Inom svenskämnesdidaktisk forskning har digitala medier i undervisningen börjat få ett allt större fäste. Det som emellertid saknas är poddars plats i den digitala lärmiljön. Syftet med föreliggande undersökning var således att studera hur en didaktisk design som inkluderar poddar kan konstrueras för att motivera elever till muntlig framställning. Det empiriska materialet utgjordes av en triangulering baserat på enkäter, fokusgruppsamtal och observationer med etnografisk ansats. Målgruppen för undersökningen var en klass bestående av 15 elever från en kommunal gymnasieskola. För att undersöka huruvida motivationen hos eleverna förändrades, gjordes ett för- och eftertest utifrån en motivationsmodell. Modellen innehöll fem dimensioner, samtliga behandlades i både enkätundersökningen och under fokusgruppsamtalen. Resultatet visade att eleverna blev motiverade till muntlig framställning när poddar inkluderades i undervisningen. Vidare styrkte resultatet vikten av varierande undervisning, där alternativa strategier kopplade till muntlig framställning nyttjas. Undersökningen bidrar därför med ny kunskap om hur denna medieform formar villkor och möjligheter för kunskap i en allt mer digitaliserad skola. / Within didactic research regarding Swedish as a subject, digital media has started to gain a lot of ground. However, the podcasts' place within the digital learning environment is missing. The purpose of the present study was therefore to study how a didactic design that includes podcasts can be constructed to motivate students to perform oral presentations. The empirical material was constituted by a triangulation based on surveys, focus group discussions and observations with ethnographic approaches. The target group for the study was a class consisting of 15 students from a public upper secondary school. In order to investigate whether the students' motivational levels were changed, a pre- and a post test were conducted using a motivational model. The model contained five dimensions which were all treated in the survey and the focus group discussions respectively. The result showed that podcasts can make students more motivated for oral presentations. Furthermore, the result stressed the importance of a varied pedagogy where alternative strategies linked to oral presentations are utilized. Therefore, the research contributes with new knowledge regarding how this form of media creates conditions and options for acquiring knowledge in an increasingly digitalized school.

I det här arbetet har jag undersökt hur konceptet art journal och art journaling på ett metodiskt och strukturerat sätt skulle kunna användas som redskap och verktyg i bildundervisning för att främja uppstarten av en konstnärlig och kreativ process. Studien har också haft som syfte att undersöka hur en kreativ lärandeprocess kan se ut. Det empiriska materialet består i enskilda semistrukturerade intervjuer med fem deltagare efter att de genomfört olika uppgifter. Detta material har analyserats utifrån tematisk metod. I studien framkom att när de arbetade i sin art journal och det fanns utrymme att testa nya tekniker och material så upplevde deltagarna det som positivt i processen. Att deras arbete i boken inte bedömdes upplevde de som befriande för deras process. Det gjorde att de vågade prova mer och inte bromsade sig på grund av bedömningen. Erfarenheten kunde de sedan ta med sig till kommande bilduppgifter som skulle bedömas. Det framkom också att tiden är en av de avgörande faktorerna för ett konstnärligt processarbete. I den gestaltande delen har jag arbetat med en egen art journal. Denna art journal presenterades på Konstfacks vårutställning i maj 2021.

An beruflichen Schulen ist die Digitalisierung zunehmend nicht nur Hilfsmittel und Methode innerhalb von Arbeitsaufträgen, sondern auch selbst Lerngegenstand. Dabei reichen die Anforderungen an die Auszubildenden von Medien- und Technikkompetenz, über Reflexionsfähigkeit bis hin zur Nutzung und Handhabung von branchenspezifischen digitalen Werkzeugen, Maschinen oder Online-Anwendungen (Heisler & Meier, 2020). Allerdings fühlen sich zwei Drittel der Auszubildenden von ihren Berufsschulen nur befriedigend oder schlechter auf die digitalen Anforderungen in ihrem Berufsalltag vorbereitet (DGB Bundesvorstand, 2019). Entsprechend muss neben der häufig diskutierten digitalen Ausstattung und der Verankerung von Medienkompetenz im Curriculum auch die didaktische Gestaltung von Arbeitsaufträgen im Unterricht in den Blick genommen werden. Im Projekt DiBBLok1 wurden innerhalb von Fallstudien zu Gelingensbedingungen der Digitalisierung unter anderem Aufgabenanalysen durchgeführt, wozu ein bereits vorhandenes Kategoriensystems zur Analyse weiterentwickelt und zur Auswertung verwendet wurde. Ziel des neuen Analyserasters ist es, Lehrenden konkrete Strukturierungshilfen anzubieten. So sollen sie in die Lage versetzt werden, ihre Aufgaben zu reflektieren und bei der didaktischen Ausgestaltung bei der Konstruktion von neuen Arbeitsaufträgen unterstützt werden.

Vocational teachers need to equip their students with meaningful and relevant required workplace competencies. As a result, vocational teachers should always stay updated on their knowledge and skills regarding the development of science and technology in the world of work. More specifically, in the automotive vocational expertise domain, problem-solving abilities become the crucial skills students need to master. Hence, equipping prospective automotive vocational teachers with sustainable learning and problem-solving abilities is indispensable. In this case, the metacognition theory could facilitate students with learning-how-to-learn activities, which is an essential skill for sustainable learning and learning to teach and equip them with problem-solving abilities. Therefore, bringing the metacognition theory, supported by other relevant theories, into teaching and learning activities would be beneficial in dealing with those issues. This study aimed to design and develop a metacognition-based digital problem-solving worksheet. This digital worksheet was expected to facilitate students with learning-how-to-learn activities and equip them with problem-solving abilities effectively. There were four main research objectives and questions in this study, which were related to; 1) the practical problem that needs to be addressed, 2) the didactic design, 3) the usability, and 4) the effectiveness of the digital worksheet. Design-based research was used to answer the research questions. This is a multi-methods research design, which means many methods exist to achieve the research aim and objectives. This research design comprised six stages; analysis and exploration (stage 1), design and construction (stage 2), evaluation and reflection (stage 3), analysis and exploration (stage 4), design and construction (stage 5), and evaluation and reflection (stage 6). Stage 1 was used to explore the practical problem as the answer to the first research question. Stages 2 up to 5 were used to formulate the digital worksheet's didactic design as the answer to the second research question. Stage 6 was used to evaluate the usability and effectiveness of the digital worksheet as the answer to the third and fourth research questions, respectively. Firstly, in answering the first research question, three semi-structured interviews were used as the data collection techniques in the first research stage. The findings of this stage stated that sustainable learning, learning to teach, and problem-solving abilities became the needed competencies prospective automotive vocational teachers need to master. Additionally, the findings stated that automotive fault diagnosis learning was the highest-order thinking subject that had a practical problem on it. The quality of the instructional toolkit for this subject required to be improved since the existing toolkit was a conventional observation sheet and still allowed students to conduct trial-and-error stages. This was the practical problem that this research would address. Secondly, in answering the second research question, a focus group discussion, expert-based evaluations, user-based evaluations (formative usability evaluation), and final revisions were used in the second, third, fourth, and fifth research stages, respectively. The focus group discussion aimed to discuss the materials needed to develop the digital worksheet. Following that, expert-based evaluations and user-based evaluations were conducted to evaluate the initial digital worksheet based on the experts' and users' perspectives, respectively. Several revisions were done based on those evaluation results, and the digital worksheet's final didactic design was finally realized. The findings of the didactic design stated that the worksheet was in a digital form and used blended learning with flipped classroom strategy, so students need to have three different learning times; 1) before, 2) during, and 3) after classroom activities. Furthermore, constructivism learning theory, adult learning theory, metacognition theory, experiential learning theory, and reflection theory became the fundamental theoretical knowledge basis for developing this digital worksheet. Moreover, problem-based learning, automotive fault diagnosis procedures, and worksheet stages became the digital worksheet development's fundamental practical knowledge basis. There were seven stages that students need to do during the problem-solving learning; 1) introduction, 2) observing, 3) collecting information, 4) analyzing, 5) testing, 6) rectifying, and 7) checking all systems. There were many steps in every stage above, and many instructions and self-reflection questions in every single step. Additionally, in every step, the teachers had an opportunity to give feedback on the student's work, and the students could have discussions with other students at the end of every stage. The self-reflection questions on every instruction, the teacher's feedback on every step, and the discussion results at every stage were used to regulate the students' self-cognition. Thirdly, in answering the third and fourth research questions, a questionnaire survey and an experimental study were used as the final research stage, respectively. First, the survey of summative usability evaluation consisted of four elements: usefulness, ease of use, ease of learning, and satisfaction. The findings of this evaluation stated that the usability level and those elements' usability levels were all in very high categories. Additionally, it could be determined that the usefulness, ease of use, and ease of learning significantly influenced the students' satisfaction simultaneously and independently, except for the variable of ease of learning. Second, the effectiveness findings stated that the digital worksheet significantly effectively facilitated students' learning-how-to-learn activities and equipped them with problem-solving abilities.:ABSTRACT (EXECUTIVE SUMMARY) ABSTRAKT (ZUSAMMENFASSUNG) ACKNOWLEDGMENTS AND DEDICATION TABLE OF CONTENT LIST OF FIGURES LIST OF TABLES LIST OF ABBREVIATIONS CHAPTER 1. INTRODUCTION TO THE STUDY 1.1. Introductory of the Chapter 1.2. Research Background, State of the Art, and Motivation 1.3. Research Empirical Problems and Context Justification 1.4. Research Rationale 1.5. Research Aim and Objectives 1.6. Research Questions 1.7. Research Scope and Context Limitations 1.8. Research Significance 1.9. Definitions of the Important Terms 1.10. List of the Research Project Publication 1.11. Summary of the Chapter CHAPTER 2. LITERATURE REVIEW 2.1 Introductory of the Chapter 2.2 Literature Review – Contextual Domain 2.2.1 Vocational Education 2.2.2 Education System in Indonesia 2.2.3 Vocational Education (SMK-MAK) in Indonesia 2.2.4 Problems and Challenges of Vocational Education in Indonesia 2.2.5 Vocational Teachers 2.2.6 Vocational Teacher Education 2.3 Literature Review – Theoretical and Conceptual Domain 2.3.1 Constructivism and Adult Learning Theory 2.3.2 Metacognition Theory – Metacognitive Learning Strategies (Learning-How-to-Learn) 2.3.3 Experiential Learning Theory - Reflection Theory 2.3.4 Problem-Based Learning Method – Problem-Solving Ability 2.3.5 Blended Learning Technique – Flipped Classroom Learning Strategy 2.3.6 Instructional Media and Technology – Learning Worksheet 2.3.7 Usability Evaluation in Instructional Media and Technology 2.3.8 The Research Theoretical and Conceptual Framework 2.4 Literature Review – Methodological Domain 2.4.1 Research Methodologies in Instructional Media and Technology Development 2.4.2 Design-Based Research 2.5 Research Hypotheses 2.6 Summary of the Chapter CHAPTER 3. RESEARCH METHODOLOGY 3.1. Introductory of the Chapter 3.2. Research Paradigm, Philosophy, and Research Type 3.3. Research Design, Strategies, and Methods 3.4. Research Context and Participants 3.5. Research Data Collection Techniques and the Tools 3.5.1. Stage 1 – Semi-Structured Interview and the Protocol 3.5.2. Stages 2 & 4 – Focus Group and the Protocols 3.5.3. Stage 3 – Expert-Based Evaluation and the Questionnaires 3.5.4. Stages 4 & 6 – Survey and the USE Questionnaire 3.5.5. Stage 6 – Experimental Study and the Assessment Tools 3.6. Research Data Analysis Techniques 3.6.1. Stage 1 – Semi-Structured Interview 3.6.2. Stage 2 – Focus Group Discussion 3.6.3. Stage 3 – Expert-Based Evaluation (Survey Questionnaire) 3.6.4. Stage 4 – User-Based Evaluation (Survey Questionnaire and Focus Group Interview) 3.6.5. Stage 6 – Usability Evaluation (Survey Questionnaire) 3.6.6. Stage 6 – Effectiveness Evaluation (Experimental Study) 3.7. Summary of the Chapter CHAPTER 4. RESEARCH FINDINGS 4.1. Introductory of the Chapter 4.2. Finding 1: The Practical Problem 4.2.1. Stage 1 – First Semi-Structured Interview 4.2.2. Stage 1 – Second Semi-Structured Interview 4.2.3. Stage 1 – Third Semi-Structured Interview 4.3. Finding 2: The Didactic Design 4.3.1. Stage 2 – Focus Group Discussion 4.3.2. Stage 3 – Expert-Based Evaluation 4.3.3. Stage 4 – User-Based Evaluation 4.3.4. Stage 5 – Final Revision (The Didactic Design) 4.4. Finding 3: The Usability 4.5. Finding 4: The Effectiveness 4.5.1. Stage 6 – The Effectiveness Evaluation in Facilitating Students with Leaning-How-to-Learn Activities 4.5.2. Stage 6 – The Effectiveness Evaluation in Equipping Students with Problem-Solving Abilities 4.6. Summary of the Chapter CHAPTER 5. RESEARCH DISCUSSION AND CONCLUSION 5.1. Introductory of the Chapter 5.2. Discussion 1 – The Practical Problem 5.3. Discussion 2 – The Didactic Design 5.4. Discussion 3 – The Usability 5.5. Discussion 4 – The Effectiveness 5.6. Overall Discussion – The Research Findings' Interpretations and Implications in Intercultural-Global Contexts and Theoretical Design Principles 5.6.1. The Research Findings' Interpretations and Implications in Intercultural-Global Contexts 5.6.2. The Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 5.7. Research Conclusion 5.8. Research Limitations and Further Research 5.9. Summary of the Chapter REFERENCES STATEMENT OF AUTHORSHIP APPENDICES

AbstractThe study aims to explore how students’ linguistic resources are used for learning in a school in Gambia. The study is a field study and was conducted at a Senior Secondary School during January and February 2023. As a postcolonial country, Gambia is a culturally and linguistically highly diverse country with English as the official language and several native languages, also called local languages. Despite this fact, English is the only language of instruction. The local languages are used as the main means of daily communication, while English is used in communication with the authorities and as a language of instruction. The students, in other words, do not learn to read and write in their first language, which is one of the local languages.The theoretical framework for the study is Janks’ theory of critical literacy (2010) which emphasizes the concepts of domination, access, diversity, and design. The method is a qualitative research method with an ethnographic approach, based on interviews with both students and teachers, as well as participant observation and documentation of lessons in several school subjects. The material consists of audio-recorded interviews and field notes from the lesson observations. The results show that the majority of the study’s participants expressed advantages in using all their common linguistic resources in school. However, one teacher considers that he, as a state school employee, is obliged to use only English as the language of instruction and sees no reason to question it. Also, according to one student’s opinion, it is right to use English as a common language, and not to use the local languages as a support for students’ understanding.The result from the classroom observations shows that there is a gap between the students’ requesting more language support in teaching and the teachers’ use of multilingualism as a resource for learning. Only occasional examples and no systematic use of local languages were observed during lessons for promoting learning and multilingual development. Despite this, there were teachers, who, although they were obliged through the curriculum to only use the English language, chose to include students' linguistic resources, interests, and earlier experiences in the curriculum. One conclusion of the study is that the issue of linguistic and cultural diversity in the classroom) is not easy to solve, due to the complex language situation in Gambia. Another conclusion is that teachers, through their choice of a didactic design based on students’ linguistic resources, interests, and earlier experiences, can support students’ access to the curriculum and contribute to a more equitable education. Keywords: Access to the Curriculum, Didactic Design, First Language, Language of Instruction, Language Domination, Linguistic and Cultural Diversity, Multilingualism

This thesis investigates a practice at an upper secondary school in Sweden. The starting point is the teachers’ questions concerning the possibilities of supporting the development of the students’ reading abilities through texts that are long, alphabetical and printed, and in this study, non-fictional. The thesis suggests that by applying a multimodal and multiliteral approach the possibilities are widened. The purpose of the study is to investigate how teachers handle the challenge of teaching using lengthy alphabetical printed texts in the text realities of today, and to describe such teaching through a multimodal framework. Data was collected through ethnographical methods and includes information gathered in interviews with three teachers, observations of lessons, and group discussions on texts. The data also include the texts used in the history and social science classes. Three analyses were made. Firstly, the practical theory of the teachers was analysed using the discourse analytical tool suggested by Roz Ivanic. She presents two dynamic models, one showing four layers of language and one providing a framework of six discourses for understanding the layer in focus. The models were used in this study to examine each of the teachers’ approaches to reading, reading development, and learning as a whole. In the first analysis the teachers are shown to be focusing on different discourses but they all result in explicit, structured teaching. In the second analysis, the texts used in the history and social science classes are categorised and discussed from a multimodal point of view, and the questions used to influence the students’ reading strategies are examined in terms of what kind of meaning-making they promote. The third analysis focuses on the students’ group discussions, with and without the teacher. The discussions are described through a didactic designing model as a learning sequence. The results show that the teachers’ approach offers possibilities for working with lengthy alphabetical printed texts: in applying a multimodal view of text the teachers try to incorporate the text worlds of today. Through structured teaching they aim to develop the students’ skills in meaning-making processes in a multimodal world, which includes designing through texts that are alphabetical and printed. By using modelling in text conversations the teacher is pointing out reading paths to the students, guiding them through the questions. By using the field of multimodality in describing what is taking place in the study the thesis points to possibilities when the fields of didactics and multimodal research come closer together. It is suggested that by putting reading into a multimodal perspective it is possible to empower the students’ design authority and by using a didactic approach to other texts multimodal meaning-making is put in a broader perspective.

De AI-drivna språkmodellernas ökade tillgänglighet innebär nya utmaningar och möjligheter inom svenskundervisningen. Med hjälp av verktyg som ChatGPT kan elever generera högkvalitativa texter inom loppet av bara sekunder, vilket har ändrat förutsättningarna för hur uppgifter kan konstrueras i ämnet. Syftet med detta arbete var att utforma och utvärdera en didaktisk design där ChatGPT var den primära resursen för undervisning i berättarteknik och stilistik i svenska. Designen testades genom en intervention där en gymnasieklass fick agera skrivcoacher till ChatGPT och bearbeta noveller med hjälp av litteraturvetenskapliga begrepp. Arbetsmomentet avslutades med muntliga redovisningar där eleverna reflekterade över sina arbeten. En analys av de muntliga redovisningarna visade att ChatGPT verkar ha underlättat för eleverna att göra litteraturvetenskapliga och lingvistiska analyser. Detta främst genom att verktygets interaktiva funktioner gav eleverna agens i arbetet och kunde användas för att visa hur litteraturvetenskapliga begrepp påverkar en skönlitterär text. Undervisningsmetoden medförde även en processorienterad syn på skönlitterärt skrivande och gav insikter om generativ AI som medium. Eleverna upplevde undervisningsmetoden som rolig och betydelsefull, men de ansåg inte att den avsevärt ökade deras arbetsmotivation. Därutöver förekom det att eleverna kopierade tolkningar som hade gjorts av ChatGPT i stället för att utföra egna analyser. Det uppstod även svårigheter med bedömningen då det stundtals var svårt att skilja på elevernas och ChatGPT:s analyser. / The increased availability of the AI-driven language models has resulted in new challenges and opportunities for teaching Swedish. With the help of tools like ChatGPT, students can generate high-quality texts in a matter of seconds, which has changed the conditions for how assignments can be constructed in the subject. The purpose of this work was to design and evaluate a didactic design where ChatGPT was the primary resource for teaching storytelling techniques and stylistics in Swedish. The design was tested through an intervention in upper secondary school, where the students acted as writing coaches for ChatGPT and produced short stories using literary concepts. The work phase ended with oral presentations in which the students reflected on their work. An analysis of the oral presentations showed that ChatGPT seems to have made it easier for the students to make literary and linguistic analyses. This is primarily because the tool's interactive functions gave the students agency in the work and could be used to show how literary concepts affect a fictional text. The teaching method gave the students a process-oriented view on writing fiction and provided insights into generative AI as a medium. The students viewed the teaching method as fun and meaningful, but they did not feel that it significantly increased their work motivation. In addition, some students copied interpretations made by ChatGPT instead of performing their own analyses. There were also difficulties with the assessment as it was sometimes difficult to distinguish between the students' and ChatGPT's analyses.

The aim of this thesis is to make a contribution to the field of design oriented theory, regarding young children and their way to digital competence. My research question is: How can a preschool with a certain pedagogical ICT-design give the children affordances for media play and for developing a digital competence? The European Parliament points out digital literacy as one of the Key Competences for life long learning. A digital competence is built on basic ICT (Information and Communication technology) skills. Skills you can develop any time during life, weather you are young or old. Recent Swedish research on young children and digital competence points out the preschool teacher’s insecurity regarding the use of ICT in the preschool´s daily activities (Ljung- Djärf, Klerfelt).   There are an amount of new social and cultural gaps in our modern society regarding illiteracies and learning. Fear for the digital gap, or divide, is confirmed by researchers such as Buckingham and Kress. Briefly, if one doesn’t possess digital literacy, the risk of society divides is impending. This could be built on factors such as gender, ethnicity, class, generational and geographical divides, but also about dichotomies in the capacity of learning in a digitalized milieu.   Today’s children are the first generation to grow up in a society characterized by digital media. They are born into it. They are the Digital Natives and they take the new technology for granted. The rest of us are Digital Immigrants and we try to adapt to the new society. Prensky highlights the possibilities of changes in young persons’ brains, or at least in their thinking, as a result of their nursery in the digital world. Where does that leave the teachers of the pre-digital age? The true risk of a digital divide can perhaps be found in the daily melting pot between “the natives” and “the immigrants”.  The act of arranging meaningful communicative meetings could be one education’s most important responsibilities.   From the view of a design orientated perspective, built on a socio-cultural theoretical framework, key words like design, setting and affordance become important in my study. Didactic design is a theoretical perspective which elaborates understanding of learning from semiotic activities. Learning is to be seen as meaning making in social contexts. These contexts are in pedagogical milieus called institutional settings. The teacher and /or the child can be designers of and actors in the setting.   Through the design and settings, the children at the preschool in my study, achieved consistent possibilities for media play and for developing digital competence. They got the opportunity to develop different kinds of literacy. One of the important findings of my study was that the preschool teachers developed digital competence and confidence much in the same way as the children did. Collaborative learning processes, elaboration, curiosity and playfulness stood up as affordances for learning. There have to be milieus designed for flexibility and elaborations and there have to be preschool teachers deliberately setting these kind of designs.   The study confirms previous research at one hand in the area young children and digital competence and on the other hand in research connected to design oriented theories. This study has merged the two fields together.   Further research is to be seen in a wide spread field. An interesting continuation is to study the preschool teachers education. Questions of learning and intertextuality are other important issues.   Key words: Didactic design, digital competence, digital divides, literacy, media play, affordances, settings, tools, preschool, ICT, multimodality, social semiotics, meaningmaking. / Syftet med min uppsats är att bidra till förståelse för hur valet av design och iscensättning i förskolepedagogiska miljöer erbjuder medielek och möjliggör utvecklandet av en digital kompetens. Jag har utgått från frågan: Hur kan en specialdesignad förskolemiljö bidra till utvecklingen av barns medielek och digitala kompetens? En digital kompetens bygger på grundläggande IKT-färdigheter[1]. Det innebär bland annat att man kan hämta fram, bedöma, lagra, producera och kommunicera med och genom digitala medier. Tidigare forskning visar på förskollärares oro för den digitala tekniken. Förutom den rent konkreta osäkerheten vid användningen av de digitala verktygen ges också uttryck för en osäkerhet för hur man balanserar förskoleverksamheten med ny teknologin. Detta kan belysa vad som inom medieforskning beskrivs som digital divides, något som i sin tur kan förstärka klyftor i samhället. Frågan om bruk av IKT i förskolan diskuteras ofta ur ett framåtsyftande nyttoperspektiv. Man talar om inlärningsaspekten, arbetslivsaspekten och demokratiaspekten. Barnen på förskolan i min studie har genom den didaktiska designen möjligheter att få del av dessa tre aspekter.  Men man har dessutom skapat en miljö som erbjuder barnen – och de vuxna – möjligheter för medielek och därigenom utvecklandet av en digital kompetens. I studien blir det tydligt hur vuxna och barn svarar upp mot de förutsättningar som designats och erbjuds. Lärprocesserna sker i en institutionell inramning, där läraren (och barnen) är aktörer och iscensättare. Pedagogen, likväl som barnet, kan aktivt välja vilka teckensystem och vilken gestaltningsform som ska användas.   I den undersökta verksamheten finns även en underliggande kulturell affordance, meningserbjudande, en idé om att IKT är bra för barn, att vuxna kan både leka och lära samtidigt, samt att det är tillåtet att experimentera, för att finna något som man varken vet frågan eller svaret på. Det här skulle ur ett socialsemiotiskt perspektiv, vara tecken på lärande, eftersom en lärandeprocess utmärks av en ökad förmåga att använda skilda teckensystem, eller domäner. Barnen utvecklar sin litteracitet och sin medielitteracitet. De utökar också sin kognitiva, kommunikativa och kulturella och estetiska kompetens. Vi skulle här kunna tala om en multilitteracitet, eftersom de meningsskapande processer som barnen befinner sig i under arbetet med de digitala verktygen, inte bara inbegriper lingvistiska utan också visuella, auditiva och spatiala processer. Min studie visar att design och iscensättning på den undersökta förskolan är betydelsefulla för erbjudandet av medielek och utvecklandet av barnens och de vuxnas digitala kompetens. De vuxna är trygga i sina roller och där fanns en naturlig balansgång mellan de mer traditionella och de digitala verktygen. En avslutande reflektion är att det inte längre är frågan om att diskutera om IKT och medier ska användas i förskolan, det är mer frågan om hur. Det är inte heller längre tid att diskutera om barn och vuxna ska utveckla en digital kompetens i förskolan, snarare hur det ska ske. En fortsatt forskning på området kan handla om en fördjupning i sådant som berör lärande, kommunikativ kompetens, intertextualitet eller textrörlighet. Andra viktiga frågor kan röra sig om hur lärarutbildningen lever upp till kraven på en digital kompetens.

This study aims to explore how today's digitalization looks in art specific educational research, bylooking at how teaching and teachers act towards digital techniques and tools to developstudents’ knowledge and abilities in arts education. The overview is constructed by a systematicsearch on two different databases. The presentation of the articles is done through three thematicdivisions: (i)The effects of teachers' view on digitalisations’ role in arts education, (ii)Teachers design of digitalarts educationand (iii)Students learning in relation to design of digital arts education. After thethematization of the eight articles a discussion is made in relation to the chosen problem area andtwo related questions “What kind of impact does teachers' attitudes on technology have onteaching?” and “How can different ways of working with technology change how students evolvetheir skills and competence?” have been asked. The results show that there are two main viewson digitalisation’s role in education, the ones that are against it and are for the traditional ways ofthe art subject and the teachers who are for the use of digital tools and can see the knowledgethat students develop

I en nära samverkan med yrkesverksamma svensklärare utreder och prövar föreliggande studie hur undervisningen i litteraturhistoria kan utvecklas i praktiken. Med utgångspunkt i elevers och svensklärares uttryckta erfarenheter av arbete med litteraturhistoriska texter konstrueras en didaktisk design. Den didaktiska designen omsätter tidigare forskning rörande förkroppsligat lärande i en lektionsserie på sex lektioner där fokus ligger på bearbetning av en litteraturhistorisk text med hjälp av fyra fysiska komponenter: gester, röstläge-intonation, en visuell komponent samt en auditiv komponent. Iscensättningen av den didaktiska designen studeras med en triangulering som består av observationer, fokusgruppsamtal med elever och lärarintervjuer samt skriftliga exit tickets. Genom en tematisk analys visar resultatet att eleverna trots ett utmanande språk erövrar den litteraturhistoriska texten, engagerar sig i olika erbjudna livsvärldar, minns textinnehåll och inkarnerar nyvunnen kunskap med hjälp av kroppsliga representationer. Förklaringen spåras till kroppen och sinnets enhet samt det meningsskapande multimodala perspektivet, där föreliggande studie också visar den sociokulturella kontextens betydelse. Litteraturdidaktiska ställningstaganden diskuteras vidare och konstaterar att fysiska komponenter kan användas för att gynna en omfattande läsupplevelse, där både kropp och sinne förses med den litteraturhistoriska textens narrativ på olika sätt. Slutligen föreslås fysiska komponenter som en väg in i texten, vilket i sin tur potentiellt kan leda till ökad måluppfyllelse. / In collaboration with professional teachers who teach the Swedish language, this study explores how to develop teaching in history of literature within the field of design-based research. A didactic design is created and tried in an authentic learning situation. This didactic design refers to earlier studies of embodied learning. In a series of six lessons which focus on working with texts from the Enlightenment, four physical components are incorporated in the design: gestures, voices, a visual component and an auditive component. The staging of the didactic design is investigated through a triangulation consisting of observations, group conversations with pupils, interviews with the teacher and written exit- tickets by pupils. Through a thematic analysis the result shows that students, despite the challenging language, conquer the texts from the Enlightenment, engages themselves in different presented lifeworlds, remember contents and incorporates newfound knowledge while using bodily representations. The explanation is traced to the unity of body and mind and to the multimodal perspective that creates meaning. The presented study also shows the meaning of a sociocultural context while working with literature. Didactic literature positions are discussed further and state that physical components can be used as an entrance into texts from different time periods. All thanks to extensive reading experience, where body and mind are provided with narrative through multiply senses. The discussion continues and suggests that due to the fact that pupils are experiencing the narrative in the texts, they are able to perform more extensive analysis which is the focus of the curriculum.