The nature of qualitative research design for second language learning has changed considerably with recent technological developments. This workshop introduces participants to how digital tools can be harnessed to create innovative workflows to support the entire research process. This includes becoming networked scholars through a variety of social media platforms; engaging in a paperless literature review process; generating data from online sources and mobile apps; transcribing with artificial intelligence applications; adopting appropriate data analysis software; and representing findings in ways that will reach the intended audience. Not only will participants gain a comprehensive introduction to the most recent digital tool developments as they apply to qualitative research, but, through detailed demonstrations, they will also learn how to analyze the affordances and constraints of such tools as well as the ethical implications of their use. Course materials will be drawn from the instructor’s forthcoming book, Doing Qualitative Research with Digital Tools(Sage, 2020). Topics to be covered will include (with tool examples): Networking through academic social media platforms (Google Scholar profiles, ORCID and ResearchGate) Developing a paperless literature review process using cloud storage (Dropbox), citation management software (Mendeley), annotating apps (GoodReader), and QDAS tools (ATLAS.ti 8) Collecting data through mobile apps (Evernote), social media sites (Twitter), and GeoDocs (Google Earth) Transcribing in ways that synchronize the media file with the text (Youtube), harness the capabilities of artificial intelligence (Otter.ai) and enable “hands-free” transcription (Google Voice) Selecting an appropriate qualitative data analysis software package (e.g. ATLAS.ti) Writing and representing findings in innovative ways (Authorea, Google Docs) The purpose of the workshop is to provide participants with a comprehensive demonstration (rather than a step-by-step tutorial), of how digital tools can support efficient and effective methodological workflows. Laptops will be useful for exploring some of the software applications and online resources, but are not required.

In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion.  I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education.  Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops.  My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.

Mapping literature has become a common metaphor in recent years, often to represent an organisational principle or to suggest the importance of geography in the critical work.  This paper examines the place of geography in literature and demonstrates that maps can add to our knowledge of literature. I use Richard Horwoods 17929 Plan of the Cities of London and Westminster to visualise the movements of Thomas De Quincey in his <i>Confessions of an English Opium-Eater</i> by plotting his movements within London and contrasting them to his earlier travels in Wales. I demonstrate that De Quinceys writing process creates an imaginative London, London imaginis, that has the real London, London res, as a source. The London imaginis is shaped by De Quinceys language and becomes an infernal prison where his Dark Interpreter associates with a community of pariahs, as Joetta Harty refers to it.  This is in stark contrast to the paradisal, verdurous, Wales chapters where De Quincey is sociable and free.  This spatial reading examines the difference between De Quinceys identity in Wales and in London by exploring the language he uses and the spatial constructions in both London and Wales that become apparent when plotted on a map. This mapping demonstrates how De Quincey artificially constructs both his London imaginis and his London identity, his ego imaginis, to purposefully align himself among the lower classes.

Mapping literature has become a common metaphor in recent years, often to represent an organisational principle or to suggest the importance of geography in the critical work.  This paper examines the place of geography in literature and demonstrates that maps can add to our knowledge of literature. I use Richard Horwoods 17929 Plan of the Cities of London and Westminster to visualise the movements of Thomas De Quincey in his <i>Confessions of an English Opium-Eater</i> by plotting his movements within London and contrasting them to his earlier travels in Wales. I demonstrate that De Quinceys writing process creates an imaginative London, London imaginis, that has the real London, London res, as a source. The London imaginis is shaped by De Quinceys language and becomes an infernal prison where his Dark Interpreter associates with a community of pariahs, as Joetta Harty refers to it.  This is in stark contrast to the paradisal, verdurous, Wales chapters where De Quincey is sociable and free.  This spatial reading examines the difference between De Quinceys identity in Wales and in London by exploring the language he uses and the spatial constructions in both London and Wales that become apparent when plotted on a map. This mapping demonstrates how De Quincey artificially constructs both his London imaginis and his London identity, his ego imaginis, to purposefully align himself among the lower classes.

The aim of the study is to learn more about the way preschool teachers work with Information and Communication Technology(ICT). More specifically, this study aims to explore how preschool teachers describe their experience of ICT, the conditions and opportunities to work with ICT, and their own knowledge and competence in the use of digital tools with preschool children. The research method consists of interviews with preschool teachers and observations at five municipal preschools in Stockholm as well as an analysis of the relevant passages in the Curriculum for the Preschool and the Curriculum of Stockholm city. This study shows that there seems to be great variation in the amount of ICT tools present in preschools. Preschool teachers expect a lot from ICT, and the improvements that it can make on their work. They express that the preschool has to meet the demands of an ever-developing society with respect to information and technology. They also recognize the importance of letting children use ICT tools, which are already familiar in the home environment. In the preschool, ICT is used as a part of the teacher-led activities and in theme work with the child group. Experience-based activities are also created with ICT tools. The rules and norms regulating ICT at the preschools include how the new devices, especially the tablets, should be used in preschool activities and what the mutual approaches at the preschools should be. These discussions are still active in this study and the preschool teachers seem to be looking for a quick fix, a simple manual that can lead them forward in their work with ICT.

This essay aims to examine what digital tools are and how these could promote learning for dyslexic students. The studie specifically focused towards the subject of history in upper se-condary school. Against the background that students with dyslexia tend to have difficulties reading, spelling and decoding words and sentences, the essay will explain and reflect on these underlying factors. Based on a text analysis, data has been collected to investigate what and how the digital tools can facilitate the learning and teaching of dyslexic students. The results shows that learning is facilitated by dyslexics through structured teaching methods and digital tools can take them further in their education and increase their desire and will to learn.

This study investigates teachers and students challenges in online classes during Covid-19.  Also, the effectiveness of using technology devices in online English classrooms. There are frequent opportunities for students to be actively engaged in the classroom whereas in the online classroom these differences respond a little diversely. In addition, challenges for teachers arose since students should be motivated and involved in the lessons. However, online education has revolutionized the education industry. Learning a foreign language through a computer has been an important issue only for people that have had an interest in this field, but nowadays digital tools are very important and much related to teaching and learning in the global educational process. Due to the COVID-19 pandemic lockdown, all schools and other educational institutions realized that technology is the tool that they should use since everything was different than it used to be. Previous experimental researches in this field have been positively impacted by the use of technology. In this paper, I present the analysis of different research studies which are focused on switching to distance learning during the initial stage of Covid-19. This study investigates the challenges that teachers encounter in their teaching during the initial stages of Covid-19. I conclude with a discussion of the implications of the studies which include the possible challenges that teachers and students encounter during online classes. Therefore, I also investigate the most effective digital tools in 2L learning and the participants’ attitudes towards learning.

This study aims to investigate how science textbooks and a digital tool from NTA presents the space for children in primary school. NTA stands for science and technology for everyone, it is a school development program in the subject of science, technology and mathematics. This study will also investigate how frame factors can affect the use of digital tools and science textbooks in the classroom. The following questions will be asked to answer the aim of this study: How is the earth´s, the sun´s and the moon´s relationship to each other presented in NTA´s digital tool and in science textbooks for children in primary school? How can time and knowledge as frame factors affect the use of digital tools in comparison with science textbooks in the classroom? To analyze the empirical material, the theory Ammert´s uses to analyze textbooks will be used. The content will be analyzed by categorizing it as established, explaining and reflecting/analyzing representation forms. To analyze the pictures in the textbooks and the digital tool Wallin Wictorin´s theory about pictures in textbooks will be used. The result of the study showed that the most used representation form of the textbooks was the established one, sometimes the explaining and the reflecting/analyzing representation form was used, but for the most part it was the established one. The result also showed that the digital tool often used the established representation form in the text they had, but the assignments had the reflecting/analyzing representation form for the most part.

This study aims to deepen knowledge of active ensemble and music theory teachers' approaches to the use of digital tools and digital technology as a tool for students' musical development in music education. To investigate music teachers' approaches to the subject, four individual semi-structured interviews, with two music theory teachers and two ensemble teachers, were conducted. Data collection has undergone a thematic analysis from a socio-cultural perspective, to analyze the connection between digital tools and students' musical development. The results of the study show both positive and negative effects digital tools have on music teaching. Positive effects that music teachers highlight with the application of digital tools are the teachers' lesson preparations that become more effective, and that lessons can be more individually adapted. In addition, interviewed music teachers highlight how students can use digital tools both before and after school when studying subject-relevant material. Negative effects the music teachers highlight are that the function of digital tools as an aid can result in students taking shortcuts for faster results. Music teachers describe that digital tools and programs make music moreaccessible, which can give students the impression that the theory behind making music is irrelevant. The aid that was meant to facilitate something efficient may instead be an obstacle to students' development of musical tools, an obstacle to musical learning.

As a result of the increase of digitalisation in today’s society over the recent years, the Swedish school system requires a certain degree of digital competence amongst teachers. The COVID-19 pandemic has not only accelerated the digitalisation of schools it even forced teaching to become digital for some time. Therefore, this study aims to investigate how Swedish ESL/EFL teachers in secondary school utilise digital tools to support pupils with writing and reading difficulties and their awareness of these difficulties. In order to meet the formulated aim of this paper, the research questions have been separated into three sections. The first area involves writing and reading difficulties in English courses. The second aspect of this research will examine which digital tools English teachers use to support students that struggle with reading and writing in the classroom, and the third aspect is how they apply these tools to their teaching. In this qualitative study, four English teachers participated. The empirical data was collected through semi-structured interviews. The results show that the interviewees experienced that the use of digital tools supported and developed students in their reading skills. Moreover, previous research concludes that digital tools have a profitable effect on students’ motivation and learning. However, the interviewees’ struggled to present digital teaching strategies to support struggling writers and did not present an effective digital tool for students with writing difficulties. Additionally, we discovered that the teachers in this study lacked the knowledge to some extent regarding digital tools to support these students; hence, the importance of providing further education to teachers regarding our research topic to offer an equivalent and inclusive school environment for all students. Further, research on digital tools and how to support students were limited. Therefore, we suggest future research on the topic with a focus on digital teaching strategies.