Föreliggande studie syftar till att söka ökad kunskap och förståelse för bildämnets möjligheter att stärka Skolverkets uppdrag och mål att utveckla adekvat digital kompetens hos elever, samt synliggöra hur bildlärare arbetar med att utveckla och stärka elevers digitala kompetens utifrån olika aspekter av medie- och informationskunnighet. För att få ett så nyanserat och varierat resultat som möjligt användes en kvalitativ metod, närmare bestämt semi-strukturerade intervjuer och en öppen enkätundersökning. Ett total av fem intervjuer genomfördes med verksamma bildlärare i olika delar av Sverige samt en fokusgruppsintervju med elever på en skola. Enkätundersökningen genererade 20 svar från elever. Det empiriska materialet analyserades med hjälp av två teorier: (i) artefaktsteori och (ii) läroplansteori. Resultatet illustrerar att lärare besitter varierande kunskapsnivåer och att olika kunskaper ger konsekvenser för vilket lärande som ges företräde. Vidare illustrerar resultatet att lärare och elever har olika inställningar om vilket lärande som bildämnet ämnar generera. Resultatet visar även att bildämnet har många möjligheter till att utveckla elevers digitala kompetens, men att det krävs fortbildning för att genomföra ett sådant arbete. / The present study aims to seek increased knowledge and understanding of the possibilities that the art subject has to strengthen the Swedish National Agency for Education´s goals and mission to develop students’ digital competence. Furthermore, to understand how art teachers work to foster and strengthen student digital competence from different aspects of media- and information literacy. A qualitative method was used, more precisely semi-structured interviews and a survey, to attain a wide variety of varied and nuanced results. A total of five interviews were conducted with working art teachers in Sweden and one focus group interview with students at a school. The survey resulted in 20 answers from students. The empirical material was analysed using two theories: artefacts theory and curriculum theory. The results illustrated that teachers have a varied knowledge, and that the variation has an impact on what students learn. The result also shows that students and teachers have a difference in attitudes about what the subject aims to teach students. Finally, that the art subject has a lot of possibilities to foster students’ digital competence, but it takes a lot further training to enable it.

Many industries are today facing the possibilities and challenges arising with an increasingly digitalised world. One such is the scantily studied industry of earth-moving contractors that today stands in front of an increasing amount of digital technologies, which may have the possibility to assist firms in their earthwork operations. However, there are indications that many firms tend to experience difficulties to beneficially adopt or see the potential of utilising these digital technologies. Hence, many firms tend to undertake an adoption approach that is associated with high client dependency and a less beneficial unsustainable subordinated position within the industry’s value chain. The purpose of this study has thus been to explore how the technological, organisational and external elements affect earth-moving contractors’ opportunity to adopt and utilise digital technologies in their operations. Moreover, the study has aimed to contribute with the understanding and knowledge of how the adoption of digital technology can be used to strengthen Swedish contractors’ position in the earth-moving industry’s value chain and in the end, aid the country’s sociotechnical development. The findings of the study are based on an explorative multiple case study approach and extensive review of literature. The results suggest that the extent to which adoption and utilisation of digital technologies differs among different earth-moving firms. Three of the five studied companies are considered as digital forerunners which have been able to leverage digital technologies to increase efficiency in their operations. In the case of two of these firms, the adoption of digital technology has enabled them to transform their whole businesses and partake in an increased and more beneficial role within the value chain. Further, the analysis of the findings indicates that the difference in adoption is affected by several factors related to a continuous interaction between (1) the internal aspects of the organisations, (2) the external context of the firms and (3) if the technical features of the digital technologies are perceived as compatible and beneficial for, the current business process and strategy. The thesis contributes to academia with explorative findings within a scarcely studied industry in general and, regarding digital technology adoption in particular. Additionally, the study provides examples of the previously unrecognised industry-dynamic phenomena of value chain integration by earth-moving contractors. These findings could have implications for the whole construction sector in Sweden. Lastly, the study exemplifies opportunities and barriers crucial for the adoption and implementation of digital technologies within smaller project-based organisations. / Många branscher och industrier idag står inför utmaningarna och möjligheterna som uppstår i en allt mer digitaliserad värld. Ett tydligt exempel är maskinentreprenadsbranschen som idag ställs inför valet att införa nya och alltmer avancerade digitala verktyg som har möjlighet att främja deras operativa verksamheter. Dock finns indikationer att många företag har svårigheter att tillämpa och anamma dessa verktyg på ett gynnsamt sätt och är beroende av deras kunders agerande för aktivering av dessa. Studiens syfte har således varit att undersöka hur relationen mellan teknologiska, organisatoriska och externa faktorer påverkar maskinentreprenörernas möjligheter att aktivera och nyttja digitala teknologier i deras operativa verksamheter. Vidare har studien varit ämnad åt att bidra till en ökad förståelse och kunskap för hur digitala teknologier kan användas för att stärka maskinentreprenörernas position i värdekedjan för att slutändan främja Sveriges sociotekniska samhällsutveckling. Rapportens resultat bygger på en explorativ flerfallsstudie samt en gedigen litteratursökning. Resultaten visar på skillnader i hur digitala tekniker har tillämpats och används bland olika maskinentreprenörer. Tre av studiens fem fallföretag är digitalt framstående och har strategiskt tillämpat digital teknik som gett upphov till kraftig effektivitetsökning. Två av dessa företag har dessutom lyckats med en gynnsam ompositionering i värdekedjan som dessa befinner sig i, som ett resultat av anammandet av ny digital teknik. Vidare påvisar studiens analys av resultaten att möjligheten för aktivering av digitala teknologiska innovationer påverkas av ett kontinuerligt förändrande samspel mellan (1) maskinentreprenörernas organisatoriska egenskaper, (2) externa omständigheter samt (3) huruvida den digitala teknologins tekniska attribut uppfattas som kompatibla och fördelaktiga med nuvarande affärsverksamhet och strategi. Rapporten bidrar akademiskt med värdefull och explorativ empiri till en industri med en bristande mängd av forskning generellt, och i synnerhet gällande utnyttjandet samt tillämpandet av nya digitala teknologier. Dessutom bidrar studien med exempel och insikter om ett industridynamiskt fenomen, som tidigare ej uppmärksammats, i form av maskinentreprenörers förmåga att förflytta sig i värdekedjan. Dessa strukturella förändringar kan få konsekvenser för den svenska byggindustrin. Slutligen exemplifierar studien avgörande möjligheter och barriärer för införandet av digitala teknologier i mindre projektbaserade organisationer.

The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.

This dissertation thesis is focused on the search for the presence of DIY (Do It Yourself) technologies in the practice of digital sculpting, from the beginnings of this progressive way of creation to the present. The work, through three thematic areas, answers the main research questions: What kind of technology is or has the DIY phenomenon been represented in digital sculpture? How have these technologies influenced and are influencing the development and direction of digital sculpture? Within the first thematic area, the presence of the DIY phenomenon in the beginnings of digital creation of a spatial work of art is mapped until the moment of constituting the concept of Digital Sculpture, as a designation of this new way of creation. The second area deals with specific technologies of digital sculpture, in terms of technical tools and their DIY alternatives. The development of these alternative technologies and their influence on the gradual democratization of digital sculpture tools is investigated. The third area examines the creative methods of DIY, which have been integrated into the practice of digital sculpture.

The aim of this study was to investigate and describe the perceived digital literacy competencies of Unisa Open Distance Learning students in the Eastern Cape province of South Africa. The association between the socio-demographic variables of the students and their perceived digital literacy competencies was statistically tested. The study examined whether there is a statistically significant relationship between the independent variables: attitudes towards digital technology for academic purposes, usage of the Learner Management System and attendance at regional digital literacy workshops, and the dependent variable, perceived digital literacy competencies. A quantitative, non-experimental, cross-sectional survey design was adopted using a census sampling method. The study concluded that the majority of students have high self-perceived digital literacy competencies. Statistically significant positive relationships were found between attitude towards digital technology for educational purposes, usage of the Learner Management System and attendance at regional digital literacy workshops and perceived digital literacy competencies. / Educational Management and Leadership / M. Ed. (Education Management)

Данная работа посвящена исследованию цифровой технологии “Digital storytelling” в обучении говорению на английском языке учащихся начальных классов в рамках проектной деятельности. Актуальность исследования обусловлена необходимостью выявления новых путей развития и пополнения средств обучения, направленных на улучшение навыков говорения в обучении английскому языку. Объект исследования – процесс обучения монологической речи на иностранном языке в начальной школе. Предмет исследования – цифровая технология “Digital storytelling” при обучении монологической речи на иностранном языке. Цель исследования – выявление, определение и обоснование особенностей использования цифровой технологии “Digital storytelling” в обучении монологической речи на иностранном языке учащихся младшей школы. / This work is devoted to the study of digital technology "Digital storytelling" in teaching English speaking to primary school pupils during the project activities. The relevance of the study is determined by the necessity to identify new ways of development and updating of means of education aimed at improving speaking skills in teaching English. The object of the research is the process of teaching monologue speech in a foreign language in primary school. The subject of the research is the digital technology “Digital storytelling” in teaching monologue speech in a foreign language. The goal of the study is to identify, define and substantiate the peculiarities of using the digital technology “Digital storytelling” in teaching monologue speech in a foreign language of primary school pupils.

Teachers tend to use traditional teaching methods, even though young learners are more digitally oriented. The purpose of this study was to analyse teachers' understanding and practices in grade R classes to clarify their use of digital play for language acquisition. The participants consisted of eight grade R teachers at one selected primary school in an urban area that had access to digital technology. Bronfenbrenner's ecological systems theory as a theoretical framework informed this study. This qualitative single case study generated data from teacher participants and their interaction with the learners. The data generation included semi-structured individual interviews, focus group interviews, and non-participant observations. Analyses to answer the research questions were conducted by means of thematic analysis. The main finding was that grade R teachers have some knowledge and understanding of digital play and they are willing to try new games, but they feel they need to know more about digital technology and the use of digital games for language acquisition. Recommendations include the need for the development of more digital games relevant to language acquisition and for teachers to adopt relevant pedagogies to benefit from available digital games. A similar study in a rural area and a comparison between this study and such a study will then be useful in determining teachers' understanding and use of digital play for language acquisition. / Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal. / Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)