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Perselli, Ann-KatrinORCID iD iconorcid.org/0000-0003-1127-7593
Publications (10 of 11) Show all publications
Perselli, A.-K., Augustsson, G. & Boström, L. (2016). A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Network and International Cooperation. International Journal for Research on Extended Education, 4(1), 147-152
Open this publication in new window or tab >>A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Network and International Cooperation
2016 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 4, no 1, p. 147-152Article in journal (Refereed) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-29113 (URN)
Available from: 2016-10-16 Created: 2016-10-16 Last updated: 2017-08-08Bibliographically approved
Perselli, A.-K., Augustsson, G. & Boström, L. (2016). DEVELOPMENTS in the Field of Extended Education: A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Network and International Cooperation. Giessen
Open this publication in new window or tab >>DEVELOPMENTS in the Field of Extended Education: A Web Survey on Learning Environments and Staff in Swedish Leisure-Time Centres as a Starting Point for a Nordic Research Network and International Cooperation
2016 (English)Other (Refereed)
Place, publisher, year, pages
Giessen: , 2016. p. 6
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-29157 (URN)
Available from: 2016-10-28 Created: 2016-10-28 Last updated: 2016-11-25Bibliographically approved
Perselli, A.-K. (2015). From computer room to one-to-one: A study of teachers' experiences with digital resources in teaching. In: : . Paper presented at NERA 2015, the 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015.
Open this publication in new window or tab >>From computer room to one-to-one: A study of teachers' experiences with digital resources in teaching
2015 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this paper presents a study of secondary school teachers' experiences of using digital resources. The study is aimed to describe and analyze secondary teachers' experiences of using digital resources in teaching. The theoretical approach is based on the philosophy of phenomenology. The approach is based on philosophers Husserl, Heidegger and Merleau-Ponty. Some of the terminology in the phenomenological philosophy is used. 

Keywords
Upper secondary schools, teaching, pedagogy, didactics, technology implementation, digital learning resources, phenomenology, lifeworld
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-24520 (URN)
Conference
NERA 2015, the 43rd annual congress of the Nordic Educational Research Association. Gothenburg, Sweden 4-6 March, 2015
Available from: 2015-03-10 Created: 2015-03-10 Last updated: 2015-05-15Bibliographically approved
Perselli, A.-K. & Perselli, J. (2015). Visa eller undervisa (1ed.). In: Hilda Androls, Elin Lucassi, Christine Wallén (Ed.), Bortom förlägenheten: Bibliotekariens pedagogiska roll i utveckling (pp. 79-92). Stockholm: Kungliga Biblioteket
Open this publication in new window or tab >>Visa eller undervisa
2015 (Swedish)In: Bortom förlägenheten: Bibliotekariens pedagogiska roll i utveckling / [ed] Hilda Androls, Elin Lucassi, Christine Wallén, Stockholm: Kungliga Biblioteket , 2015, 1, p. 79-92Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Kungliga Biblioteket, 2015 Edition: 1
Keywords
Bibliotek, bibliotekarieroll, pedagogik, undervisning, fenomenologi
National Category
Social Sciences
Identifiers
urn:nbn:se:miun:diva-26288 (URN)978-91-7000-320-2 (ISBN)978-91-7000-321-9 (ISBN)
Available from: 2015-11-23 Created: 2015-11-23 Last updated: 2016-05-20Bibliographically approved
Perselli, A.-K. (2014). Från datasal till en-till-en: En studie av lärares erfarenheter  av digitala resurser i undervisningen. (Doctoral dissertation). Härnösand: Mittuniversitetet
Open this publication in new window or tab >>Från datasal till en-till-en: En studie av lärares erfarenheter  av digitala resurser i undervisningen
2014 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. 

Place, publisher, year, edition, pages
Härnösand: Mittuniversitetet, 2014. p. xiii, 255
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 196
Keywords
Upper secondary schools, teaching, pedagogy, didactics, technology implementation, digital learning resources, teaching media, phenomenology, lifeworld
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-22695 (URN)978-91-87557-74-3 (ISBN)
Public defence
2014-09-26, Alfhild Agrellsalen, Sambiblioteket, Universitetsbacken, Härnösand, 13:15 (Swedish)
Opponent
Supervisors
Note

På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en

Available from: 2014-09-03 Created: 2014-09-01 Last updated: 2014-09-03Bibliographically approved
Perselli, A.-K. (2011). Selections of Digital Learning Resources : One Teacher’s Approaches to a New Technological Environment with Laptops: Paper presented at the European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011. Paper presented at European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011.
Open this publication in new window or tab >>Selections of Digital Learning Resources : One Teacher’s Approaches to a New Technological Environment with Laptops: Paper presented at the European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011
2011 (English)Conference paper, Published paper (Other academic)
Abstract [en]

From a European viewpoint, during the last decade it has become increasingly common to see one-to-one laptops in upper secondary schools. With expectations of effective learning, and in particular of increasing motivation among students, schools provide their students with laptops, also hoping to contend with the outcomes of the PISA-evaluation (Fredriksson, Gajek, & Jedeskog, 2009; Solhaug, 2009). Similarly, there are one-to-one laptop initiatives in Sweden, and ongoing projects in upper secondary schools to provide students with laptops for daily use (Tallvid, Björn, Lindström, & Lundin, 2010). More seldom, research considers teachers’ own thoughts and beliefs in teaching in a new technology environment (Ertmer, 2005). The aim of this paper is to illuminate different approaches of an upper secondary school in the selection of digital resources in a changing educational environment.

 

The paper is part of an ongoing PhD project. The PhD project has the purpose of providing an understanding of how Swedish teachers may think when they select between different digital resources. The informants are teachers in the social studies programmes of two public upper secondary schools. During the autumn of 2010, all students in this programme were provided with free laptops, which led to a new technological teaching environment for the teachers. This paper discusses one of the teachers and is thus to be understood as a case study. The aim is to obtain a holistic and deep understanding of the teacher in a complex school context (Stake, 1995). In this paper, the analysis was conducted with a phenomenological life-world perspective as aspects of teachers’ approaches to teaching and digital learning resources. The main points of departure are theories of Heidegger and Merleau-Ponty. The combination of Heidegger’s (1993) theory of the human and the human relations to the world—the Dasein[1]and the Being—together with Merleau-Ponty’s (1999) theory of the lived body opens a possibility for understanding the teacher’s life-world. Together, the theories makes it possible to understand the digital competence of the teacher as embodied knowledge and also how embodied knowledge and experiences are part of the teacher’s way of thinking and of making didactical considerations. The preliminary interpretation indicates a few things. For instance, the teacher talks about learning to recognize in what instances there is a need for computers in teaching. In an era defined by constant shortages of time, she found her selection process ultimately rested more on her professional and personal experiences than on striving for information, communication and technology development and renewal in her teaching. There really is no time to seek new resources on the Internet; instead this teacher often gets to know new resources by reading her students’ essays. One of her major problems is to compete with Facebook and Google. She responds to this by teaching on criticism of the sources. She is also concerned about what abilities the students may lose as a result of the one-to-one laptop system.

Keywords
didactical positions, experience, life-world, digital resources
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-14519 (URN)
Conference
European Conference on Educational Research, (ECER), Berlin, 12-16th September, 2011
Available from: 2011-09-22 Created: 2011-09-22 Last updated: 2011-11-27Bibliographically approved
Perselli, A.-K. & Gustafsson Åman, K. (2006). En grupp universitetslärares syn på studenters informationskompetens vid Linköpings universitet.: Mötesplats inför framtiden, Borås 11-12 oktober, 2006.
Open this publication in new window or tab >>En grupp universitetslärares syn på studenters informationskompetens vid Linköpings universitet.: Mötesplats inför framtiden, Borås 11-12 oktober, 2006
2006 (Swedish)Conference paper, Published paper (Other academic)
Keywords
Informationskompetens, information literacy
Identifiers
urn:nbn:se:miun:diva-10279 (URN)
Available from: 2009-11-05 Created: 2009-11-05 Last updated: 2009-11-20Bibliographically approved
Perselli, A.-K. & Gustafsson Åman, K. (2006). How do Teachers Experience Students’ Information Literacy?: Creating Knowledge IV, Copenhagen, August 16-18, 2006.
Open this publication in new window or tab >>How do Teachers Experience Students’ Information Literacy?: Creating Knowledge IV, Copenhagen, August 16-18, 2006
2006 (English)Conference paper, Published paper (Other academic)
Keywords
informationskompetens, Information Literacy
Identifiers
urn:nbn:se:miun:diva-10280 (URN)
Available from: 2009-11-05 Created: 2009-11-05 Last updated: 2009-11-19Bibliographically approved
Perselli, A.-K. & Gustafsson Åman, K. (2006). Studenters informationskompetens: Universitetslärares syn i en ny studie. Infotrend : nordisk tidskrift för informationsspecialister, 61(4), 96-101
Open this publication in new window or tab >>Studenters informationskompetens: Universitetslärares syn i en ny studie
2006 (Swedish)In: Infotrend : nordisk tidskrift för informationsspecialister, ISSN 1653-0225, Vol. 61, no 4, p. 96-101-Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Stockholm: Svensk förening för informationsspecialister, 2006
Keywords
informationskompetens, information literacy
National Category
Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:miun:diva-10278 (URN)
Available from: 2009-11-05 Created: 2009-11-05 Last updated: 2009-11-17Bibliographically approved
Perselli, A.-K. & Gustafsson Åman, K. (2006). Universitetslärares syn på studenters inforamtionskompetens vid Linköpings universitet. Linköping: Linköpings universitet, CUL
Open this publication in new window or tab >>Universitetslärares syn på studenters inforamtionskompetens vid Linköpings universitet
2006 (Swedish)Report (Other academic)
Abstract [en]

Denna rapport bygger på intervjuer genomförda med tio universitetslärare vid Linköpings universitet. Lärarna är anställda vid Filosofiska fakulteten, Utbildningsvetenskap och Tekniska högskolan. De tio kvalitativa intervjuer som ligger till grund för rapporten utfördes försom-maren 2005.

Rapporten fokuserar lärarnas egen informationskompetens, deras syn på studenternas informationskompetens och hur lärarna önskar samverka med bibliotekarier och biblioteket. Studiens resultat är ämnad att fungera som utgångspunkt för Centrum för undervisning och lärande (CUL) och universitetsbiblioteket i arbetet att utveckla kurser och modeller för samverkan mellan lärare och bibliotekarier.

För att få både mäns och kvinnors syn på studenters informationskompetens kontaktades fem manliga och fem kvinnliga universitetslärare som ombads att delta i studien. De tio intervjuerna har spelats in på band och skrivits ut. Transkriberingar och minnesanteckningar har godkänts av respondenterna.

Studien visar att lärarna förväntar sig att studenterna som ska skriva examensarbete ska kunna söka behövlig information. Det informationsinnehåll som lärarna uppskattar i studenternas uppsatser saknar koppling till de kunskaper som lärarna anser att studenterna ska tillägna sig i informationssökning. Vidare visar studien att lärarna förväntar sig att studenterna utvecklar informationskompetens under sin studietid. Lärarnas åsikter om vem eller vilka som bär ansvaret för studenternas informationskompetens skiljer sig åt mellan lärarna vid Tekniska högskolan å ena sidan, och lärarna vid Filosofiska fakulteten och Utbildningsvetenskap å andra sidan. Lärarna vid Tekniska högskolan visar en tendens att överlämna ansvaret åt högre instans, Utbildningsnämnden. Lärarna vid Filosofiska fakulteten och Utbildningsvetenskap anser att ansvaret bör delas mellan minst tre parter, däribland biblioteket och inte minst studenten själv. När det gäller lärarnas egen informationskompetens har de vanligen fått utveckla den på egen hand under sin doktorandtid. Tid och stöd för kompetensutveckling i informationssökning saknas oftast. Avseende samverkan med bibliotekarier är lärarnas förslag få vilket troligen beror på att de har liten kännedom om bibliotekets verksamhet utöver själva lånefunktionen och vilka möjligheter som finns för att utveckla ett samarbete.

Rapporten pekar på behovet av kommunikation mellan lärare och bibliotekarier kring informationssökningsfrågor. En möjlig arena för dialog och samverkan är CUL

Place, publisher, year, edition, pages
Linköping: Linköpings universitet, CUL, 2006. p. 86
Series
CUL-rapporter, ISSN 1650-8173 ; 11
Keywords
Informationskompetens, studenter, lärare
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10212 (URN)91-85523-24-0 (ISBN)
Available from: 2009-10-29 Created: 2009-10-29 Last updated: 2009-10-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1127-7593

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