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  • 1.
    Elf, Nikolaj
    et al.
    University of Southern Denmark and University of Stavanger.
    Hanghøj, Torkil
    University of Aalborg.
    Skaar, Hårvard
    Oslo and Akershus University College.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts.
    Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-20142015In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, p. 1-89, article id 3Article, review/survey (Refereed)
    Abstract [en]

    In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a systematic review of empirical stud- ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa- tional boundary objects, a theoretical framework is developed, which suggests four metaphors for un- derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research is characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large number of studies that focus on student practices within L1 and the relationship to out-of-school literacy practices. A final find- ing is the emphasis on teacher uncertainty regarding how and why to integrate technology within exist- ing paradigms of the subject. This calls for further research on how technology may be justified in L1 practice, including various forms of teacher education. 

  • 2. Elmfeldt, Johan
    et al.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Skrift i rörelse: Om genrer och kommunikativ förmåga i skola och medielandskap2007Book (Other (popular science, discussion, etc.))
  • 3. Elmfeldt, Johan
    et al.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    'Våga säga nej till Lunarstorm': Om skrivförmåga och medieteknologiska förändringar2007In: Perspektiv på praktik.: Svenska i klassrummet, Bokförlaget Natur och Kultur , 2007, p. 35-48Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Developing research structures and research capacity: the Swedish National Postgraduate School in educational work (NaPA)2008In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 7, no 4, p. 554-562Article in journal (Refereed)
    Abstract [en]

    This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education – something that was previously impossible. As a result of a national reform, a new research discipline, educational work, was established at several Swedish universities. At the same time, the National Postgraduate School in Educational Work (NaPA) was created, the responsibility for which was given to Umeå University, one of the larger Swedish teacher education providers. The aim of the article is to provide a picture of Swedish national teacher education policies in the first years of the millennium that have generated new research structures, which, in turn, have enabled a rapid and nationally distributed expansion of research within the field of Swedish teacher education. It draws on a combination of policy documents, research carried out by the two authors and reflections on their own experiences, as a former PhD student who now has a doctoral qualification in educational work and as the head of NaPA respectively.

  • 5.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Examensarbetet och lärarutbildningens akademisering2017In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, p. 19-29Chapter in book (Other academic)
  • 6.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Institutioner, discipliner och lärarutbildning2017In: Kampen om texten: examensarbetet i lärarutbildnignen / [ed] Per-Olof Erixon & Olle Josephson, Lund: Studentlitteratur AB, 2017, p. 155-170Chapter in book (Other academic)
  • 7.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Izobrazevanje uciteljev in raziskovanje: sodobne svedske perspektive v mednarodnem konteksturecent2007In: Prispevki k posodobitvi pedagoskih studisjskih programov II / [ed] Tatjana Devjak, Pavel Zgaga, Ljubljana: Pedagoška fakulteta , 2007, p. 91-115Chapter in book (Other academic)
    Abstract [en]

    This article deals with the emergence and development of new research structures for Swedish teacher education in the beginning of the new millennium. From 2001 onwards, it has been possible to undertake research and post-graduate studies within teacher education which prior to the 2001 reform was not possible. As a result of the reform a new research discipline, Educational Work, was established in teacher education in various Swedish universities and colleges. Moreover, a national post-graduate school in Educational Work was founded, for which Umeå University, one of the larger Swedish teacher education institutions, was appointed Host University. For the article policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. A micro-level perspective was further offered based on two interview studies involving teacher educators, senior managers, doctoral students and supervisors at Umeå University, including a key national representative of the major Swedish teacher union. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power and gender based on the theoretical perspectives of Bourdieu, Foucault, Connell and Sarfatti Larson, among others. The article shows that the emergence of new research areas in teacher education in Sweden was a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aims of the article are to present the new research structures in teacher education in Sweden, and thereby point to the implications of the structural reform, and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.

  • 8.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Professional and academic discourse: Swedish student teachers' final degree project in Early Childhood Education and Care2017In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 37, p. 52-62Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the scope and orientation of students' final degree projects in the Swedish field of Early Childhood Education and Care in relation to discourses on academic writing and national higher education policies, including the national curriculum and guidelines for professional work in the early childhood sector. Titles and abstracts of 75 final degree projects were analysed with a focus on their scope, aims and research questions. The conceptual framework encompasses theories and concepts on academic literacies, knowledge structures and the linguistic tools of rhetorical 'moves'. This study shows that the typical final degree project was based on empirical data and situated in a professional context, with the aim to explore and understand professional issues in relation to national policies and practical professional experience. We conclude that the final degree project's orientation in the field is deeply nourished by professional discourse, underpinned by national policies on early childhood education 

  • 9.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    The degree project in Swedish Early Childhood Education and Care: what is at stake?2015In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 6, no 3, p. 309-332Article in journal (Refereed)
    Abstract [en]

    This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.

  • 10.
    Erixon Arreman, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Rehn, Karl-Gunnar
    Umeå University.
    Postcolonial teacher education reform in Namibia: travelling of policies and ideas2016In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 15, no 2, p. 236-259Article in journal (Refereed)
    Abstract [en]

    Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.

  • 11.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Academic Literacies: Discourse and Epistemology in a Swedish University2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 2, p. 221-238Article in journal (Refereed)
    Abstract [en]

    This article explores the perceptions of active senior researchers from different scientific and scholarly areas about scientific and scholarly writing, specifically that associated with research. The study

    comprises interviews with 12 researchers in four different faculties at a Swedish university: Arts, Social Sciences, Science and Technology, and Medicine. The article draws on Biglan’s (1973) and Becher’s (1994) four intellectual clusters, i.e. (1) hard pure (natural) science; (2) soft pure (arts and social) sciences; (3) hard applied (engineering) sciences; and (4) soft applied (education) sciences and connects them with Graue’s (2006) four identified writing traditions in academia, of: reporting, interpreting, constituting and praxis. The findings suggest that researchers in the applied sciences see writing as having a mediating and creative function for research while, for pure scientists, writing is based on epistemology that does not attribute a mediating function to language (Wertsch, 1998). The study also indicates that researchers who are active in applied science, e.g. professional education of various kinds, are positioned at the interface between the discipline and individuals as social beings, and that they operate as epistemological boundary crossers for the faculties.

     

  • 12.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Att gestalta vetenskapliga resultat i ett mediesamhälle2010In: Lärande och bildning i en globaliserad tid / [ed] Martin Hugo & Mikael Segolsson, Lund: Studentlitteratur , 2010, 1, p. 129-144Chapter in book (Other academic)
  • 13.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    "Detektiven" Thorsten Jonsson2013In: Umeå 1314-2014: 100 berättelser om 700 år / [ed] Lars-Gunnar Ollson & Susanne Haugen, Skellefteå: Artos & Norma, 2013, p. 217-221Chapter in book (Other academic)
  • 14.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Drömmen om den rena kommunikationen – om diktskrivning i gymnasieskolan2002In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 4-1, p. 89-105Article in journal (Refereed)
  • 15.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Drömmen om den rena kommunikationen: Diktskrivning som pedagogiskt arbete i gymnasieskolan2004Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Drömmen om den rena kommunikationen bygger på en studie av ett lyrikskrivningsprojekt, Tankens Trädgård, som bedrivs vid tre gymnasieskolor i Skellefteå kommun. Projektet går i korthet ut på att alla elever i årskurs två varje år ges möjlighet att skriva dikter kring ett bestämt tema. Av det stora diktmaterial som flyter in väljer lärarna ut drygt hundra talet dikter som publiceras i en diktsamling. Projektet avslutas varje år med en stor "happening", då de bästa dikterna läses upp och författarna belönas.

    Studien handlar bland annat om hur man kan föstå projektet Tankens Trädgård, bakgrunden till det, om hur det utvecklats under åren, vilka ambitioner som funnits, pedagogiska idéer man kan skönja bakom projektet, hur det mottas av eleverna och hur lärarna ser på sin roll och på projektet. Projektets drivkraft är drömmen om den rena kommunikationen.

  • 16.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    'Du som ammar blomman af vårt land'. Om skolan i litteraturen och den svenska skolromanen1997In: Lärarutbildning och forskning i Umeå, no 1, p. 5-20Article in journal (Refereed)
  • 17.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Educational sciences and a media ecology perspective2010In: Education inquiry, ISSN 2000-4508, Vol. 1, no 3, p. 137-142Article in journal (Other academic)
  • 18.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Educational sciences: national and international aspects2010In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, no 4, p. 259-268Article in journal (Other academic)
  • 19.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts.
    Ett spann över svarta ingentinget: Linjer i Thorsten Jonssons författarskap1994Doctoral thesis, monograph (Other academic)
  • 20.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts.
    Foreword. Understanding North2014In: Journal of Northern Studies, ISSN 1654-5915, Vol. 8, no 2, p. 7-9Article in journal (Other academic)
  • 21.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    From texts to picture in teaching civics: participant observation in Mark's classroom2010In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 9, no 3, p. 15-25Article in journal (Refereed)
    Abstract [en]

    We are now living in a “new media age”, with a dramatic shift from the linguistic to the visual, from books and book pages to screens and windows (Kress, 2003). This article offsets out to explore what happens to educational activities in schools when electronic media and pictures replace written texts. The article draws on interviews and classroom observations of a particular Swedish vocational upper secondary programme, where the social studies teacher observes that students are finding it increasingly difficult to benefit from written texts. Theoretically, the study draws on Meyrowitz (1985/1986) theories concerning the relationship among media, situations and behaviour and the effect of a shift from “print situations” to “electronic situations” on a broad range of social role and Bernstein’s (1996/2000) notions of ‘recontextualisation’, ‘framing’ and ‘classification’. The study shows that classroom relations are changing; hierarchies between students and teachers are being broken down, and classification of subjects is affected in the sense that the students’ own interpretations and references are beginning to govern teaching when pictures and electronic media enter the educational discourse.

  • 22.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    From Written Text to Design. Poetry for the media society2007In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 2, p. 95-107Article in journal (Refereed)
  • 23.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Från språk och litteratur till multimodalitet och design i det pedagogiska arbetet2007In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1, p. 47-56Article in journal (Refereed)
  • 24.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Hårdkokt på västerbottniska1986In: Folket i Bild, no 15Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts.
    Identiteter och världsbild: "hårdkokt" skriftbruk i Thorsten Jonssons noveller2013In: Människor som skriver: Perspektiv på vardagligt skriftbruk och identitet / [ed] Ann-Catrine Edlund & Susanne Haugen, Umeå: Umeå universitet och Kungl. Skytteanska Samfundet , 2013, p. 75-89Chapter in book (Refereed)
    Abstract [en]

    identity and worldview – “hard-boiled” writing in Thorsten Jonsson’s short stories

    This article deals with the Swedish author Thorsten Jonsson (1910–50) and his first short story collection Som det brukar vara (1939) [‘As it usually is’]. The nar- rative represents a new modernistic literary trend in Swedish prose in the 1930s. i take my starting point in Burgess & ivanič’s (2010) theories of the act of writing involving many different identities, and particularly what Burgess & ivanič iden- tify as the discursive self. By contemporary readers and critics the discursive self in the short story collection was often connected with an American hard-boiled literary ideal, often linked to ernest Hemingway’s writings. in this article i dis- cuss the common textual features of the two authors’ first collections, but also the differences that emerge when looking through the linguistic surface. The analysis shows that Thorsten Jonsson’s discursive self is based upon a northern Swedish culture, Hemingway’s on an urban American one. 

  • 26.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    John Chronschough - ljusets representant2001In: Didaktisk tidskrift: för praktiker och forskare, no 1, p. 73-96Article in journal (Refereed)
  • 27.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Klockan klämtar i Internetgalaxen - något om tillståndet i gymnasieskolans skrivundervisning2004In: Didaktisk tidskrift, Vol. 13, p. 171-193Article in journal (Refereed)
  • 28.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Livstro och trygghet - om Thorsten Jonsson och religionen1988In: Provins, no 4, p. 27-29Article in journal (Refereed)
  • 29.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    LUK - en rapport från en bod på Skansen?1999In: Lärarutbildning och forskning i Umeå, no 4, p. 9-11Article, book review (Other (popular science, discussion, etc.))
  • 30.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Läsundervisningens digitalisering2017In: Digital humaniora: humaniora i en digital tid / [ed] Per-Olof Erixon & Julia Pennlert, Göteborg: Daidalos, 2017, 1, p. 165-188Chapter in book (Other academic)
  • 31.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    M Rosenblatt: A Swedish and Scandinavian Perspective2005In: Voices from the Middle, Journal of the National Council of Teacher of English, NCTEArticle in journal (Refereed)
  • 32.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Necessity or eccentricity: teaching writing in a new media ecology2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 6, p. 865-883Article in journal (Refereed)
    Abstract [en]

    This article concerns how teachers of Mother-Tongue Education (MTE) and pupils in Swedish secondary schools look upon and relate to the keyboard and screen and pen and paper, respectively, for writing in the context of MTE. The results showed that both teachers and pupils found that the computer on one side and the pen and paper on the other circumscribed different writing processes. Paper and pen offered greater resistance when writing than a computer. It was concluded that writing on a computer had been culturally appropriated in the MTE and represented the frame for both teachers and students from which they assessed the advantages and disadvantages of each technology, but also that paper and pen added a value of necessity rather than eccentricity for the pupils, in contrast to the teachers, in order to meet the requirements concerning grammar, longhand, and orthography. 

  • 33.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Nu var det 2002 - ett ämnes tillblivelse sett ur ett prefektperspektiv2002In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, p. 103-129Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    On the remediation, relativisation and reflexivity of mother tongue education2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 2, p. 171-194Article in journal (Refereed)
    Abstract [en]

    In this article, education is regarded as a medium (Salomon, 2000). i.e. a channel for the transmission of knowledge with its specifically and historically defined form and content. From a media ecology perspective, media are not neutral, transparent or value-free channels for transporting information. Instead, the inherent physical structures and symbolic form of media play a decisive role in the design of what and how information is coded and transferred and hence also how it is decoded. It is the structure of the medium that determines the content and nature of the information. In our digital era this medium, i.e. education, is now being remediated (Bolter & Grusin, 2002). With this point of departure, in this article traditional education is placed on a par with a coherent text in the form of an essay. This implies that what typifies an essay in a transferred sense is characteristic of traditional education based on paper, pencil and book technologies. In a new media ecology context, what is polyvocal, interactive and transient is also becoming characteristic of education in its capacity as a medium. Like all remediation this also offers a promise of reforms and changes in the sense of remoulding, which partly corresponds to all the expectations placed on new media as regards the possibilities to develop education, for teaching and for pupils’ learning. This article aims to indicate and discuss what is identified as a relativisation that appears when schools and teaching are remediated and which manifests itself on three different levels in schools, i.e. regarding: (1) the content of the teaching; (2) the forms of teaching; and (3) the relations in the classroom. The examples are taken from teaching of the school subject Swedish (mother tongue). 

  • 35.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Pedagogiskt arbete i romanens prisma2000In: Tidskriftför lärarutbildning och forskning, no 4, p. 27-48Article in journal (Refereed)
  • 36.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Pedagogiskt arbete i romanens prisma: Upplevelser av den svenska folkskolan under ett omvälvande sekel2002Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I studien Pedagogiskt arbete i romanens prisma inringas ett motiv i den svenska prosalitteraturen, skolmotivet, med speciell tonvikt på de värderingar av skolan, lärarna, eleverna, bildning etc. som litteraturen förmedlar. Föresatsen är inte primärt att ur det skönlitterära materialet frambringa ny kunskap om den svenska skolans innehållsliga och organisatoriska förändringar. Vad skönlitteratur på ett mer subtilt sätt framför allt kan bidra med är en belysning av hur de förändringar som sker uppfattas och bearbetas av dem som är verksamma i skolan, dvs. lärarna själva. På denna nivå kan skolromaner, dvs. romaner skrivna av utbildade och verksamma lärare, bidra med ny kunskap.

  • 37.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Punctuated equilibrium: Digital technology in schools’ teaching of the mother tongue (Swedish)2016In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 3, p. 337-358Article in journal (Refereed)
    Abstract [en]

    This article deals with how teachers and pupils in seventh to ninth grade in Sweden look upon and relate to the incorporation of new digital technology in mother tongue education (Swedish). The result shows that both the classification and framing of the subject is being challenged by new technology, but that the awareness of the impact seems to be limited. It is suggested that the development might now be approaching a stage where the gradual change, "evolution", that has taken place through all the invasive "forms of media" that have been added to the teaching environment, will now contribute to a punctuated equilibrium, which will hopefully lead to a new inner stability or homeostasis, in other words a paradigm shift. This, however, requires teachers to appropriate new technology as well as an awareness of its influence on the pedagogical discourse.

  • 38.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    På spaning efter den tid som flytt. Mytologier om skolan2004In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 3-4, p. 49-70Article in journal (Refereed)
  • 39.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media2010In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 54, no 4, p. 1212-1221Article in journal (Refereed)
    Abstract [en]

    This article deals with how school subjects’ paradigms, i.e. the established content of the teaching and the way in which the teaching is traditionally organised, are influenced when digital media are becoming increasingly common in educational contexts. The study is based on interviews in so-called focus groups with teachers of different school subjects in a Swedish lower secondary school about issues concerning how much they use media and ICT in their teaching and how they think this affects the content of their subject, relations in the classroom, working methods and the role of the teacher. The theoretical point of departure is Basil Bernstein’s concepts of ‘recontextualisation’, ‘framing’, ‘classification’, and ‘the sacred and the profane’. The study shows that the teachers in the lower secondary school where the investigation was conducted use so-called new media to a relatively limited extent but that they are ready to develop their use if resources are made available. They also think that the content, working methods, relations and the role of the teacher are changing, usually for the better. Drawing on Durkheim’s concepts of ‘the sacred’ and ‘the profane’ it appears in this study that the sacred in schools is often associated with the physical and practical.

  • 40.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    School subjects in the screen culture2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, ISSN 2000-4508, Vol. 5, no 2, p. 167-170Article in journal (Refereed)
  • 41.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Skola och skrivundervisning i ett medieekologiskt perspektiv2012In: Att läsa och skriva: Två vågor av vardagligt skriftbruk i Norden 1800-2000 / [ed] Ann-Catrine Edlund, Umeå: Umeå universitet & Kungl. Skytteanska Samfundet , 2012, 1, p. 179-195Chapter in book (Other academic)
    Abstract [en]

    School and writing instruction from a media ecological perspective

    The theory formation of educational science pays little or  no attention to the fact that technologies have great and extensive implications for what Bernstein (1996) calls content and framing in an educational discourse (Erixon 2010d). This lack of attention also applies to Bernstein’s theory formation. It is easy to disregard the fact that tools and hence different technologies are, and always have been, a part of the practice of teaching in schools, e.g. in the form of books, paper and pencils. This article is about the development of digital media technology (ICT) that is taking place in schools on a wide front and poses questions about how to understand this development and what it is that is really happening to the content and forms of teaching in schools while this development takes place. For this purpose a media ecological perspective is taken on media and communication. This perspective is based on the conception of media in terms of environments that exhort human beings to think and feel in different ways and hence also prescribe what they can do. The point of departure is that education as an institution and an idea emanates from written culture, and is therefore a function of it. In the article, which has a particular focus on the teaching of writing in schools, I use examples from previous and ongoing research projects on how educational practice is changing and how education as an institution is being challenged by new technology. The analysis shows that the new technology provides schools and teaching with a number of new values, and the pupils with new competences, while other values and competences that were associated with the older written culture are simultaneously being lost.

  • 42.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    Skolan i Internetgalaxen2004In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1-2, p. 85-96Article in journal (Refereed)
  • 43.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts.
    Skolan, medierna och medieekologin2014In: Skolämnen i digital förändring: en medieekologisk undersökning / [ed] Per-Olof Erixon, Lund: Studentlitteratur AB, 2014, 1, p. 17-34Chapter in book (Other academic)
  • 44.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Svenskdidaktikens håg för ungdoms- och mediekulturer2012In: Nordisk modersmålsdidaktikk: Forskning, felt og fag / [ed] Sigmund Ongstad, Oslo: Novus Forlag, 2012, 1, p. 224-259Chapter in book (Refereed)
    Abstract [sv]

    Vilken inriktning har den forskning som bedrivs inom det svenskdidaktiska fältet? Vilken betydelse har det faktum att vi nu lever i en värld som i hög grad förmedlas via visuali­seringar av olika slag på en skärm när nya forskningsfrågor formuleras? Redan för tjugo år sedan ägnades i Läroplanskommitténs betänkande Skola för bildning (SOU 1992:94) stort utrymme åt skolans relation till medie­utvecklingen och omvärldsförändringarna. Man menade att det var viktigt att ta elevernas intresse för medievärlden på allvar. Ungefär samtidigt, dvs. i skiftet 1980- och 1990-tal, konsoliderades också stora delar av forskningen och grundutbildningen inom medieområdet i egna ämnesinstitutioner eller ämnesavdelningar i det som blev medie- och kommunikationsvetenskap (MKV) (HSV 2001). Den forskning som utvecklades inom det nya ämnet var förbunden, inte bara med utvecklingen inom forskningsdiscipliner som beteende­vetenskap, statsvetenskap, ekonomisk historia, konstvetenskap och filosofi, utan också språk- och litteraturvetenskap, dvs. ämnen historiskt nära förbundna med utbildningen av lärare i skolämnet svenska och därmed också forskningen inom det svenskdidaktiska fältet. Medieforskningen är liksom många and vetenskapliga discipliner dessvärre måttligt intresserad av fältet pedagogik, menar Thavenius (1995), som diskuterar mediepedagogikens nuvarande och möjliga roll i skolan. Han identifierar två förhärskande mediediskurser kopplade till skola och undervisning: den ena gäller historien om mediernas farlighet, som innebär att mediekompetens (media literacy) definieras som en förmåga att skydda sig mot något som samhället inte kan göra så mycket åt, den andra att mediepedagogiken formats av en snäv syn på vad undervisning kan vara och vad medievetenskap är för något. Mediepedagogiken riskerar därför att bli ett endimensionellt inslag i skolans kulturella produktion, menar han. På motsvarande sätt menar Rönnberg (2003) att skolan underlåter att anknyta till elevernas medieerfarenheter och att den koncentrerar sig ensidigt på skriftligt tillägnande och struntar medvetet i kommunikationen via och kring medier och andra språk än de rent verbala. Hon argumenterar därför för införandet av ämnet ”Mediepedagogik” i den svenska skolan och formulerar ett vidgat och internationellt förankrat perspektiv på läs- och skrivinlärning, medier och kommunikation. Skolan måste, menar hon, ta till vara elevernas vardagserfarenheter och fritidskunskaper och anknyta till deras läroprocesser utanför skolan; det gäller att försöka begripa vardagskulturen.

    Det här kapitlet handlar om den forskning som vuxit fram inom det svenskdidaktiska fältet under de senaste två decennierna. Fonden utgörs av den forskning som länge bedrivits inom ett mer lösligt sammansatt forskningsfält kring svenskdidaktiska frågor och som huvudsakligen varit förbundna med läsning av böcker (codex) och skrivning för hand. Specifikt behandlar kapitlet hur svenskdidaktiken, här sedan ungefär tio år tillbaka i tiden betraktat som ett mer sammanhållet forskningsfält, intresserar sig för och förhåller sig till modern teknologi och dess relation till ungdomskulturer. Intresset är således inte enbart riktat mot datorn som ett hjälpmedel, utan ny teknologi knutet till ungdomskultur och elevers erfarenheter. Teoretiskt utgår jag från ett medieekologiskt perspektiv, vilket bland annat innebär att jag betraktar institutionen skola och den tillhörande undervisningen i svenska som historiskt och symbiotiskt förbunden inte bara med kyrka, läs- och skrivundervisning (Erixon 2010; Johansson 1977; Tyner 1998), utan också med teknologierna bok, papper och penna.

  • 45.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Svenskämnet i ett nytt medieekologiskt sammanhang2012In: Svenskämnet i går, i dag, i morgon: Svensklärarföreningen 100 år 1912-2012 / [ed] Gustaf Skaf & Michael Tengberg, Stockholm: Svensklärarföreningen , 2012, p. 178-193Chapter in book (Other academic)
    Abstract [sv]

    Den här artikeln handlar om ny teknologi i skolan och om vad som händer när den kommer in i undervisningen. Den utgör ett nedslag i ett VR-finansierat forskningsprojekt med titeln "Skolämnesparadigm och undervisningspraktik i skärmkulturen – bild, musik och svenska under påverkan (2010-2012). Utgångspunkten i projektet är att olika skolämnen står i olika förhållanden till (ny) teknologi och att man därför inte kan tala generellt om skolans förhållande till (ny) teknologi. Införlivandet av digitala medier ser olika ut i de olika skolämnena (Hennesy, 2005), då skolämnen har sina karakteristiska strukturer (McEachron, 2003). Teknologi står också i relation till en undervisningspraktik, dvs. metoder och sätt att arrangera undervisning på. Med det resonemanget som utgångspunkt har penna, papper och bok varit de teknologier som inte bara varit förhärskande i skolan sedan dess början, utan också förutsättningarna för verksamheten i skolan, inte minst ämnet svenska (Johansson, 1977; Tyner 1998). Teknologin är en aktiv faktor och med hänvisning till exempelvis Dahllöf att betrakta som en ramfaktor (Jfr Broady & Lindblad, 1999). Teknologier är exempel på medierande redskap, som vi använder för att samhandla med omvärlden (Wertsch, 1991), exempelvis när en lärare undervisar i ett skolämne. I utbildningsvetenskaplig forskning är det emellertid något osynligt och neutralt, en blind fläck (Erixon, 2010; 2012 a,b; Elmfeldt & Erixon, 2007).

    Den digitala teknologin gör nu sitt intåg i skolans värld på bred front. Om det för tio år sedan var politiker och policymakare som försökte driva på utvecklingen tycks nu snarare trycket komma underifrån, dvs. från elever och lärare. Det framkommer tydligt i vår studie. Utvecklingen ser mycket olika ut i de tre ämnena, liksom i olika kommuner, men också mellan skolor i samma kommun. Ambitionerna att införliva ny teknologi i undervisningen tycks ändå ha en tydlig riktning, dvs. en dator till varje elev. Lärarna ser överlag positivt på att införa ny digital teknologi i undervisningen, även om tillgången på fortbildning och apparater är begränsad. Men det finns en utbredd uppfattning bland både elever och lärare om att den skolverksamhet som av tradition bedrivits ska kunna pågå på ungefär samma sätt, fast nu med hjälp av modern digital teknologi. Det är en fåvitsk tanke som kan skapa stora problem. Den här artikeln diskuterar och problematiserar utifrån ett medieekologiskt perspektiv några av de vinster och förluster som sker när ny digital teknologi kommer in i svenskundervisingen.

  • 46.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Svenskämnet i skärmkulturen2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 40, no 3-4, p. 153-163Article in journal (Refereed)
    Abstract [sv]

    Vi lever i ett multimedialt samhälle där skriftspråkets plats och funktion i den offentliga kommunikationen har decentrerats och dess tidigare roll som kommunikations­mediet framför andra nu tillsammans med bild, ljud och text i mer integrerande delar har förvandlats till ett bland flera kommuni­kationsmedier. Genom denna snabba utveckling av nya medier har skriftkulturen, och därmed också grunden och förutsättningen för skolämnet svenska alltmer kommit att utmanas. I denna ”new media age”, har skärmen delvis ersatt boken som det dominerande kommunikationsmediet. Men kommunikationsteknologier påverkar inte bara de sätt på vilka kunskap transmitteras, utan också innehållet i den kunskap som skapas, liksom de sätt på vilka undervisning organiseras.Bruket av IKT har inte vuxit fram i en skolkultur, utan utanför skolan. Därför finns det en inneboende spänning mellan IKT-stödd undervisning och traditionella sätt att arbeta i skolan. Introduktionen av IKT i en skolkontext kan ses som en förhandling mellan olika kulturer, där läraren ombeds att anpassa sin undervisning till en ”invaderande” kulturs behov, dvs. IKT-kulturen. Den starkaste faktorn när lärare bestämmer sig för att använda ny teknologi i undervisningen är de externa förväntningarna från skolledare och politiker, som tycks bli starkare ju längre undervisningserfarenhet en lärare har. Den svagaste faktorn rör datorn som ett verktyg för att utveckla och höja nivån på undervisningen och tycks minska i betydelse i takt med att lärare förvärvar undervisningserfarenheter. Skolämnen är i olika utsträckning “inbäddade” i IKT[vi]. Inom vissa skolämnen betraktas IKT som en sorts ”trojansk häst”, som står i konflikt med en djupt liggande ”ämnesgrammatik”. Studier i USA, Kanada och Storbritannien visar att föreställningen om ämneskulturer har betydelse när det gäller lärares och elevers användning av IKT. Samtidigt för ungdomar med sig populär- och mediekulturella kunskaper och erfarenheter in i klassrummet och de specifika skolämnena. De lever i en multimedial kultur utanför skolan och brukar en mängd olika medieteknologier för olika ändamål och i olika kommunikativa situationer, där bilden, musiken och texten intar en framträdande plats, dvs. en “screen culture” eller ”media ecology ”.Bruket av ny teknik och nya medier i skolan tycks leda till en pedagogisk förändring i motsats till vad exempelvis Cuban hävdar. Överlappande kulturer och ”ownership” leder till förändrade lärar- och elevroller. Medieteknologin fungerar som en ”fulcrum”, dvs. som en sorts vändpunkt, tänkt som ett resultat inte av en plötslig insikt, utan som resultatet av en process, eller omorientering i den pedagogiska praktiken. Likt reminiscenser från ett gammalt samhälle tycks en sorts teknikfientlighet ligga inbäddad i den pedagogiska diskursen och skolans olika ämnesparadigm. Det finns en tendens till att uppfatta det som har med ny teknik och nya medier att göra som något virtuellt och därmed inte verkligt, dvs. som en verklighetsförlust.

    Den här artikeln tar sin utgångspunkt i skolämnet svenska, som i allt högre grad står under inflytande av en digital medie- och skärmkultur och ställer frågan om vad detta har för betydelse för ämnets (1) innehåll och (2) undervisningsformer.

     

  • 47.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts.
    Svenskämnets sociodigitala klassrum2014In: Skolämnen i digital förändring.: En medieekologisk undersökning / [ed] Per-Olof Erixon, Lund: Studentlitteratur AB, 2014, 1, p. 225-250Chapter in book (Other academic)
  • 48.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    The concept of "educational science" in the Swedish context2010In: Education Inquiry, ISSN online 2000-4508, Vol. 1, no 2, p. 69-73Article in journal (Other academic)
  • 49.
    Erixon, Per-Olof
    Umeå University, Faculty of Teacher Education, Department of Creative Studies.
    The Garden of Thought: about writing poems in upper secondary school2005In: Effective learning and teaching of writing: a handbook of writing in education, New York: Kluwer Academic Publishers , 2005, 2, p. 131-140Chapter in book (Other (popular science, discussion, etc.))
  • 50.
    Erixon, Per-Olof
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    The struggle for the text: – on teacher students’ meetings and negotiations with different academic writing traditions on their way towards a passed paper2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 263-267Article in journal (Refereed)
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