 111-125 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This paper explores differences between traditions in relation to teaching and learning. Taking the Anglo/American curriculum tradition as my starting point, I seek to highlight the ways in which the Central and Northern European tradition of Didaktik has offered a new dimension and fresh insights to the notion of reflective practice. In particular the paper highlights the way in which the tradition of Didaktik offers tools for recognising and holding the complexity associated with teaching-studying learning processes. Furthermore it explores the potential of these tools for the analysis and evaluation of the teaching-studying-learning of mathematics by seeking to make connections with other frameworks for analysis in the field.

  • 33.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Boden, Annelie
    Karlstad University.
    Enochsson, Ann-Britt
    Karlstad University.
    Granberg, Carina
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Johansson, Magnus
    Linköpings University.
    Liljeqvist, Håkan
    Linköpings University.
    Österlund, Dag
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Persson, Helena
    Evaluating process based assessment through blended learning: amplifying the student voice(s)?2008Inngår i: NU2008 Conference: Lärande i en ny tid – samtal om undervisning i högre utbildning (Learning in a new time – deliberations about teaching in higher education), University of Kalmar, 7-9 May 2008, 2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This project is a collaborative development between Umeå University, Karlstads University and Linköping Universitythat builds on an existing partnership and on current development work in relation to ICT and learning at all three partner institutions. It has been designed together with students and aims to strengthen ICT use as well as pedagogical communication between the campus and schools involved in VFU (verksamhetsförlagd utbildning or practice based education). The main aim of the project is to develop the use of process based assessment through which the students, supported by teacher educators, will negotiate individual learning goals within a wider framework of didactical course goals. This process is intended to support students in documenting, reflecting upon and evaluating their own learning processes. Thereby this process based model aims to develop the students' skills of critical reflection on their learning, promote their responsibility for self development and to prepare them for "life long learning". The project has been supported by the Swedish Agency for Networks and Co-operation in Higher Education (nshu) with funding of 2 million Kroner over 2007-09.

  • 34.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Buchberger, Friedrich
    Paedagogische Hochschule Linz.
    El Gamal, Ahmed
    Menofia University, Egypt.
    Laanpere, Mart
    Tallinn University.
    Analysis of success factors in network building: Study of the European Research Network for ICT in schools of tomorrow (eRNIST) project2005Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

  • 35.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Enser, KlausPädagogische Hochschule, Linz.
    Researching the teaching and learning of mathematics: Proceedings of MATHED Intensive Programme 20032005Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 36.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Fragner, JosefPädagogische Hochschule, Linz.
    Researching the teaching and learning of mathematics II2005Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 37.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Hudson, Alison
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Woldinga, Steef
    HAN University Nijmegen.
    Supporting learners in an international online learning community: on the role of personal and professional development planning2005Inngår i: eLearning in Higher Education:: Proceedings of Intensive Programme LEARN I, Linz: Trauner Verlag , 2005, 11-30 s.Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The background context for this paper is the development of the international MSc e-Learning Multimedia and Consultancy. The MSc is a collaborative programme between Hogeschool van Arnhem en Nijmegen (HAN University) in the Netherlands and Sheffield Hallam University in the UK. The programme as a whole is framed within a virtual learning environment and involves a “blended approach” through international studies, local studies and independent study. A major focus of our attention in the early stages of development of this project has been on the promotion of formative peer assessment as a means of supporting learners in online learning communities. Subsequently as a result of student and tutor feedback, a framework for facilitating the process of formative self assessment has become the priority of our current development. This is based on the introduction of a personal and professional development planning process across the programme, in order to support this through a process of systematic reflection, evaluation and action planning. This has also become the focus of attention in terms of our ongoing action research and provides the focal point for this paper.

  • 38.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Owen, David
    Sheffield Hallam University.
    van Veen, Klaas
    Leiden University.
    Working on educational research methods with Masters students in an international online learning community2007Inngår i: British Journal of Educational Technology, ISSN 0007-1013, Vol. 37, nr 4, 577-603 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we discuss the background to this study in the development of the international MSc e-Learning Multimedia and Consultancy. The aims of the study focus on the conditions for achieving communication, interaction and collaboration in open and flexible e-learning environments. We present our theoretical framework that has informed the design of programme as a whole which is based on a socio-constructivist perspective on learning. Our research is placed within an action research framework and we outline our position within the critical or emancipatory tradition and also our standpoint on the use of ICT in education. We discuss the design of the programme and also our pedagogical approach and describe in detail the particular context for this study. We report on the student experience of being learners on this module, their perceptions of what they have gained most from learning from and with each other and their responses to the various ways in which ‘scaffolding’ has been designed and implemented by the tutors. Finally we offer some reflections on the conditions for achieving well-orchestrated interdependence in open and flexible e-learning environments.

  • 39.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Schneuwl, Bernard
    Intorduction2007Inngår i: European Educational Research Journal (online), ISSN 1474-9041, Vol. 6, nr 2, 106-108 s.Artikkel i tidsskrift (Fagfellevurdert)
  • 40.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Schneuwly, BernardUniversity of Geneva.
    Didactics – learning and teaching in Europe2007Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 41.
    Hudson, Brian
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Zgaga, PavelUniversity of Ljubljana.
    Teacher Education Policy in Europe: A Voice of Higher Education Institutions2008Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

    This monograph has been written and published as a result of the growing co-operation within the Teacher Education Policy in Europe (TEPE) Network. The initiative to set up the TEPE Network was agreed in 2006 at Umeå University (Sweden) and the first TEPE conference was organised at the University of Tallinn (Estonia) from 1 to 3 February 2007 within a relatively small group of participants from eight countries. The second conference was hosted by the Faculty of Education, University of Ljubljana (Slovenia) from 21 to 23 February 2008. The conference brought together a significantly larger group of some 100 participants from 23 countries representing most European regions to discuss the current situation of Teacher Education in Europe, look at the future and formulate recommendations for Teacher Education policy at the local, national and European levels.

  • 42.
    Hällgren, Camilla
    Umeå universitet, Samhällsvetenskaplig fakultet, Interaktiva medier och lärande.
    ‘Nobody and everybody has the responsibility’: responses to the Swedish antiracist website SWEDKID2005Inngår i: Journal of research in teacher education, Vol. 12, nr 3, 53-77 s.Artikkel i tidsskrift (Fagfellevurdert)
  • 43.
    Hällgren, Camilla
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Researching and developing Swedkid: A Swedish case study at the intersection of the web, racism and education2006Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis seeks to provide an insight into three phenomena: the condition of racism in Sweden, the complexity of identity, and the use of Information and Communications Technology (ICT) in classroom settings. It also offers an analysis of how such phenomena combined in the development of a specific educational resource, the Swedkid project (2001-3) which aimed to develop an anti-racist website (www.swedkid.nu) for students and teachers in Swedish schools. A case study approach was used for the analysis in the thesis, in which the Swedkid project was viewed as an instance of web-based, anti-racist educational resource development. This instance (or case) provided a prism of opportunity for learning about ‘race’, ethnicity and the role of ICT in the classroom. The case study embraces a number of sub-studies (Papers I-V and Appendix 1) which explore independently and in combination, how the website was developed and received, the Swedish national context, intercultural and anti-racist work in education, racist experiences of young people, and ICT as part of anti-racist work in the classroom. Three sets of findings (or themes) emerged from the study: namely, the existence of racism in Sweden, that young people’s conception of identity is complex and that the Swedkid website constitutes a significant anti-racist intervention. The overall aims of the research were to:

    - utilise the Swedkid project as a learning opportunity

    - explore the Swedish context for the project

    - investigate and develop an understanding of racism and ethnicity in Sweden generally and in education in particular

    - investigate experiences of racism among young people, and

    - explore how ICT can support anti-racist work in classroom settings

    Three research questions were also posed in the research:

    - How can ‘race’, ethnicity and experiences of racism be understood

    in Sweden generally, in education and among young people?

    - How can ICT support anti-racist work in classroom settings?

    - How useful were the approaches taken and the methods used in the project?

    A variety of methods of data gathering were used which include systematic literature searches, interviews, questionnaires, classroom observations plus a project logbook. Three theoretical clusters were particularly helpful in the analysis; relating to globalisation, racism and new technology (e.g. Castells, Jansson, Pred, Essed, Ladson-Billings, Delgado & Stefancic, Aviram & Tami). The research suggests an uneven picture in Sweden generally, and among Swedish young people in particular. While there have been some conscious and planned strategies to eliminate racism and discrimination, and high ambitions and good intentions from policy-makers and teachers in terms of recognising inequalities of schooling and counteracting racism, there is also a continuing picture of hostility, difficulty, denial and insecurity within education and more generally. The study also illuminates the complexity of identity and knowledge transfer, between locally-situated individuals and the different levels of global, European, national and local. It is suggested that the formation of identity is a process which involves viewing someone as ‘the other’ and can be transferred into a racist discourse and as such, used as a basis for legitimizing exclusion. However, responses to the Swedkid website suggest that engagement with other, wider identities (in this case, the characters on the website) can provide the possibility of intervention in stereotypical perceptions and expansion of notions of identity. It is also suggested that the Swedkid website can be used successfully in supporting anti-racist work in classroom settings, although dependent on the skills and commitment of the teacher. The advantages of using ICT for Swedkid lie in the possibility of visualisation and simulation, hence, it provides virtual experience of complex phenomena. The website can thus work as a springboard into informed rather than common-sense or everyday discourses of racism/anti-racism, with virtuality enhancing the classroom work of the teacher. Overall, studies presented in this thesis illustrate how a combination of ICT and anti-racism can offer opportunities for challenging commonsense views of racism and ethnicity, provide counter-stories as evidence that racism exists, and thus offer alternative perceptions and viewpoints on this topic in education and elsewhere.

  • 44.
    Hällgren, Camilla
    Umeå universitet, Samhällsvetenskaplig fakultet, Interaktiva medier och lärande.
    "Working harder to be the same": everyday racism among young men and women in Sweden2005Inngår i: Race, ethnicity and education, Vol. 8, nr 3, 319-341 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Despite Sweden's international reputation for human rights and democratic values, racism within Swedish schools is a relatively new issue, emerging only with the increased ethnic diversity of Swedish schools in recent years. This paper is thus one of the first Swedish interview studies on the perceptions of young men and women in Sweden from both minority and majority ethnic backgrounds about their everyday experience of racism and prejudice. What, for instance makes them believe, as the study found, that they need to work much harder than other young people to become 'full members' of Swedish society? While many of the young people's experiences are similar to those in other countries, it can be seen that Sweden, despite its international human rights record, is not exempt from racism and xenophobia within its own national boundaries. Greater effort therefore needs to be expended, it is argued, on counteracting and challenging these tendencies, particularly in the school system.

  • 45.
    Hällgren, Camilla
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Granstedt, Lena
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Weiner, Gaby
    Umeå universitet, Umeå School of Education (USE).
    Discursive discrimination: A short history and overview of education2006Inngår i: Makt, integration och strukturell diskriminering: [Power, integration and structural discrimination], Stockholm: The Ministry of Justice , 2006Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 46.
    Hällgren, Camilla
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Weiner, Gaby
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    The web, antiracism, education and the state in Sweden: why here? why now?2003Inngår i: Governing children, families and education: Reconstructing the welfare state / [ed] Bloch, M.N., Holmlund, K., Moqvist, I. & Popkewitz, T.S., New York: Palgrave Publishing Co. , 2003, 313-333 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 47.
    Hällgren, Camilla
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Weiner, Gaby
    Umeå universitet, Umeå School of Education (USE).
    Granstedt, Lena
    Umeå universitet, Humanistiska fakulteten, Institutionen för estetiska ämnen i lärarutbildningen.
    Överallt och ingenstans: Mångkulturella och antirasistiska frågor i svensk skola2006Rapport (Annet vitenskapelig)
    Abstract [sv]

     Överallt och ingenstans - mångkulturella och antirasistiska frågor i svensk skola är en kunskapsöversikt som tar sin utgångspunkt i svensk invandringshistoria, skolpolitik, styrdokument samt forskning och projekt för att belysa vad vi i idag vet och i viss mån också vad som hittills gjorts inom området mångkultur i skolan. Författarna belyser de mångkulturella och antirasistiska frågorna utifrån ett kritiskt mångkulturellt teoretiskt perspektiv och den bild som växer fram är komplex. Några av översiktens viktigaste resultat är att goda integrationspolitiska intentioner länge funnits med på den politiska agendan men att det lika länge har funnits försvårande omständigheter för realisering av målen. Författarna uppmärksammar också att skolan under lång tid tilldelats nyckelrollen för att realisera samhälleliga integrationsmål samtidigt som resultaten i översikten visar att det finns en uttalad osäkerhet kring hur detta ska genomföras. Lärare lämnas relativt ensamma i arbetet mot rasism och främlingsfientlighet. Ett annat och framträdande resultat är att komplicerade frågor kring rasism, identitet och kultur har fokuserats i långt mindre omfattning än språkfrågan som länge har dominerat rapporter och projekt inom det mångkulturella området.

  • 48.
    Isaksson, Rebecca
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Digital kompetens: Om elevers ordbehandlingsfärdigheter i grundskolan2008Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna undersökning var att undersöka den digitala kompetensen hos en grupp elever i årskurs nio på en skola i Stockholmsområdet. Utöver detta undersöktes några utvalda variabler för att avgöra deras eventuella inverkan på den digitala kompetens eleven tillägnat sig. Begreppet digital kompetens utnyttjas bland andra av EU-parlamentet och organisationen OECD vilka publicerat varsin skrift rörande nyckelkompetenser för livslångt lärande. Dessa två ger, tillsammans med en norsk undersökningsgrupps publikation, en gemensam definition av begreppet digital kompetens. Denna undersökning fokuserade dock enbart på ordbehandling, ett område inom den digitala kompetensen.

    Den empiriska undersökningen genomfördes med hjälp av en provliknande enkät där eleverna fick besvara frågor rörande ordbehandling. Det visade sig här att det fanns elever med bristande ordbehandlingsfärdigheter inom alla de grupper som urskiljdes, men det tydligaste sambandet som kunde påvisas var att de elever som främst talade svenska i hemmet i genomsnitt presterade betydligt bättre resultat än övriga elever. Bland tjejerna var skillnaden stor beroende på språk, medan skillnaderna mellan killarna var något mindre. Även den tid som eleverna spenderade framför datorn varje dag visade sig ha betydelse för resultatet.

  • 49.
    Lindgren, Eva
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande. Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Forskarutbildning i det utbildningsvetenskapliga landskapet – en kartläggning2006Inngår i: Utbildningsvetenskap: ett vetenskapsområde tar form, Vetenskapsrådet, Stockholm , 2006Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 50.
    Lindgren, Eva
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande. Umeå universitet, Humanistiska fakulteten, Institutionen för språkstudier.
    Forskarutbildning med anknytning till lärarutbildningen: (ingår i: Utvärdering av den nya lärarutbildningen vid svenska universitet och högskolor, Del 3 Särskilda studier)2005Rapport (Annet vitenskapelig)
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