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  • 1.
    Dahlström, Helene
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Digitaliseringens betydelse: Elevers textskapande: Del 7 i läslyftsmodulen Digitalt textarbete årskurs 4-92019Other (Other academic)
  • 2.
    Dahlström, Helene
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Digital writing tools from the student perspective: Access, affordances, and agency2019In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, no 2, p. 1563-1581Article in journal (Refereed)
    Abstract [en]

    Along with digital development, new possibilities for communicating have emerged. The younger generation has adopted these new possibilities to a great extent. In order to be able to utilise the opportunities offered by digital tools when writing, access to digital tools is essential. Schools need to develop a writing education that meets students’ contemporary writing needs. In considering this, it is important to learn more about the gains and the losses in digital writing. The purpose of this study was to understand and discuss the relation between students’ digital access, students’ per- ceived affordances with digital writing, and student agency. The methods used were a statistical survey and qualitative interviews. Six classes from five different schools located in a municipality in the middle of Sweden were chosen as an informant group. The results indicate that the most common condition concerning students’ digital access was that students shared digital tools for writing with their families. An analysis of affordances was carried out to interpret the empirical findings from the qualitative data. Affordances that emerged were: write-ability, edit-ability, story-telling ability and accessibility. In addition, the ways in which digital access and the affordances per- ceived can be related to student agency were analysed. The main conclusion was that given the conditions of digital access and opportunities to practice, the affordances of digital writing can increase student agency. In turn, this suggests that writing education that focuses on student agency can contribute to equity in writing activities.

  • 3.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Conditions for Teaching with Mobile Technology in the School Classroom2019In: Emergent Practices and Material Conditions in Learning and Teaching with Technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Cham: Springer, 2019, p. 69-87Chapter in book (Refereed)
  • 4.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Conditions for Technology Enhanced Learning and Educational Change: A case study of a 1:1 initiative2018Conference paper (Other academic)
    Abstract [en]

    The uptake and use of digital technologies continues to increase in schools throughout the world. In this thesis, the uptake and use of digital technologies was studied from the student, teacher and school leader perspectives in order to gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. Two schools participating in a One-to-One (1:1) initiative in which teachers and students had their own laptops, were studied. To explore, identify and describe conditions for TEL and educational change, surveys, interviews and classroom observations were used to follow the development of teaching and learning activities over a period of two years. The Ecology of Resources Model was used as a theoretical framework. Regarding the conditions for TEL, the results showed that the uptake and use of digital technologies provided possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support, collaboration and follow-up of students and teachers. The challenges seen from all perspectives were related to use, technical support and optionality. If the possibilities for TEL are to be achieved, there is a need for continued professional development for teachers and school leaders as well as clear directives through policy. If sustainable conditions for TEL and educational change in the 1:1 classroom can be created and maintained, the practical implications may comprise teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices, thus increasing equality of digital competence between students, between schools and between classrooms in the same school.

  • 5.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Talking about digital textbooks: The teacher perspective2019In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed)
    Abstract [en]

    Purpose

    An increasing amount of students' and teachers' work in the classroom involves digital technologies such as tablets and laptop computers. The purpose of this paper is to gain insight into the possibilities and challenges related to teachers? use of digital textbooks and, through this work, the conditions for technology-enhanced learning (TEL).

    Design/methodology/approach This study was based on interviews with two teachers. In the analysis, The Ecology of Resources Model (Luckin, 2010) was used.

    Findings The findings of this study show that teachers see challenges in finding time to review digital textbooks and support the work with the textbooks in the classroom. However, the teachers in this study prioritize this work, seeing it as providing structure and improved accessibility for students.

    Practical implications The findings of this study point toward the need to support teachers in their work with reviewing and using digital textbooks, as well as other digitalized resources. How schools as organizations can support teachers' activities, both individually and collaboratively, will be important. If this work is supported it may, in turn, have impact on TEL and promoting students' use of digital textbooks and improving student outcomes.

    Originality/value This small study provides interesting insights into how teachers prioritize their work with digital textbooks to, despite challenges related to time, individualize and support students' work with digital textbooks and other digital resources. Research on teachers' use of digital textbooks in practice is limited.

  • 6.
    Håkansson Lindqvist, Marcia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gustafsson, Maria
    Umeå University, Umeå.
    Gallego, Gisselle
    Umeå University, Umeå; The University of Notre Dame Australia, Sydney, Australia.
    Exploring physicians, nurses and ward-based pharmacists working relationships in a Swedish inpatient setting: a mixed methods study2019In: International Journal of Clinical Pharmacy, ISSN 2210-7703, E-ISSN 2210-7711Article in journal (Refereed)
    Abstract [en]

    Background In Sweden there has been limited work investigating the integration and nature of collaborative relationships between pharmacists and other healthcare practitioners. Objective To explore the working relationships of physicians, nurses and ward-based pharmacists in a rural hospital after the introduction of a clinical pharmacy service. Setting General medical ward in a rural hospital in northern Sweden. Method Mixed methods involving face-to-face semi-structured interviews with nurses, physicians and pharmacists, and a physician survey using the Physician-Pharmacist Collaboration Index to measure the extent of physician-reported collaborative working relationships. Main outcome measure Perceptions about collaborative working relationships between physician, nurses and pharmacists. Results All physicians (n = 9) who interacted with the clinical pharmacists completed the survey. The mean total score was 78.6 ± 4.7, total 92 (higher scores represent a more advanced relationship). Mean domain scores were highest for relationship initiation (13.0 ± 1.3, total 15), and trustworthiness (38.9 ± 3.4, total 42), followed by role specification (26.3 ± 2.6, total 30). The interviews (with nurses and physicians), showed how communication, collaboration and joint knowledge-exchange in the intervention changed and developed over time. Conclusion This study provides new insights into collaborative working relationships from the perspectives of physicians and nurses. The Physician-Pharmacist Collaboration Index scores suggest that physicians felt that clinical pharmacists were active in providing patient care; could be trusted to follow up on recommendations; and were credible. The interviews suggest that the team-based intervention provided good conditions for creating new ways to work to achieve commitment to professional working relationships.

  • 7.
    Håkansson Lindqvist, Marcia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Umeå.
    Digitalization and school leadership: on the complexity of leading for digitalization in school2019In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed)
    Abstract [en]

    Purpose: Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools. Design/methodology/approach: Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization. Findings: The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization. Practical implications: It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning. Originality/value: This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.

  • 8.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Orchestrating learning as an emergent practice in the use of location-based games with mobile devices2019In: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman and Isa Jahnke, Cham, Switzerland: Springer, 2019, p. 163-180Chapter in book (Refereed)
    Abstract [en]

    This study discusses the inclusion of location-based games and mobile devices in an educational setting that embraces both indoor and outdoor sessions. The study was built on a framework including learning as a social and collaborative phenomenon. Two case units, in terms of a 5th grade Social Science class and a 6th grade Mathematics class, were included in the study. Each case unit embraced an indoor preparing session, an outdoor session including mobile devices and the location-based game Pokémon GO, and an indoor follow-up session. The chapter aims at contributing to the understanding of how students and teachers together, in an emergent practice of orchestrating learning, apply mobile devices and location-based games in their educational setting. From this aim, the following research question unfolds: How could location-based games and mobile devices be applied by students and teachers to orchestrate learning in middle school settings? Data were gathered by semi-structured group interviews and video recordings with 20 students and two teachers. Moreover, documents such as lesson plans were included in the dataset. In the study, it was found that students and teachers participated in a shared and emerging practice of orchestrating learning and teaching. In this practice students and teachers acted as co-designers to orchestrate the application of location-based games and mobile devices in the educational setting. Findings suggest that an orchestration including a combination of a collaborative approach to learning, location-based games and activities that embrace outdoor and indoor sessions has the potential to vitalise and enhance traditional classroom-based education. However, there is not a guarantee that all students will concentrate on the given task, and just as in an ordinary classroom setting, teaching and learning also require careful orchestration. 

  • 9.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    von Zeipel, Hugo
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Westman, Anna-Karin
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education.
    Wearable technologies as a research tool for studying learning: The application of spy glasses in data collection of children's learning2019In: Handbook of mobile teaching and learning / [ed] Yu Aimee Zhang, Dean Cristol, Springer , 2019, 2Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses the potential that wearable technologies have for studying and understanding how people learn. In particular, the focus is on how spy glasses can be used as a tool for collecting data from educational situations. The chapter report from two different cases performed by the authors in which spy glasses were used, including considerations made from a methodological point of view. From the first case a conclusion is that spy-glass recording made it possible to closely follow teaching and learning during science labwork and find specific elements not found in video data from ordinary video cameras. The second case reports on valuable information about how the motivation for learning works in young children. Drawing further from these studies, the study elaborate on themes that arise as central to video research: ethics, technology and methodology as well as selection and analysis. The chapter discusses a transformation in how childhood is considered in relation to new technology. Here children are seen as more active and participatory in the shaping of their own childhoods. This can also result in developing new research methods in order to understand and visualise the child’s perspective, and using wearable technologies could certainly be one of these areas. In other words, it is a unique perspective when participants are co-creators of research studies. This implies important future work ahead, developing and applying wearable technologies for education and educational research.

  • 10.
    Larsen, Anders
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Samhällskunskapsundervisningens betydelse för åtta högstadieelevers politiska och samhälleliga engagemang och deltagande2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det finns en vilja från samhällets institutioner att det politiska engagemanget i Sverige ska öka och att detta engagemang, och i förlängningen inflytande, ska vara mer jämlikt fördelat med avseende på kön, ålder, bakgrund, socioekonomisk status och så vidare. Ett jämlikt inflytande kräver att alla ges samma förutsättningar för att engagera sig och i det avseendet kan skolan sägas ha en viktig roll att spela. För att diskutera kring samhällskunskapsämnets betydelse när det gäller ungdomars förutsättningar för ett samhälleligt och politiskt engagemang, deras politiska socialisation, har åtta elever i årskurs nio intervjuats rörande politik, samhälle och samhällskunskap. Samhälleligt och politiskt engagemang kan ta sig uttryck på olika sätt, därför undersöks detta ur tre olika perspektiv, det valdemokratiska, deltagardemokratiska och samtalsdemokratiska demokratiidealet. Studien ger stöd åt uppfattningen att samhällskunskapen lägger (för) stor vikt vid faktakunskaper vilket leder till att ungdomarna är mest förberedda på ett politiskt och samhälleligt engagemang sett ur det valdemokratiska perspektivet som innebär att de är mogna att delta i allmänna val. När det gäller att förbereda ungdomarna på att samtala kring samhälle och politik samt att skapa förutsättningar för ett djupare engagemang och deltagande verkar samhällskunskapsundervisningen lämna mer att önska.

  • 11.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Collaboration with private companies as a vehicle for school improvement: Principals’ experiences and sensemaking2019In: Journal of Professional Capital and Community, ISSN 2056-9548, E-ISSN 2056-9556, Vol. 4, no 1, p. 15-35Article in journal (Refereed)
    Abstract [en]

    Abstract

    Purpose – The purpose of this paper is to examine principals’ experience and sensemaking of collaboration with private companies, focussing on leadership and school improvement.Design/methodology/approach – This paper is set against the backdrop of a project where three public Swedish schools collaborated with private companies within their communities. Data were collected over three years and consisted of semi-structured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool.Findings – The study shows that important sensemaking for the principals in this collaboration between schools and private companies is related to the sense of collective responsibility and involvement, development of improvement culture and trust between key actors, and common improvement initiatives based on mutual interest. Challenges in the collaboration are related to principal changes, a lack of implementation of the collaboration, and that there was no clear vision of external collaboration in two out of three schools. In terms of possibilities, the collaboration was based on the needs of the school, a collaborative culture was developed, and the development/activities were undertaken between involved schools and private companies during the collaboration.

    Research limitations/implications – Inevitably, there are limitations that need to be identified and recognised in this study. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibility of generalising the findings. Second, the study was not independently selected, and the findings and analyses are linked to national and local contexts, which can be seen as a limitation and strength. Notwithstanding, this study contributes with in-depth information about how a beyond-school collaboration with private companies is practised as well as how involved principals made sense of the collaboration from the perspective of school improvement.

    Originality/value – The originality is the collaboration between schools and private companies. The paper contributes with new knowledge about how principals experience and make sense of this collaboration as a vehicle for school improvement.

  • 12.
    Volpato, Xavier
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Är ideologierna döda i samhällskunskapsläromedel?: En jämförande studie av ideologiernas plats och användning i tre samhällskunskapsläromedel för gymnasiet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den följande uppsatsen avser att belysa hur olika samhällskunskapsläromedel presenterar och använder ideologierna från ett didaktiskt perspektiv. Uppsatsen är en beskrivande studie som med hjälp av idealtyper analyserar hur ideologier används i samhällskunskapsläromedel för gymnasieskolan med ämnesdidaktik i åtanke. Den utgår ifrån att ideologier är användbara och koherenta politiska paradigm samt kraftiga verktyg för att belysa samhälleliga val och frågor. En genomtänkt användning av ideologierna skulle kunna skapa en stödjande struktur för elevernas lärande och gynna en problematiserande ansats i undervisning där nyckelbegrepp introduceras tidigt, nyanseras och skattas med hjälp av ideologierna. Med den här utgångspunkten analyseras tre läromedel med hjälp av idékritik och vissa inslag av diskursanalys. Slutsatsen är att ideologiernas potential som ämnesdidaktiska verktyg inte tas tillvara i de analyserade läromedlen. En annan slutsats är att det förekommer en relativt stor variation i hur ideologierna presenteras, förklaras och används från övergripande och vagt till utförligt om än inte problematiserande. Vissa ideologier som liberalism och feminism får en särställning och normativt stöd från författarna. En avslutande diskussion problematiserar de påträffade likheter och skillnader mellan läromedlen och kopplar dessa till skolan som politisk arena. En sats förslag görs som indikerar hur ideologierna kan användas för att strukturera samhällskunskapsstoffet och göra dess undervisning mera begriplig för eleverna.

  • 13.
    Åhslund, Ingela
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Nordic research on boys’ learning and school performance: A systematic literature review2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 41-61Article in journal (Refereed)
    Abstract [en]

    I de nordiska länderna ökar betygsskillnaderna mellan pojkar och flickor mer än i OECD-länderna i allmänhet, trots att de nordiska länderna har en lång tradition av att sträva efter likvärdighet och jämställdhet i utbildningen. Omfattande internationell forskning har gjorts som visar på olika aspekter av pojkars beteende, sociala förhållanden och villkor, men det finns fortfarande områden som rönt lite uppmärksamhet inom pedagogisk forskning. Syftet med den här litteratur-granskningen har därför varit att beskriva vad nordiska studier publicerade mellan 2000-2018 har fokuserat på avseende skolpojkars prestationer, inlärning och förutsättningar. Denna systematiska litteraturöversikt gjordes för att dels få en översikt av det nordiska forskningsfältet, dels identifiera eventuella luckor, och behov av framtida forskningsstudier. I analysen kunde två huvudområden identifieras: Sociala förutsättningar som påverkar pojkarnas prestationer, samt Krav och förutsätt-ningar i klassrummet som påverkar pojkarnas prestationer. Analysen visar att de nordiska studierna ytterligare fördjupar och problematiserar bilden av pojkar i skolan, men trots den fördjupade bilden av fältet framträder en tydlig betoning på sociala förhållanden och maktstrukturer i studierna. Eftersom analysen även visar att endast ett litet antal studier har undersökt förhållanden i lärmiljön och undervisningen i förhållande till pojkarnas underprestationer och lärande pekar detta mot luckor i forskningsfältet, samt behovet av ytterligare forskning inom området.

  • 14.
    Åhslund, Ingela
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Uppfattningar, förväntningar och didaktiska val - en studie om undervisningens betydelse för pojkars skolprestationer2019Licentiate thesis, comprehensive summary (Other academic)
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