Informations- und Kommunikationstechnologien bieten heute neuartige Möglichkeiten für den Unterricht. Die didaktisch ertragreiche Nutzung dieser neuen Medien verlangt allerdings die Veränderung sowohl der Organisation wie auch der Methoden und Rollen des Lehrens und Lernens, die, wie empirische Studien zeigen, bei großen Teilen der Lehrerinnen und Lehrer noch aussteht. Zielstellung dieser explorativen Studie ist die Entwicklung und empirische Überprüfung eines Lehrerfortbildungskonzeptes, das eine nachhaltige Veränderung des unterrichtlichen Handelns bewirken kann. Im theoretischen Teil der Arbeit werden zunächst mediendidaktische Erkenntnisse diskutiert und daraus der inhaltliche Ansatz der Fortbildung, die Umsetzung einer problemorientierten Lernumgebung mit neuen Medien im Fach Englisch entwickelt. Die Ursachenanalyse der bestehenden didaktischen Defizite im Unterricht mit neuen Medien aus Sicht der professionswissenschaftlichen Forschung zum Lehrerwissen und -handeln zeigt die Veränderungsresistenz unterrichtlicher Routinen, aufgefasst als Unterrichtskripts, auf. Hier setzt die Fortbildung methodisch mit einem dreischrittigen Verfahren an, das den Erwerb neuen Wissens mit dessen praktischer Erprobung und Reflexion verbindet. Dem empirischen Teil der Arbeit liegt ein Prä-Post-Untersuchungsdesign zugrunde, zu denen die unterrichtlichen Handlungsmuster der Lehrpersonen als Niederschlag ihrer Unterrichtsskripts im Fremdbeurteilungsverfahren erfasst werden. Die Analyse der Veränderung auf Gruppenebene mit quantitativen Verfahren und die Auswertungen auf Ebene der einzelnen Lehrpersonen mittels typisierender Verfahren zeigen eine Hinwendung zu einem problemorientierten Lehren und Lernen sowohl im Hinblick auf die gewählte Aufgabenstellung als auch in ihren Ablauf- und Interaktionsmustern. Insgesamt weist die Studie das Fortbildungskonzept als einen fruchtbaren Ansatz dafür aus, eine Neuorientierung beim Unterricht mit neuen Medien anzustoßen. / In today’s modern information society and knowledge economy new media offer novel possibilities for teaching and learning processes in school. Nevertheless, an effective use of new media in instruction requires changes in its organisation as well as in teaching methods and the role of the teacher. Empirical studies show that many teachers still have to implement this kind of reorientation. This explorative study aims to develop and test a concept for the professional development of teachers, which leads to a sustained change of their teaching. Based on prior research on media in instruction, a theoretical framework is developed that applies problem-based learning to the professional development of teachers of English. Also, didactical deficits in the use of new media in instruction are analyzed with a focus on teachers’ cognition. It shows that the existing teaching routines, represented in the form of lesson scripts, constrain a reorientation of teacher performance. Hence, the professional development focuses on changing these routines by devising a procedure consisting of three steps, which combines the acquisition of new knowledge with practicing it and reflecting the practice. The empirical part of this thesis is based on a pre-postdesign. For all participants of the professional training the patterns of action in class were observed and tested in a third-party assessment. The data was transformed into lesson scripts. Both the analysis at group level, which used quantitative methods, and the analysis on the individual level of the teacher using classifying methods showed that after the training the participants made more use of problem-based teaching and learning. This reorganisation happened on the level of the chosen tasks as well as with regard to the interaction models. All in all, the study showed that the concept of professional training developed for this study is a promising approach to initiate the required reorientation in education with new media.

Computer haben fast jeden Lebensbereich durchdrungen, was viele Vorteile - aber auch Herausforderungen - für ihre Nutzer mit sich bringt. Dies wird vor allem bei der Benutzung von Fahrkartenautomaten (FKA) oder anderer Technik im öffentlichen Raum deutlich, denn diese sollten spontan benutzbar sein, stellen gerade ältere Benutzer aber oft vor Probleme. Sind sie zu alt, um Technik zu benutzen? Diese Dissertation verfolgt zwei Ziele: Zum einen soll die Gebrauchstauglichkeit eines Fahrkartenautomaten (FKA) verbessert werden, indem zwei einander ergänzende Ansätze angewandt werden und die daraus entstehenden drei FKA-Varianten (Original, Video, Wizard) hinsichtlich der Kriterien der Gebrauchstauglichkeit Effektivität, Effizienz und Zufriedenstellung verglichen werden. Zum anderen wird der Einfluß des Alters und alterskorrelierter Benutzermerkmale auf die erfolgreiche Benutzung dieser funktional equivalenten FKA-Gestaltungsvarianten unter besonderer Berücksichtigung des Merkmals Computerwissen geschätzt. In einem zweifaktoriellen quasi-experimentellen Versuchsplan mit zwei (Alter: jung, alt) mal drei (experimentelle Bedingung: Kontrolle, Video, Wizard) Faktorstufen lösten 62 ältere (M=68 Jahre) und 62 jüngere (M=25 Jahre) Versuchsteilnehmer die selben elf Aufgaben: Die Kontrollgruppe nutzte einen simulierten FKA der BVG (Berliner Verkehrsbetriebe), die Videogruppe sah ein kurzes Instruktionsvideo bevor sie den selben FKA nutzte und die Wizardgruppe nutzte statt dessen eine umgestaltete graphische Benutzungsschnittstelle. Die Ergebnisse legen nahe, daß Technik im öffentlichen Raum durch die Integration einer minimalen Videoinstruktion oder eines aufgabenorientierten Wizards mit angemessenem Aufwand universell nutzbar gestaltet werden kann und daß nicht das chronologische Alter die erfolgreiche Nutzung des FKA beeinflußt, sondern altersbezogene Nutzermerkmale, welche gemessen werden können und sollten, um eine nutzungsgerechte Gestaltung zu ermöglichen. / Computer technology has permeated almost every sphere of daily living, bringing about many advantages - and challenges - for its users. This becomes particularly apparent for older people’s use of public access systems like ticket vending machines (TVM), which should be „walk-up and use systems“ but often pose challenging problems for them. Are they too old to use IT? This thesis aims to (a) improve the usability of a ticket vending machine (TVM) following two different approaches (teach or design) and to compare the resulting three TVM designs (original, video, wizard) regarding the usability criteria effectiveness, efficiency and satisfaction, and to (b) estimate the impact of age and age-correlated user characteristics on the successful use of these functionally equivalent TVM designs with a special focus on computer literacy. In a two (young, old) by three (control, video, wizard) factorial quasi experimental research design, 62 older (M=68 years) and 62 younger (M=25 years) participants solved the same eleven tasks: The control group used a simulated TVM of the BVG (public transportation in Berlin, Germany), the video group watched a brief instructional video integrated into the same TVM before using it and the wizard group used a redesigned wizard interface instead. MANOVA indicates that video and wizard substantially improved TVM usability, increasing effectiveness for the older groups from 52% to 80% and 88% respectively. Hierarchical regression analysis revealed that user characteristics had a strong effect on effectiveness of BVG-TVM use, but a weaker effect in the video (36%) and wizard (5%) conditions (universal usability). Results suggest that integration of minimal video instruction or a task oriented wizard design can make public access systems truly universally usable with reasonable effort and that not chronological age itself predicts successful TVM use, but age related user characteristics, which can - and should - be measured and designed for.

<p>У раду је истражен утицај нових модела рада на постигнућа ученика у настави српског језика и књижевности. Теоријски оквири рада усмерени су на разматрање наставних модела: од појмовног одређења, преко врста и подела, до моделовања процеса учења. Истражене су могућности примене осам одабраних нових наставних модела &ndash; егземпларног, индивидуализованог, интерактивног, проблемског, програмираног, пројектног, сарадничког и хеуристичког.<br />Како би се испитали ефекти примене нових наставних модела подржаних информационо-комуникационим технологијама (ИКТ) на постигнућа ученика, у односу на традиционални модел, спроведено је експериментално истраживање у четири сомборске средње школе &ndash; Средњој техничкој школи, Средњој економској школи, Средњој медицинској школи &bdquo;Др Ружица Рип&ldquo;, Гимназији &bdquo;Вељко Петровић&ldquo; и једној кулској школи &ndash; Економско-трговинској школи, у другом полугодишту школске 2014/15. године и током школске 2015/16. године на узорку од 1724 ученика из сва четири разреда.<br />Резултати истраживања показују да су ученици у експерименталним групама, у којима су примењени нови наставни модели, имали виша постигнућа у односу на ученике контролних група, односно да су нови наставни модели ефикаснији од традиционалног.<br />Субјекатски положај ученика уз примену индивидуализације и диференцијације у новим наставним моделима, допринели су, уз виша постигнућа ученика и бројне продукте рада, и већој самосталности и ангажованости ученика, интерактивној комуникацији и лакшем препознавању даровитих и креативних ученика.</p> / <p>U radu je istražen uticaj novih modela rada na postignuća učenika u nastavi srpskog jezika i književnosti. Teorijski okviri rada usmereni su na razmatranje nastavnih modela: od pojmovnog određenja, preko vrsta i podela, do modelovanja procesa učenja. Istražene su mogućnosti primene osam odabranih novih nastavnih modela &ndash; egzemplarnog, individualizovanog, interaktivnog, problemskog, programiranog, projektnog, saradničkog i heurističkog.<br />Kako bi se ispitali efekti primene novih nastavnih modela podržanih informaciono-komunikacionim tehnologijama (IKT) na postignuća učenika, u odnosu na tradicionalni model, sprovedeno je eksperimentalno istraživanje u četiri somborske srednje škole &ndash; Srednjoj tehničkoj školi, Srednjoj ekonomskoj školi, Srednjoj medicinskoj školi &bdquo;Dr Ružica Rip&ldquo;, Gimnaziji &bdquo;Veljko Petrović&ldquo; i jednoj kulskoj školi &ndash; Ekonomsko-trgovinskoj školi, u drugom polugodištu školske 2014/15. godine i tokom školske 2015/16. godine na uzorku od 1724 učenika iz sva četiri razreda.<br />Rezultati istraživanja pokazuju da su učenici u eksperimentalnim grupama, u kojima su primenjeni novi nastavni modeli, imali viša postignuća u odnosu na učenike kontrolnih grupa, odnosno da su novi nastavni modeli efikasniji od tradicionalnog.<br />Subjekatski položaj učenika uz primenu individualizacije i diferencijacije u novim nastavnim modelima, doprineli su, uz viša postignuća učenika i brojne produkte rada, i većoj samostalnosti i angažovanosti učenika, interaktivnoj komunikaciji i lakšem prepoznavanju darovitih i kreativnih učenika.</p> / <p>In this paper, the effect of new models of work on students` achievement in Serbian language and literature teaching has been investigated. Theoretical frameworks are directed at observing the teaching models &ndash; from conceptual defining, over classes and classification to modelling the process of learning. The application possibilities of eight chosen new teaching models have been analysed &ndash; exemplary, individualised, interactive, problem- solving, programmed, projected, co-teaching and heuristic.<br />In order to investigate the effects of application of new teaching models supported by information-communication technologies (ICT) on students` achievements when compared to the traditional model, experimental research was carried out in four secondary schools in Sombor &ndash; Secondary Technical school, Secondary school of Economics, Secondary Medical school Dr Ruzica Rip, Grammar school Veljko Petrovic and one school in Kula &ndash; Secondary school of Economics and Trade during the second term of school year 2014/ 15 and throughout 2015/ 16 on 1724 students in all four years.<br />The results of the survey showed that students in experimental groups, in which new teaching models had been applied, had higher achievements when compared to students in control groups, meaning that new teaching models were more efficient than traditional methods.<br />Subject position of students, in addition to individualisation and differentiation in new teaching models contributed to greater achievements and numerous products of work, greater self- reliance and students` commitment, interactive communication and easier recognition of gifted and creative students.</p>

The overarching aim of this thesis is to explore how teaching and learning in tertiary education is performed in times of change both in language policy and learning approaches. The study takes social constructivist and socio-cultural theories as its major points of departure. These theories are combined with cognitive theory of learning with multimedia. The four studies comprising this thesis are born out of a new situation demanding the mastery of a scientific language in English and new ways of teaching and learning backed with ICT. The studies set out to investigate (i) how students and teachers adapt to a change of medium of instruction (ii) what teachers and students of physics learn when constructing a multimedia vocabulary learning instrument (iii) the impact of two methods of teaching vocabulary on students’ test performance and (iv) how teachers reflect on the use of ICT in Physics teaching. To attain these targets, the study employed a blend of qualitative and quantitative designs to gather relevant data. In three studies, data were gathered from classroom practices in tertiary education. The fourth study included teacher interviews on their experiences with ICT. Findings indicate that the understanding of physics was facilitated by a variation in language use in different classroom spaces, students and teachers’ collaborative selection of technical vocabulary and a multimedia tool of technical vocabulary software constructed by two teachers and the researcher. According to the teachers, the quality of physics teaching would be enhanced further by adopting learner-centred teaching methods and the integration of more advanced ICT. The studies show that teachers and students are on their way to develop ICT tools for teaching and learning. Given adequate support, this can pave the way for transforming teaching and allowing for further quality development in innovative and creative ways of learning with ICT. / Det övergripande syftet med denna avhandling är att undersöka hur undervisning och lärande inom högre utbildning sker i tider av förändring både inom språkpolicy och inom lärande. Studien tar socialkonstruktivistiska och socio-kulturella teorier som utgångspunkt. Dessa teorier har kombinerats med en kognitiv teori om lärande med multimedia. Studien består av fyra studier som behandlar den nya situation som uppstått när studenter och lärare behöver bemästra ett vetenskapligt språk på engelska och nya sätt att undervisa och lära med stöd av IKT. Studiernas syfte är att undersöka (i) hur studenter och lärare anpassar sig till ett förändrat undervisningsspråk (ii) vad lärare och studenter inom fysik lär när de konstruerar ett multimedia instrument (iii) utfallet av två olika metoder att lära studenter ett fackspråk inom fysik som det visar sig i olika test (iv) hur lärare reflekterar över användningen av IKT inom ämnesområdet fysik. För att uppnå dessa mål används en kombination av kvalitativa och kvantitativa metoder. I tre studier samlades data från klassrumspraktiker inom högre utbildning. I den fjärde studien intervjuades lärare om sina erfarenheter med IKT. Resultaten visar att förståelse av fackspråkliga begrepp underlättades av att olika språk användes beroende på avstånd eller närhet till eleverna i klassrummet. Samarbete mellan studenter och lärare i att välja ord och begrepp som skulle användas och mellan lärarna och forskaren i att konstruera ett multimedia-instrument påverkade också lärandet positivt. Enligt de intervjuade lärarna skulle kvaliteten i fysikundervisningen kunna förbättras ytterligare genom att använda elevcentrerade undervisningsmetoder och mer avancerad IKT. Studierna visar att lärare och studenter är på väg att utveckla IKT redskap för undervisning och lärande. Med adekvat stöd kan detta bereda vägen för en transformering av undervisningen och ge utrymme för vidare kvalitetsutveckling genom uppfinningsrika och kreativa sätt att lära med stöd av IKT.

The production and consumption of information and communication technology (ICT) products and services continue to grow worldwide. This trend is accompanied by a corresponding increase in electricity use by ICT, as well as direct environmental impacts of the technology. Yet a more complicated picture of ICT’s effects is emerging. Positive indirect effects on environmental sustainability can be seen in substitution and optimization (enabling effects), and negative indirect effects can be seen in additional demand due to efficiency improvements (rebound effects). A variety of methods can be employed to model and assess these direct and indirect effects of ICT on environmental sustainability. This doctoral thesis explores methods of modeling and assessing environmental effects of ICT, including electronic media. In a series of five studies, three methods were at times applied in case studies and at others analyzed theoretically. These methods include life cycle assessment (LCA) and complex systems modeling approaches, including System Dynamics (SD) and agent-based (AB) modeling. The first two studies employ the LCA approach in a case study of an ICT application, namely, the tablet edition of a Swedish design magazine. The use of tablets has skyrocketed in recent years, and this phenomenon has been little studied to date. Potential environmental impacts of the magazine’s tablet edition were assessed and compared with those of the print edition. The tablet edition’s emerging version (which is marked by a low number of readers and low reading time per copy) resulted in higher potential environmental impacts per reader than did the print edition. However, the mature tablet edition (with a higher number of readers and greater reading time per copy) yielded lower impacts per reader in half the ten impact categories assessed. While previous studies of electronic media have reported that the main life-cycle contributor to environmental impacts is the use phase (which includes operational electricity use as well as the manufacture of the electronic device), the present study did not support those findings in all scenarios studied in this thesis. Rather, this study found that the number of readers played an important role in determining which life-cycle phase had the greatest impacts. For the emerging version, with few readers, content production was the leading driver of environmental impacts. For the mature version, with a higher number of readers, electronic storage and distribution were the major contributors to environmental impacts. Only when there were many readers but low overall use of the tablet device was the use phase the main contributor to environmental impacts of the tablet edition of the magazine. The third study goes beyond direct effects at product- and service-level LCAs, revisiting an SD simulation study originally conducted in 2002 to model indirect environmental effects of ICT in 15 European countries for the period 2000-2020. In the current study, three scenarios of the 2002 study were validated in light of new empirical data from the period 2000–2012. A new scenario was developed to revisit the quantitative and qualitative results of the original study. The results showed, inter alia, that ICT has a stimulating influence on total passenger transport, for it makes it more cost- and time-efficient (rebound effects). The modeling mechanism used to represent this rebound effect is further investigated in the fourth study, which discusses the feedback loops used to model two types of rebound effects in passenger transport (direct economic rebound and time rebound). Finally, the role of systems thinking and modeling in conceptualizing and communicating the dynamics of rebound effects is examined. The aim of the fifth study was to explore the power of systems modeling and simulation to represent nonlinearities of the complex and dynamic systems examined elsewhere in this thesis. That study reviews previous studies that have compared the SD and AB approaches and models, summarizing their purpose, methodology, and results, based on certain criteria for choosing between SD and AB approaches. The transformation procedure used to develop an AB model for purposes of comparison with an SD model is also explored. In conclusion, first-order or direct environmental effects of ICT production, use, and disposal can be assessed employing an LCA method. This method can also be used to assess second-order or enabling effects by comparing ICT applications with conventional alternatives. However, the assessment of enabling effects can benefit from systems modeling methods, which are able to formally describe the drivers of change, as well as the dynamics of complex social, technical, and environmental systems associated with ICT applications. Such systems methods can also be used to model third-order or rebound effects of efficiency improvements by ICT. / Den ökande produktionen och konsumtionen av produkter och tjänster inom informations- och kommunikationsteknik (IKT) leder till en ökning av den globala elanvändningen samt direkta miljökonsekvenser kopplade till IKT. Men IKT har även indirekta miljömässiga effekter. Dessa kan vara positiva till exempel genom substitutions- och optimeringseffekter eller negativa genom att till exempel ge upphov till ytterligare efterfrågan på grund av effektivisering (så kallade reboundeffekter). Olika metoder kan användas för att modellera och bedöma både direkta och indirekta effekter av IKT. Syftet med denna avhandling är att undersöka metoder för modellering samt att studera miljöeffekter av IKT och elektronisk media med hjälp av livscykelanalys (LCA) och även modellering av komplexa och dynamiska system, samt simuleringsteknik, så som System Dynamics (SD) och agentbaserad (AB) modellering. Avhandlingen omfattar fem artiklar (artikel I-V). Artikel I &amp; II beskriver resultaten från en fallstudie där miljöeffekter kopplade till en svensk tidskrift studeras med LCA. Tidskriftens version för surfplatta samt motsvarande tryckta version studeras och jämförs. Artikel III går ett steg vidare från produktnivåns LCA. Artikeln återkopplar till en SD simuleringsstudie som ursprungligen genomfördes under 2002. Simuleringsstudien gällde framtida miljöeffekter av IKT i 15 europeiska länder med tidspespektivet 2000-2020. I artikeln valideras tre scenarier från simuleringsstudien med hjälp av nya empiriska data från 2000-2012 och ett nytt scenario modelleras. Kvantitativa och kvalitativa resultat från den ursprungliga studien diskuteras. Till exempel visar artikel III att IKT har en stimulerande effekt på den totala persontrafiken genom att göra den mer kostnads- och tidseffektiv (reboundeffekt). Modelleringsmekanismen som används för att representera denna reboundeffekt diskuteras vidare i artikel IV. Artikeln belyser och diskuterar den återkopplingsslinga (feedback-loop) som används för att modellera två typer av reboundeffekter kopplade till persontrafik (direkt ekonomisk rebound och tidsrelaterad rebound) samt jämför med en tidigare studie. Artikel IV behandlar också den roll systemtänkande och modellering kan spela i konceptualisering och kommunikation av reboundeffekters dynamik. För att ytterligare undersöka systemmodelleringens och simuleringens möjligheter att representera icke-linjära komplexa och dynamiska system (exempel på sådana diskuteras i artikel III och IV), sammanställer artikel V tidigare studier som jämför SD och AB-metoder och -modeller.  Studiernas mål och metod summeras och resultaten med avseende på vilka kriterier som presenteras för att välja mellan SD och AB sammanställs. Även processen för att omvandla en befintlig SD-modell till en AB-modell beskrivs. Avhandlingens slutsats är att LCA och systemmodelleringsmetoder kan vara användbara för att studera IKTs direkta effekter så väl som indirekta effekter på miljön. / <p>QC 20150813</p>

Low achievement in Mathematics is a problem that faces schools, colleges and universities, not only in South Africa, but worldwide. Many efforts have been made to explore different ways in which teaching and learning can be more effective. ICT provides endless possibili–ties to enhance the teaching and learning of Mathematics. The purpose of this study is to determine teacher–students’ attitude towards ICTs in order to plan for effective, efficient and appropriate methods of Mathematics education. It further aims to determine to what extent these students will be willing to use ICTs in their own studies as well as in the teaching pro–cess in their classrooms, and aims to compare the students’ attitudes across three countries i.e. South Africa, Tanzania and Finland. The population consisted of Mathematics education teacher–students enrolled at the following institutions: School for Continuing Teacher Educa–tion (SCTE) at the North–West University in South Africa (317 students), the Iringa University College, University of Tumaini in Tanzania (111 students), and the University of Joensuu in Finland (56 students). This study followed a quantitative cross–sectional survey design com–prising a single mode research questionnaire to three groups of students in three countries. The instrument that was used was based on the Loyd and Gressard Computer Attitude Sur–vey (1984) (CAS), with a few additional questions to add to the relevance of this study. Questionnaires were completed by each group of students. The questionnaires were posted to each Mathematics teacher–student at the SCTE with a return envelope included. The re–searcher visited Tanzania and administered the questionnaire to the students at their univer–sity and some students in Finland completed the survey online while others completed a pa–per–based copy, which was returned to the researcher. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used, and where appropriate, effect sizes were calculated. Findings indi–cated that the teacher–students have a positive attitude to computers and that they are willing to use ICTs in their own studies and in their teaching at school. The comparison of their atti–tudes revealed that the South African and Tanzanian teacher–students have a more positive attitude towards ICTs than the Finnish students. The teacher–students in the two African countries were also more willing to use ICTs than the students in Finland, despite their in–creased exposure and access to technology. To create an environment of effective Mathe–matics education, a number of factors play an important role. Mathematics education sup–ported by good pedagogical content knowledge can be transformed into effective Mathemat–ics education with the aid of a positive computer attitude and willingness to use technology. Together these aspects are supported by the technological pedagogical content knowledge (TPCK) framework. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Low achievement in Mathematics is a problem that faces schools, colleges and universities, not only in South Africa, but worldwide. Many efforts have been made to explore different ways in which teaching and learning can be more effective. ICT provides endless possibili–ties to enhance the teaching and learning of Mathematics. The purpose of this study is to determine teacher–students’ attitude towards ICTs in order to plan for effective, efficient and appropriate methods of Mathematics education. It further aims to determine to what extent these students will be willing to use ICTs in their own studies as well as in the teaching pro–cess in their classrooms, and aims to compare the students’ attitudes across three countries i.e. South Africa, Tanzania and Finland. The population consisted of Mathematics education teacher–students enrolled at the following institutions: School for Continuing Teacher Educa–tion (SCTE) at the North–West University in South Africa (317 students), the Iringa University College, University of Tumaini in Tanzania (111 students), and the University of Joensuu in Finland (56 students). This study followed a quantitative cross–sectional survey design com–prising a single mode research questionnaire to three groups of students in three countries. The instrument that was used was based on the Loyd and Gressard Computer Attitude Sur–vey (1984) (CAS), with a few additional questions to add to the relevance of this study. Questionnaires were completed by each group of students. The questionnaires were posted to each Mathematics teacher–student at the SCTE with a return envelope included. The re–searcher visited Tanzania and administered the questionnaire to the students at their univer–sity and some students in Finland completed the survey online while others completed a pa–per–based copy, which was returned to the researcher. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross–tabulations were used, and where appropriate, effect sizes were calculated. Findings indi–cated that the teacher–students have a positive attitude to computers and that they are willing to use ICTs in their own studies and in their teaching at school. The comparison of their atti–tudes revealed that the South African and Tanzanian teacher–students have a more positive attitude towards ICTs than the Finnish students. The teacher–students in the two African countries were also more willing to use ICTs than the students in Finland, despite their in–creased exposure and access to technology. To create an environment of effective Mathe–matics education, a number of factors play an important role. Mathematics education sup–ported by good pedagogical content knowledge can be transformed into effective Mathemat–ics education with the aid of a positive computer attitude and willingness to use technology. Together these aspects are supported by the technological pedagogical content knowledge (TPCK) framework. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Förmåga att använda informations- och kommunikationsteknik framhålls numeraofta som en förutsättning för delaktighet på lika villkor i samhällslivet. Näraförknippat med detta är de insatser som görs för att överbrygga digitala klyftor isamhället. IKT har gjort deltagandet i samhällslivet mer möjligt för personer medsynnedsättning. Tillgång till teknik innebär dock inte alltid att den kan användas ivardagen. I denna avhandling analyseras den förmedlingsprocess som sker när barnmed grav synnedsättning, genom förskrivning på syncentraler, får tillgång tilldatortekniska hjälpmedel, samt hur barnen därefter tillägnar sig tekniken genom att,med olika stödpersoners hjälp, använda den i skolan och hemmet. Åtta barn (mellan7-18 år) från två syncentralers upptagningsområden deltog i studien, tillika medderas föräldrar, stödpersoner i skolan samt personal (datortekniker och anpassningslärare)från syncentralerna. Undersökningsmaterialet har samlats in genom intervjuer,samtal och observationer. Barnen har skrivit aktivitetsrelaterade dagböcker. Förmedlingsprocessen involverar många personer från flera organisationer och ärutsträckt i tid och rum. Olika rationaliteter ställs mot varandra när professionelltverksamma från syncentral och skola, tillsammans med föräldrar ska möjliggöra förbarnen att ta tekniken i bruk. Med utgångspunkt från datorn som hjälpmedel diskuterastre projekt vars mål är viktiga för barnet att nå: att lära sig, att bli socialtdelaktig och att bli självständig. Dessa projekt står ofta i konflikt med varandra, tillexempel barnens önskan att träna på datorn samtidigt som de vill leka med sinakamrater. Med en tidsgeografisk ansats analyseras situationer där konflikter uppstår,samt vilka avvägningar och försök till samordning som görs av de inblandadeparterna. Skolan utgör ett område där den övergripande samhälleliga ambitionen omett liv på lika villkor ska konkretiseras. Analysen pekar på att uppmärksamhet börriktas såväl mot den individcentrerade kompensatoriska användningen av tekniskahjälpmedel, som mot skolans uppläggning av undervisningen (strukturell förändring förtillgänglighet). Ett helhetsperspektiv på förmedlingsprocessen möjliggör långsiktigplanering där tidsrumsliga dimensioner betraktas och dess fragmentering minskas. / The ability to use information and communication technology is regarded today as acondition for participation in society. Closely associated with this are measurestaken to reduce the digital divide in society. Computer technology is accepted asmaking it possible for people with disabilities to manage most things on their ownthat previously required some help of others. However, access to technology doesnot necessarily equal usability. This thesis explores and analyses the mediationprocess that occurs when children with visual impairment, access assistive computertechnologies, and how these, by the help of support persons, are used in home and atschool. Eight children (between seven and eighteen years of age) were included inthe study, as well as their parents, support persons in school and professionals fromthe Low Vision Clinics. Research data have been collected through interviews,conversations, observations and activity oriented diaries. The mediation processinvolves a number of persons and organisations and is both organisationally complexand extended in time and space. Different rationalities are set against eachother, when professionally active persons from the Low Vision Clinics and schools,together with parents make it possible for the children to use the assistive devices.From the standpoint of the computer as an aid, three projects are discussed whosegoals are important for the child to achieve to be able to, in the short and long run,live life to the full. These projects are ‘learning’, ‘becoming socially involved’ and‘becoming independent’. The projects can often be in conflict with each other; forexample the children’s desire to practice on the computer against their wanting toplay with their friends at the same time. With a time-geographic approach,situations in which conflicts and trade-offs arise, as well as the coordination effortsmade by those involved, are analysed. The school constitutes an area in which theoverreaching societal ambition of a life on equal terms is realised. This studydiscusses how compensation for the individual as well as structural change foraccessibility manifests itself in organisation, structures and supportive efforts.

Titel: Dyslexi, internet och stigma – en netnografisk studie av nätbaserad kommunikation hos personer med dyslexi Författare: Helena Taubner Handledare: Åsa Wengelin Examinator: Magnus Tideman Magisteruppsats (30 hp) i handikappvetenskap vid Högskolan i Halmstad, våren 2013 Uppsatsen är skriven på svenska. Vår kommunikation förändras ständigt, och internet är en viktig faktor i den utvecklingen. Nya sätt att effektivisera skriften, som till exempel förkortningar och specialtecken, växer fram. Vi blandar det skrivna språket med foton, filmer, ljudklipp och länkar. Normerna för vad som anses vara korrekt språk förändras. När omgivningens förväntningar på oss inte motsvaras av våra förmågor uppstår ett stigma. Detta är vad som händer för en person med dyslexi när kraven på läs- och skrivförmåga blir för höga. Vad händer när kommunikationen flyttas till den sociala miljö som internet utgör, med de nya normer som råder där? Studien behandlar följande tre forskningsfrågor: • Hur kommunicerar personer med dyslexi på nätet? • Hur resonerar personer med dyslexi om sin nätbaserade kommunikation? • Hur kontrollerar personer med dyslexi sitt stigma när de kommunicerar på nätet? Studien är en dubbel, kvalitativ fallstudie baserad på semistrukturerade intervjuer och netnografisk skuggning av två informanter, Andreas och Linda. Resultaten har analyserats med hjälp av begrepp från Goffmans teori om stigmatisering. Trots att Andreas har större svårigheter med att läsa och skriva än Linda, har han ändå ett mindre stigma när det gäller kommunikation på nätet, eftersom han mer medvetet kontrollerar sitt stigma. En avgörande faktor för båda informanterna är om nätforumet är synkront eller asynkront (det är omöjligt för dem att passera i synkrona forum). Studien visar alltså att graden av svårigheter att läsa och skriva inte nödvändigtvis styr graden av stigmatisering. / Titel (translated from Swedish): Dyslexia, the internet and stigma – a netnographic study of online communication in people with dyslexia Author: Helena Taubner Supervisor: Åsa Wengelin Examinator: Magnus Tideman Masters thesis (30 ECTS) in Disability Studies, University of Halmstad, Sweden, spring 2013 The thesis is written in Swedish. Our communication continually changes, and the internet is an important factor in that development. New ways of making writing more efficient, for example the use of abbreviations and special symbols are emerging. We mix written language with photos, films, sound clips and links. Norms for what is considered to be the correct use of language are displaced. When our abilities do not match society’s expectations, stigmatization occurs. This is what happens to a person with dyslexia when the demands placed upon them for their reading and writing abilities become too high. What happens when the communication moves into the online environment? The following three issues are addressed: • How do individuals with dyslexia communicate online? • How do individuals with dyslexia relate to their online communication? • How do individuals with dyslexia control their stigma when communicating online? The study is a two-part qualitative case study based upon semi-structured interviews and netnographic shadowing with two informants, Andreas and Linda. The results were analysed with reference to Goffman’s theory of stigma. In spite of the fact that Andreas has greater difficulties with reading and writing than Linda, he experiences less stigma in relation to communication, since he more consciously manages to control his stigma. A crucial factor for both informants is whether or not the online forum is synchronous or asynchronous (it is impossible for them to pass in synchronous forums). Hence, the study suggests that the degree of stigmatization does not necessarily correspond to the degree of difficulties with reading and writing.

This thesis project explores how interactive technologies can facilitate a sense of social connectedness with others whilst remotely located. While studying the way humans use rituals for emotional management, I focused my interest on the act of commensality because it is one of the oldest and most important rituals used to foster togetherness among families and groups of friends. Dining with people who do not belong to the same household is of course hard during a global pandemic, just like many of the other forms of social interactions that were forcibly replaced by the use of technological means such as video-chat apps, instant messaging and perhaps an excessive use of social networking websites. These ways of staying connected, however, lack the subtleties of real physical interaction, which I tried to replicate with my prototype system, which consists of two sets of a lamp and a coaster which enable to communicate through light and tactile cues. The use of such devices creates a new kind of ritual based on the simultaneous use of the devices by two people, thus enabling a new and original form of commensality that happens through a shared synchronized experience.