This qualitative multiple case study attempts to capture and document the lived experiences of a group of elementary educators surrounding the COVID-19 emergency school closures of the 2019-2020 school year. The purpose of this study is to capture the observations and reactions of teachers after their experience using the Collabrify Roadmaps digital curriculum platform in both remote and face-to-face instructional settings to document and analyze the perceived benefits and challenges in using such a digital curriculum. By utilizing a semi-structured interview process, this study documents experiences and advice from educators in the field regarding the use of digital curricula. The findings from this study offer insight regarding the tools and features teachers want and need in digital curricula.

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The purpose of this exploratory case study was to examine how student-to-teacher interactions encourage students to develop self-regulated learning (SRL) habits and skills. Zimmerman's social cognitive theory of SRL, which supposes a relationship between academic success and SRL, is used as a conceptual framework. The representative case is a computer-based alternative education program for students at risk of dropping out of high school in grades 10-12. The teachers worked one-on-one with students in a computer lab while the students engaged in mastery-based learning using Apex Learning Inc. digital curriculum. Five teachers responded to three questionnaires to examine how student-to-teacher interactions influenced student-to-content interactions, and students' forethought, performance, and evaluation behavior. The teachers also submitted instructional artifacts and described instructional tools, activity types, and scaffolds within the digital curriculum. After analysis of primary and secondary data, the results showed the following: Student-to-teacher interactions encouraged students to engage in forethought behaviors associated with goal setting and strategic planning; examples of performance behaviors were using the content to increase understanding, navigating the content efficiently and effectively, monitoring the use of task strategies, and developing thinking steps; and examples of evaluative behaviors were calibrating and making accurate self-judgments. The study can promote social change by helping students at-risk of dropping out of school develop SRL strategies correlated to academic achievement and high school graduation. SRL habits are transferable to everyday behaviors associated with continued employment, maintaining healthy relationships, and lifelong learning.

Il existe actuellement peu de données sur l’apport du numérique dans le développement du langage chez des enfants porteurs de trouble du spectre autistique (TSA). Une recherche-action visant à évaluer l’évolution du langage et des particularités sensorielles et motrices est menée auprès de 20 enfants âgés entre 6 et 16 ans pendant 24 mois. La tablette numérique proposée en accompagnement individuel hebdomadaire a eu un effet positif sur le développement du langage et a participé à améliorer les comportements adaptatifs au quotidien des enfants. La proposition d’ateliers numériques sur la base de 4 curriculum numériques construits sur un modèle de type « bottom up” c'est-à-dire ciblant les apprentissages de la phonologie vers le lexique, la sémantique, la syntaxe et la pragmatique favorise la progression langagière et développementale des enfants. Les résultats vont dans le sens d’une corrélation positive entre une progression du langage et l’évolution des comportements adaptatifs au quotidien, et d’un apport bénéfique et significatif du numérique dans les accompagnements cognitifs des enfants avec TSA. / There is currently little data on the contribution of digital technology to language development in children with ASD. A research study was conducted over the course of 24 months among 20 children aged between 6 and 16 years to evaluate the language evolution and the sensory and motor characteristics. The digital tablet offered as a weekly individual intervention had a positive effect on language development and helped improve adaptive behaviors on a daily basis. The proposal for digital workshops based on 4 digital educational curriculum following on a bottom-up model, i.e. targeting the learning of phonology to vocabulary, semantics, syntax and pragmatics, promotes the linguistic and developmental progression of children. These results support a positive correlation between a progression of language and the evolution of adaptive behaviors in everyday life and in favor of a beneficial and significant contribution of digital in the cognitive interventions for children with ASD.

Det finns ett stort utbud av digitala läromedel idag vilket kräver ökad kompetens att kunna värdera och välja lämpligt digitalt läromedel till undervisningen. Flera digitala läromedel marknadsförs som program innehållandes färdighetsträning. Färdighetsträning har handlat om att utveckla procedur- och begreppsförmågan frånskilt från de matematiska förmågorna: problemlösnings-, resonemangs- och kommunikationsförmågan.  Enligt forskning främjas utvecklingen av procedur- och begreppsförmågan om de tränas parallellt med de ovan nämnda matematiska förmågorna. Forskare menar att procedur- och begreppsförmågan utvecklas främst genom rika uppgifter där procedurer och begrepp diskuteras. Forskare menar dock att färdighetsträning i digitala läromedel ofta är designade som frågesportslekar vilket tenderar till att enbart främjar ytligt lärande. Forskare säger även att designen i digitala läromedel kan innehålla överflöd av visualiseringar som påverkar koncentrationen negativt. De säger också att återkopplingen oftast kommenterar svarets korrekthet istället för att stödja elevens utveckling av sin matematiska förståelse. Syftet med studien är att ta reda på om det digitala läromedlet Bingel erbjuder färdighetsträning som involverar dessa matematiska förmågor vid träning av procedur- och begreppsförmågan. Vidare undersöks hur designvalet kan påverka utvecklingen av procedur- och begreppsförmågan. För att besvara studiens syfte använder studien två olika ramverk som dels ser till designen av det digitala läromedlet, dels hur det digitala läromedlet involverar matematiska förmågor. Resultatet visar att designen av uppgiftstypen inte involverar fler matematiska förmågor förutom procedur- och begreppsförmågan och träningen av procedurer och begrepp främjar enbart ytligt lärande. Vidare visar designen gällande återkopplingen att den inte uppmuntrar till att utveckla djupare förståelse. / There is a big variety of digital teaching materials today which requires higher digital competence to choose the appropriate digital teaching material for the education. Several digital teaching materials are marketed as containing skills training. Skills training has been about developing procedural and conceptual knowledge apart from the other mathematical competences: communication, reasoning and problem-solving competency. Studies have shown that the development of procedural and conceptual knowledge fosters when practiced parallel with the other mathematical competencies mentioned above. Procedural and conceptual knowledge foster through rich tasks where procedures and concepts are discussed, according to researchers. Furthermore, researchers claim that skills training in digital teaching materials are often designed as pop-quizzes which only foster surface learning. Researchers also claim that the design often contains an abundance of visual effects which can impair concentration. They also say that the feedback given is often in the form of comments on the correctness of the answers rather than the improvement of the student’s own development of mathematical understanding. The purpose of this study is to examine if the digital teaching material Bingel offers skills training that involves these competencies in the practicing of procedural and conceptual knowledge. Furthermore, this study examines if the design can affect the development of the procedural and conceptual knowledge. This study uses two different theoretical frameworks to be able to look into the design of the digital teaching material and also how the mathematical competencies are integrated. Results show that the design of the task does not involve more mathematical competencies other than the procedural and conceptual knowledge which are trained to foster surface learning. Furthermore, the design of the feedback does not foster deeper understanding.

Läraren har enligt läroplanen ett ansvar att se till varje elevs enskilda behov, förutsättningar, erfarenheter och tänkande, samt ta hänsyn till att eleven får använda digitala verktyg på ett sätt som hjälper eleven i sin kunskapsutveckling. För att läraren ska kunna leva upp till detta ansvar kan läraren ta stöd av ett digitalt läromedel i sin matematikundervisning. Tidigare forskning visar att digitala matematiska läromedel genom dess struktur och innehåll kan stödja läraren att motivera eleverna att arbeta med matematik, samt att lärarklienten i digitala läromedel är en unik funktion som kan hjälpa läraren i elevernas fortsatta kunskapsutveckling. Syftet med studien var att undersöka strukturen i digitala läromedel i matematik och vilket stöd de kan erbjuda läraren i sin matematikundervisning. Detta gjordes genom en kvalitativ innehållsanalys med utgångspunkt i Pepin m.fl. (2017) och Choppin m.fl. (2014) teoretiska ramverk för att analysera digitala läromedel. Analysen visade att strukturen är uppbyggd med de utrymmen som definierats av Pepin m.fl. och att mest fokus på utveckling lagts på presentationsutrymmet för att skapa motivation hos eleverna. Analysen visade även att det finns utvecklingsbehov i problem- och arbetsutrymmet på grund av det smala utbudet av lösningsstrategier, detta påverkar digitala läromedels möjlighet att erbjuda ett fullgott stöd för läraren att kunna luta sig emot ett digitalt läromedel i sin matematikundervisning. Vidare uppmärksammades det i lärarklienten bristen på möjligheter för läraren att designa och revidera uppgifter utifrån eget behov och avsaknaden av mulitmediabibliotek som stöd för läraren att använda i sin matematikundervisning. Däremot visade analysen att kunskapsöversikten i digitala läromedel har mycket att erbjuda läraren. / According to the curriculum, the teacher has a responsibility to look after each student's individual needs, conditions, experiences and thinking, and to consider that the student may use digital tools in a way that helps the student in their knowledge development. In order for the teacher to be able to live up to this responsibility, the teacher can take the support of a digital curriculum in his or her mathematics teaching. Previous research shows that digital mathematical curriculums through its structure and content can support the teacher to motivate students to work with mathematics, and that the teacher client in digital curriculums is a unique function which can help the teacher in the students' continued knowledge development.   The purpose of the study was to investigate the structure of digital curriculums in mathematics and what support they can offer the teacher in their mathematics teaching. This was done through a qualitative content analysis based on Pepin et al. (2017) and Choppin et al (2014) theoretical framework for analyzing digital curriculums. The analysis showed that the structure is built with the spaces defined by Pepin et al. and that most focus on development was placed on the presentation space to create motivation in the students. The analysis also showed that there is a need for development in the problem and work space due to the narrow range of solution strategies, this affects digital curriculum’s ability to offer full support for the teacher to be able to lean towards a digital curriculum in their mathematics teaching. Furthermore, the teacher client's attention was drawn to the lack of opportunities for the teacher to design and revise tasks based on his or her own needs and the lack of multimedialibraries to support the teacher to use in his or her mathematics teaching. However, the analysis showed that the knowledgeoverview in digital curriculums has a lot to offer the teacher.

No description available.

Studiens syfte är att kartlägga hur lärarhandledningar kan stödja lärares matematikundervisningmed digitala lärresurser, samt att belysa eventuella skillnader mellan olika lärarhandledningar med avseende på detta. Tre lärarhandledningari matematik för grundskolans årskurs tre undersöks med hjälp av riktad kvalitativ innehållsanalys och de valda lärarhandledningarna jämförs mot ett teoretiskt ramverk beståendes av Davis och Krajciks (2005) principer för hur läromedel bör utformas så att de stödjer lärares undervisning. Resultatet visar att lärarhandledningarna skiljer sig åt ifråga om vilka av Davis och Krajciks (2005) principer som finns representerade och hur detaljerat stödet gällande digitala lärresurser skrivs fram. / The aim of this study is to identify how teachers’ guides can support mathematics teaching with digital curriculum resources, and to highlight possible differences between teachers' guides in this regard. Three mathematics teachers' guides for grade three are examined by means of targeted qualitative content analysis and these chosen teachers’ guides are compared against a theoretical framework consisting of Davis and Krajcik's (2005) design heuristics for educative curriculum materials. The results show that the teachers' guides differ in terms of which of Davis and Krajcik's (2005) design heuristics are represented and how detailed the support regarding digital curriculum resources is.

School constantly changes and adapts methods to teach and contents according to the society. The change has led to a growing trend for digitalcurriculum resources in the classroom and mathematic as a subject. Thepurpose of this paper is therefore to investigate usage of digital curriculum resources in learning mathematics and teachers’ opinion about thedigital curriculum resources. The data was collected by a questionnaire,in total 87 respondents participated. The data was interpreted with thedidactic triangle and external factors.As a result, teachers express that the digital curriculum resources can leadto a wider scale of teaching methods and increases motivation for the pupils. On the other hand, teachers also express that the digital curriculumresources can lead to a distraction for the pupils and that they tend to hassle. The result shows that less teachers express that digital curriculum resources are used rather than analogue material. / Skolan är i ständig förnyelse och anpassar sig både i arbetssätt och innehållsmässigt utefter hur samhället ser ut och fungerar. Det har bidragit tillatt det i matematikundervisningen idag finns ett stort intresse för att använda digitala läromedel. Denna studie har därför som syfte att utforskaanvändningen av digitala läromedel i matematikundervisning samt vadlärare som undervisar i årskurs 1–3 uttrycker om de digitala läromedlen.Studien genomfördes med forskningsmetoden enkät och 87 respondenterhar använts till studien. Empirin som samlats in har tolkats med den didaktiska triangeln och ramfaktorer.Resultatet av studien visar att lärarna uttrycker att de digitala läromedlenkan bidra till ökad variation i undervisningen och till att öka motivationenhos eleverna. Lärarna uttrycker även att de kan bidra till en distraktionhos eleverna och att de digitala läromedlen krånglar. Resultatet visarockså att det är en mindre andel lärare som uttrycker att de använder digitala läromedel i sin matematikundervisning än analoga läromedel.

時至今日，透過網路，人們學習的管道更加多元，線上學習可以讓學習者有更多的選擇，本研究以我國數位碩士在職專班為研究對象，為線上學習者，又兼具學生與工作者兩種角色，與一般全職學生不管是在上課或使用圖書館情形上都有很大的差異。故本研究目的為：一、探討我國數位在職專班生的特質與數位學習經驗；二、探討數位在職專班生利用圖書館服務與電子資源情況；三、探討數位在職專班生評量教學成效、課程平臺與教材、與圖書館滿意度的看法；四、探討影響數位在職專班生學習成效的因素。期望能對數位在職專班生有更深一層的瞭解，提供更優質的線上學程以及讓圖書館為線上學習者提供更完善的服務，吸引更多潛在的使用者使用圖書館的資源與服務。 本研究透過訪談與問卷調查法的方式，分別針對六位數位在職專班生的訪談結果與196位數位在職專班生問卷調查結果進行分析，研究結果顯示：(一)數位在職專班生女性多於男性，平均年齡介於31歲至40之間，修習數位學程的原因會受到居住地與就職地的影響；(二)數位在職專生的自我效能高；(三)數位在職專班生修課動機為「自我追求」，且選擇線上課程時會考量家庭、工作與通勤時間等因素；(四)數位在職專班生使用大學圖書館的目的主要為：專題報告與課業學習需求，且多透過以網路的方式取用，並以使用電子資源的頻率最為頻繁，較少使用圖書館提供的虛擬參考服務。(五)數位在職專班生肯定教學成效且自評學習成效良好但對課程平台評價較低。(六)數位在職專班生對圖書館滿意度高。此外，本研究亦發現「教學成效」、「課程平臺與教材」、「圖書館滿意度」、「自我效能高低」、「年級」、「電子資源使用」皆與「學生自評學習成效」相關，意即當學生對這些因素感受愈高時，其自評學習成效會愈好。根據獲得之結論，本研究針對數位學程與圖書館兩方面提出建議。 / Nowadays, through the Internet, online learning provides learners with more accesses to gaining knowledge. Online students, usually, are different from common students regarding class situations and library use. The objects of this research are master’s students, who are online learners, and are on-the-job, unlike full-time students. The aims of this study are as follows: 1. To explore the characteristics and E-learning experience of E-learning master’s students. 2. To examine E-learning master’s students' utilization of library services and electronic resources. 3. To discuss students' instructional evaluaton and opinions on online course platforms, teaching materials, and satisfaction with libraries. 4. To investigate the factors that affect the learning outcomes of E-learning master’s students. Via interviews and survey questionnaires, this study respectively analyzes interview outcomes of 6 E-learning master’s students and questionnaire results of 196 E-learning master’s students, and the results and conclusions are as follows: (1) There are more women than men in the E-learning master’s students, of whom the average age is between 31 years old to 40, and the master’s students' sites of residence or their workplace play a dominant role in influencing them to choose digital curriculums. (2) The self-efficacy of E-learning master’s students is high. (3) The motivation of most E-learning master’s students is"self-seeking", and the E-learning master’s students consider their families, works and their commute time when selecting online curriculums. (4) Most E-learning master’s students' purposes of using university libraries are to prepare reports and to obtain learning resources, and they often use library resoueces through the Internet access, in addition, the E-learning master’s students most frequently use electronic resources, while less use virtual reference services of libraries. (5) The E-learning master’s students give recognition to the instructional effectiveness of E-learning curriculums and their self-perceived learning effectiveness is good, but they have less positive comments on online course platforms. (6) The E-learning master’s students have high satisfaction with libraries. Furthermore, this study also finds that: The "instructional effectiveness," "online course platforms," "satisfaction with libraries," "self-efficacy," "grade," and "utilization of electronic resources" are related to the "self-perceived learning outcomes of the E-learning master’s students".Based on the above finding, this study provides suggestions for both digital curriculums and libraries.