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  • 1.
    Perselli, Ann-Katrin
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    From computer room to one-to-one: A study of teachers' experiences with digital resources in teaching2015Conference paper (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. 

  • 2.
    Perselli, Ann-Katrin
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Från datasal till en-till-en: En studie av lärares erfarenheter  av digitala resurser i undervisningen2014Doctoral 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. 

  • 3.
    Perselli, Ann-Katrin
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    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, 20112011Conference 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.

  • 4.
    Perselli, Ann-Katrin
    Linköpings universitet.
    Teknologistudenter och informationshantering: En studie om informationskompetens vid Linköpings Tekniska högskola influerad av grounded theory2002Report (Other academic)
    Abstract [sv]

    Att kunna söka information och värdera den information som man får fram

    vid sökningen blir allt viktigare inom all utbildning. Även för nyutexaminerade

    teknologer får kunskapen om informationssökning allt större betydelse

    när blivande arbetsgivare frågar efter informationskompetent personal. Det

    gäller att utöver den tekniska kunskapen om datorer och t.ex. programspråk

    även att kunna söka information, ha kunskap om var informationen finns tillgänglig

    och att kunna värdera den information som man får fram. I min

    undersökning studerar jag hur teknologistudenter vid Linköpings Tekniska

    högskola hanterar information, hur deras behov av information ser ut, hur de

    söker fram den och varför de söker information på det sätt som de gör. Jag

    studerar även i vilken omfattning universitetsbiblioteket används av studenterna

    i deras informationssökning. Det finns många studier kring studenters

    och doktoranders informationssökning. Flera av dessa studier behandlar sökprocessen

    på olika sätt och ofta ur olika biblioteksspecifika synvinklar. Med

    min studie vill jag närma mig studenternas egna uppfattningar om den informationssökning

    de utför, framförallt i samband med examensarbetet, under

    studietiden. Jag har val att göra intervjuer med tolv nyblivna ingenjörer för att

    få en djupare förståelse av deras informationshantering och har därför valt en

    kvalitativ ansats med grounded theory som metod.

  • 5.
    Perselli, Ann-Katrin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of 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 Cooperation2016In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 4, no 1, p. 147-152Article in journal (Refereed)
  • 6.
    Perselli, Ann-Katrin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augustsson, Gunnar
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Boström, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    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 Cooperation2016Other (Refereed)
  • 7.
    Perselli, Ann-Katrin
    et al.
    Linköpings universitet.
    Gustafsson Åman, Kajsa
    Linköpings universtitet.
    En grupp universitetslärares syn på studenters informationskompetens vid Linköpings universitet.: Mötesplats inför framtiden, Borås 11-12 oktober, 20062006Conference paper (Other academic)
  • 8.
    Perselli, Ann-Katrin
    et al.
    Linköpings universitet.
    Gustafsson Åman, Kajsa
    Linköpings universitet.
    How do Teachers Experience Students’ Information Literacy?: Creating Knowledge IV, Copenhagen, August 16-18, 20062006Conference paper (Other academic)
  • 9.
    Perselli, Ann-Katrin
    et al.
    Linköpings universitet.
    Gustafsson Åman, Kajsa
    Linköpings universitet.
    Studenters informationskompetens: Universitetslärares syn i en ny studie2006In: Infotrend : nordisk tidskrift för informationsspecialister, ISSN 1653-0225, Vol. 61, no 4, p. 96-101-Article in journal (Other academic)
  • 10.
    Perselli, Ann-Katrin
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gustafsson Åman, Kajsa
    Universitetslärares syn på studenters inforamtionskompetens vid Linköpings universitet2006Report (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

  • 11.
    Perselli, Ann-Katrin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education. Mid Sweden University.
    Perselli, Jan
    Mid Sweden University, Faculty of Human Sciences, Department of Education. Mid Sweden University.
    Visa eller undervisa2015In: 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.))
1 - 11 of 11
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  • nn-NO
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  • Other locale
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