Dagens samhälle har blivit allt mer digitaliserat och så även skolan. Syftet med undersökningen är att se hur betydelsefull lärares digitala kompetens och användning av digitala verktyg är samt vilka utmaningar som finns i dagens skola med digitala verktyg. I litteraturgenomgången framkom det att lärare behöver ha en hög digital kompetens för att undervisningen nu har blivit mer digitaliserad. En viktig aspekt som har påpekats är tidsbristen som lärarna kämpar med för att hinna planera en digital undervisning samtidigt som de måste jobba med att öka sin egen digitala kompetens. Vid insamling av empiri har det gjorts digitala enkäter som lagts i Facebookgrupper för lärare som undervisar i svenska årskurs 4–6. Det har också gjorts djupintervjuer med lärare som har deltagit i enkäten. I resultatet har det kunnat utläsas att flera lärare i Sverige har fått lite eller ingen utbildning inom arbetet med digitala verktyg. Det framkom dessutom att lärare fortfarande kämpar med teknikstrul. Den största utmaningen för lärarna är det didaktiska arbetet med digitala verktyg som har hamnat i skymundan för de tekniska problemen. Slutsatser har kunnat dras att det skulle varit gynnsamt för lärarna att använda en av de utskrivna modellerna vid introducering och användandet av digitala verktyg.

Introduction. The aim of this study is to investigate how digital inclusion is constructed in Swedish library plans. This is done by examining: how discourses produce digital inclusion in twelve library plans, which motives for working with digital inclusion are expressed in these discourses and which factors are present in digital inclusion according to the library plans. Method. A discourse analysis is conducted on statements regarding public libraries’ work on digital inclusion in twelve library plans from twelve different municipalities in Stockholm county. The model used identifies signs and articulations about digital inclusion in the material, and analyzes the relationship and consequences of these. Analysis. The type of discourse analysis chosen for this study is discourse theory as presented by Winther Jørgensen and Phillips. A model of digital technology access, by Van Dijk, completes the analysis. Result. Three discourses on digital inclusion are present in the material: one democratic discourse, one digitalization discourse and one discourse of exclusion and inclusion. The digitalization discourse dominates and is closest to hegemony, but the democratic discourse is strong as well. Physical access to digital technology and skills access are the types of access most prominent in the discourses. Motivational and usage access are rarely mentioned. Conclusion. According to the dominating discourse in the studied library plans, digital inclusion is produced as a consequence of digitalization. This might lead to technological determinism. The important factors of digital inclusion involve having physical access to digital technology and the appropriate skills to handle the technology. Usage access is the type of access with the biggest inequality gap, but is the least present in the material. This is a two years master’s thesis in Library and Information Science.

Studiens syfte är att bidra med kunskap om förskollärares uppfattningar om arbetet med appen Polyglutt vid högläsning för att främja barns språkutveckling. Förskollärarnas reflektioner kring användandet av Polyglutt och fysiska böcker studeras också. Genom att använda kvalitativa semistrukturerade intervjuer genomfördes studien med åtta legitimerade förskollärare från sju olika förskolor och en förskoleklass. Materialet analyserades med kvalitativ innehållsanalys. Resultatet visar att förskollärarna i studien arbetar förhållandevis lika med appen Polyglutt. Samtliga förskollärare anser att Polyglutt är ett utmärkt komplement till fysiska böcker men för skilda syften. Det framkommer att appen Polyglutt kan användas för att främja barns språkutveckling men att högläsning oavsett högläsningsform har en positiv inverkan på barns språkutveckling. En av slutsatserna som framkommer i studien är att förskollärares närvaro i högläsningen med Polyglutt och fysiska böcker är betydelsefull i arbetet med barns språkutveckling. En annan slutsats enligt förskollärarna är att reflektion och diskussion om bokens innehåll är av stor betydelse. En blandning av Polyglutt och fysiska böcker vid högläsning visar sig vara fördelaktigt i arbetet med barns språkutveckling enligt förskollärarnas uppfattningar. / The purpose of the study is to contribute with knowledge of preschool teachers' perceptions of the work with the app Polyglutt during reading aloud to promote children's language development. Preschool teachers' reflections on the use of Polyglutt and physical books are also studied. Using qualitative semi-structured interviews, the study was conducted with eight licensed preschool teachers from seven different preschools and one preschool class. The material was analyzed with qualitative content analysis. The results show that the preschool teachers in the study work relatively equally with the Polyglutt app. All preschool teachers believe that Polyglutt is an excellent complement to physical books but for different purposes. It appears that the Polyglutt app can be used to promote children's language development, but that reading aloud, regardless of the form of reading aloud, has a positive impact on children's language development. One of the conclusions that emerges in the study is that preschool teachers' presence in reading aloud with Polyglutt and physical books is important in the work with children's language development. Another conclusion according to the preschool teachers is that reflection and discussion about the book's content is of great importance. A mixture of Polyglutt and physical books when reading aloud proves to be beneficial in the work with children's language development according to the preschool teachers' perceptions.

This diploma thesis deals with the accessibility of a voice user interface (VUI) for digitally illiterate people. The first part summarizes the principles of VIU design, the standardized methods of usability evaluation and analyzes empirical studies of the accessibility of VUI. The second part of the thesis describes in detail the proposed experiment which uses the OZ method. It deals with the segmentation of digitally illiterate people and describes their typical representatives. The third part is devoted to the analysis of the research results, the evaluation of the usability of interaction systems and analyzes recorded dialogues between participants and the prototype of the voice user interface. The last part discusses the results of the research and formulates preliminary conclusions on the accessibility of VUI for digitally illiterate persons. In addition to the preliminary conclusions, the product of this work presents new hypotheses concerning this specific area of human-computer interaction. Keywords human computer interaction, voice user interface, digital literacy, accessibility, usability 1

This thesis researches and maps the development of the level of digital competencies in the area Safety during the four-year studies of students and corresponding years of multi-year grammar schools who complete their secondary school leaving examination. The introductory part of the thesis defines the corresponding competencies and definitions of terms that are directly related to the problematics, especially: literacy (digital, information), competencies (digital), etc. From these competencies are specified those that are directly related to Safety. This is followed by an analysis and mapping of national and international researches of the level and development of pupils' digital competencies. The research part of this thesis includes concept, realizationd and evaluation of data of research survey. The goal of research survey is determination of level of given competencies of pupils and the impact of education on their develompent. Based on the results of the research survey, factors are identified that have a direct impact on the development of these competencies in examined secondary school students. In order to extend the applicability of the results, data are collected at schools that teach courses with a diametrically different focus. The output data of research survey includes results of...

The diploma thesis deals with the issue of digital technologies in relation to toddler children, analysis of differences in education and approach of their parents. The theoretical part defines terms such as digital literacy, digital technology, parent, toddler and others, which is closely related to the topic, mentions their brief characteristics and evokes connections between them. It introduces the reader to the developmental specifics of the toddler's child and presents different styles of attitudes of parents and educators to the current nature of digital media and the subsequent impact on the chosen age group. Based on the comparison of used literature and deeper exploration of the topic, the thesis confirms the chosen hypothesis, which is the starting point for the practical task. The practical part is focused on application-didactic work, where we find a list of suitable recommendations, available programs and applications, which are a guide for parents and educators who are not fully oriented in the risks and consequences of using current digital technologies, especially the target group of children in the pre-stage. entering pre-school education.

This diploma thesis has a form of a case study focused on the area of digital literacy and digital education in Zlín region. The main goal of this diploma thesis is to map the situation in digital literacy and digital education in Zlín region, pointing out the diversity between other regions where possible. Another goal is to point out the negative impact that low level of this literacy can have on our lives and what factors influence digital literacy the most. In the end I would like to discuss some future views and goals that Zlín region has in this area of education. In the conclusion of this thesis I would like to discuss the problematic parts in digital education if it comes to any and what could be helpful in development of digital literacy and digital education.

This is a quantitative study with qualitative elements which investigates if, and in that case how, preschool teachers in a Swedish medium-sized municipality are working with, and thinking about media talks - book talks when it comes to other media types than physical books.  The method consists of a quantitative strategy based on a semi-structured survey, sent out to the preschool teachers of the municipality.  The result shows that the preschool teachers in general have a positive attitude towards media talks and that the majority already uses it. One thing that the preschool teachers consistently emphasized was the importance of conversation and interaction, which form the basis of both media talks and in the socio-cultural perspective. / Detta är en kvantitativ studie med kvalitativa inslag som undersöker om, och i så fall hur, pedagoger i en medelstor svensk kommun arbetar med, och tänker kring mediesamtal - boksamtal när det handlar om andra medier än fysiska böcker.  Metoden består av en kvantitativ strategi som baseras på semistrukturerade enkäter som skickats ut till kommunens pedagoger.  Resultatet påvisar att pedagogerna överlag är positiva till mediesamtal och att merparten ser att de redan använder sig av det. Något pedagogerna genomgående lyfte var samtalets och samspelets viktiga funktion, vilket är grunden i både mediesamtal och i det sociokulturella perspektivet.

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Indiana University-Purdue University Indianapolis (IUPUI) / While a writing center tutor may view her role as a coach, a commentator, and a counselor, the tutor actually serves as scaffolding, a temporary, supportive replacement of the processes more experienced writers can manage alone without a tutor, namely, the metacognitive processes of self-assessing, self-monitoring, and self-motivating. Metacognition then becomes the essential factor in adapting writing center practices into the composition classroom. By re-conceptualizing the three roles of a writing center tutor and re-visioning the classroom into a more “pure” learning space, tutor-teachers improve students’ writing skills, increase their engagement, and redirect students’ focus toward the writing process rather than the grade. To demonstrate the efficacy of this adapted writing center approach in the composition classroom, I created an authentic, challenging project in which the pre-project activities, task design, work process, and reflection assignment enact my proposed theory. By adopting this approach, tutor-teachers ultimately empower students and design compositional tasks that act as a catalyst for transforming the way students understand themselves as writers and as students.