La present tesi realitza un seguiment del primer any d’implementació del projecte eduCAT1x1 a la demarcació educativa de les Terres de l’Ebre, on durant el curs 2010/2011 s’ha generalitzat un model basat en la completa digitalització de les aules d’Educació Secundària Obligatòria (incorporació de pissarres digitals interactives, distribució d’un microportàtil a cada alumne, generalització dels llibres digitals, connexió de les aules a la xarxa, etc.). Aquest seguiment focalitza especialment en els aspectes relatius a la infraestructura, a la competència digital de l’alumnat i a l’aprofitament al si d’una de les assignatures; i està previst realitzar-lo amb tres Instituts d’Ensenyament Secundari públics de la demarcació. Pel que fa a la implementació, es detecten mancances pel que fa a les infraestructures, a la qualitat dels materials educatius digitals i a les possibilitats de compartició, a la productivitat de les tecnologies i a la formació del professorat; pel que fa a la competència digital de l’alumnat, es constaten mancances en relació a la seva capacitat de fer servir les TIC per a l’aprenentatge; i finalment, pel que fa a l’aprofitament a l’assignatura de Llengua Castellana, atès el baix aprenentatge de la competència comunicativa, es detecta un greu problema curricular i un escàs rendiment de la innovació aplicada. Una vegada analitzada la implementació, es formulen diferents propostes de millora adreçades a millorar la realitat d’eduCAT1x1. / This Ph. D. report presents the explanation of the the first eduCAT1x1 project year implementation in the educational demarcation of Terres de l’Ebre (Tarragona), during the school year 2010/2011, where it has been generalized a model based on the complete Secondary Education classrooms digitization (incorporating interactive whiteboards, microlaptops for each student, digital books, connecting classrooms to the Internet, etc.). This report focuses particularly on matters relating to infrastructure, the students digital competence and the improving within one of the subjects, and it has been developed in three public high schools from our area. Regarding the implementation issue, we have found weaknesses in terms of infrastructures, the quality of digital educational materials, the possibilities of knowledge sharing and teacher training options; regarding the students digital competence, we’ve shown clear shortcomings in relation to their ability to use ICT for their own learning; and, finally, regarding the real improving within the Spanish language subject, it is very clear the low level of communicative competence learning, so we’ve detected a serious curricular problem among others. Once exposed the implementation process, we formulate several learning improving proposals in the context of this eduCAT1x1 project.

As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The purpose of this study was to determine if there was a relationship between participation in Cross Career Learning Communities (CCLC), a type of Professional Learning Community (PLC), and teacher retention in participating Network for Enhancing Teacher-Quality (NET-Q) schools in a southeastern state. One-to-one exact matching was used to match 251 teachers in CCLC groups to 251 control teachers on eight variables including both system and individual level variables. Results showed a ten percent significant difference between the retention percentages within the state public school systems favoring CCLC teachers, χ2(1) = 21.17, N = 502, p < .05, with a medium effect size of h = .4. For teachers participating in CCLCs, a secondary research question asked if there were any differences in teacher retention in schools that had mandatory participation versus those that had voluntary participation. No significant difference was found between participation types and teacher retention. Furthermore, no significant difference was found in the attrition rates between the novice and the veteran teachers participating in the CCLCs. Based on a question from the NET-Q survey, the percentage of teachers indicating that their participation in CCLCs positively influenced their decision to continue in teaching, estimated at 31%, was statistically significant. This study extends the research on one particular type of PLC to teacher retention. The findings of this study may aid school leaders in better understanding how they can address and impact teacher retention in teaching and in their school buildings. Suggestions for future research and implications for policies addressing teacher support and retention are discussed.

<p>Today’s increasing information supply raises the needfor more effective and automated information processing whereindividual information adaptation (personalization) is onepossible solution. Earlier computer systems for personalizationlacked the ability to easily define and measure theeffectiveness of personalization efforts. Numerous projectsfailed to live up to the their expectations, and the demand forevaluation increased.</p><p>This thesis presents some underlying concepts and methodsfor implementing personalization in order to increase statedbusiness objectives. A personalization system was developedthat utilizes descriptions of information characteristics(metadata) to perform content based filtering in anon-intrusive way.</p><p>Most of the described measurement methods forpersonalization in the literature are focused on improving theutility for the customer. The evaluation function of thepersonalization system described in this thesis takes thebusiness operator’s standpoint and pragmatically focuseson one or a few measurable business objectives. In order toverify operation of the personalization system, a functioncalled bifurcation was created. The bifurcation functiondivides the customers stochastically into two or morecontrolled groups with different personalizationconfigurations. Bygiving one of the controlled groups apersonalization configuration that deactivates thepersonalization, a reference group is created. The referencegroup is used to measure quantitatively objectives bycomparison with the groups with active personalization.</p><p>Two different companies had their websites personalized andevaluated: one of Sweden’s largest recruitment servicesand the second largest Swedish daily newspaper. The purposewith the implementations was to define, measure, and increasethe business objectives. The results of the two case studiesshow that under propitious conditions, personalization can bemade to increase stated business objectives.</p><p><b>Keywords:</b>metadata, semantic web, personalization,information adaptation, one-to-one marketing, evaluation,optimization, personification, customization,individualization, internet, content filtering, automation.</p>

Syftet med studien är att undersöka hur lärare och elever på musik- eller kulturskola kommunicerar med varandra i enskild undervisning med fiol som instrument. Med hjälp av videoobservation som metod har tre lärare och deras elever observerats. Studiens teoretiska utgångspunkter utgörs av ett designteoretiskt och multimodalt perspektiv. I resultatet framkommer att lärarna använder sig av ett flertal olika kommunikationssätt i sin undervisning. Kommunikationssätten är instruerande, frågeställande, förevisande, metaforiskt och humoristiskt kommunikationssätt. Resultatet visar även att dessa kommunikationssätt kombineras på olika sätt. I diskussionskapitlet diskuteras lärarnas olika sätt att designa undervisningen samt vilka förutsättningar olika typer av design får för elevers lärande. / The aim of this study is to explore how teachers and pupils in music schools communicate during one-to-one music lessons with violin as instrument. With video observation as a method, three teachers and three pupils have been observed. This study has its theoretical base in the design theoretical perspective and multimodality. The results show that the teachers use several different ways of communication in their teaching; they instruct and demonstrate, they use questions and metaphors and also communicate in a humorous way. The results even show that the ways of communication are combined in different ways. In the discussion chapter the teachers’ different teaching designs are discussed as well as which conditions different types of designs has for the pupils learning.

Min studie undersöker en nyligen införd en-till-en-satsning i en svensk gymnasieskola, med tonvikt på upplevda utmaningar och möjligheter, liksom förhoppningar inför framtiden. Den metod jag valt är kvalitativa intervjuer med fem lärare, var och en slumpmässigt vald från varje utbildningsprogram skolan erbjuder. Studiens primära resultat är att lärarna verkar nöjda med satsningen, och tror den kommer att leda till stora fördelar i framtiden. De tror den kommer att leda till mer effektiva lektioner. Det finns dock en farhåga att vissa elever inte kommer att klara av att motstå frestelsen att använda sitt nya verktyg som en slags digital distraktion, och att de kommer att hamna efter som ett resultat av detta. Det finns också reservationer gällande vissa delar av implementationen. Informanterna hade gärna sett tidiga utbildningsinsatser för att lyfta alla lärare till en nivå där de hade kunnat utnyttja det nya systemet fullt ut. De önskar också att alla hårdvarukomponenter hade fungerat som de ska redan från början. Vissa viktiga delar har varit oanvändbara i nästan ett år. Dessa problem hade kunnat undvikas med bättre planering. Tidiga utbildningsinsatser, med tester av all nödvändig hårdvara, hade lett till en avsevärt bättre upplevelse för alla. / My study aspires to assess a recently implemented one-to-one computer initiative in a Swedish upper secondary school, with emphasis on perceived challenges and possibilities, as well as hopes for the future. The method chosen involves qualitative interviews with five teachers, randomly selected from each programme the school offers. The primary result of this study is that teachers seem satisfied with the initiative, and believe it will lead to great benefits in the future. They believe it will lead to more efficient lessons. There is a fear however, that some students will be unable to resist the temptation to use their new tool as a means of digital distraction, and that they will fall behind as a result. Also, there are reservations about parts of the implementation. The interviewees wish there had been early educational efforts to bring all teachers up to a level where they could use the system fully. They also wish all hardware components had worked as intended from the start. Some important parts have been unusable for almost a year. These problems could have been avoided with better planning. Early educational efforts, including testing of all necessary hardware, would have made for a substantially better experience for all.

As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The purpose of this study was to determine if there was a relationship between participation in Cross Career Learning Communities (CCLC), a type of Professional Learning Community (PLC), and teacher retention in participating Network for Enhancing Teacher-Quality (NET-Q) schools in a southeastern state. One-to-one exact matching was used to match 251 teachers in CCLC groups to 251 control teachers on eight variables including both system and individual level variables. Results showed a ten percent significant difference between the retention percentages within the state public school systems favoring CCLC teachers, χ2(1) = 21.17, N = 502, p < .05, with a medium effect size of h = .4. For teachers participating in CCLCs, a secondary research question asked if there were any differences in teacher retention in schools that had mandatory participation versus those that had voluntary participation. No significant difference was found between participation types and teacher retention. Furthermore, no significant difference was found in the attrition rates between the novice and the veteran teachers participating in the CCLCs. Based on a question from the NET-Q survey, the percentage of teachers indicating that their participation in CCLCs positively influenced their decision to continue in teaching, estimated at 31%, was statistically significant. This study extends the research on one particular type of PLC to teacher retention. The findings of this study may aid school leaders in better understanding how they can address and impact teacher retention in teaching and in their school buildings. Suggestions for future research and implications for policies addressing teacher support and retention are discussed.

Titel: Retargeting is like a boomerang, what you give is what you get Forskningsfråga:Vilken inverkan har företags användning av retargeting på konsumenters köpintention? Vad är konsumenters attityd till vad som anses etiskt accepterat gällande retargeting? Syfte:Studiens syfte är att klarlägga hur konsumenter ställer sig till individanpassad marknadsföring genom cookies, så kallad retargeting. Studien syftar även till att belysa den inställning som existerar gällande de etiska aspekterna marknadsföringsverktyget avser och hur det påverkar konsumentens köpintention. Metod: Studien bygger på en deduktiv forskningsansats där forskarna utgått från befintlig teori och format testbara hypoteser. Hypoteserna har sedan behandlats genom en kvantitativ forskningsmetod med fokus på enkätundersökningar. Den data som samlats in har analyserats främst utifrån ett positivistiskt synsätt, med visst inslag av ett hermeneutistiskt synsätt. Studiens urval består av svenska konsumenter som infinner sig på internet. Resultat och slutsats: Retargeting är ett vanligt förekommande marknadsföringsverktyg som konsumenter dagligen exponeras för. Däremot kan retargeting idag upplevas som något mättat med hänsyn till att det upplevs som ett vanligt förekommande fenomen. Cookies är ett av flera verktyg som retargeting bygger på. Företag använder cookies i syfte att rikta sina annonser med relevant innehåll till lämpliga konsumenter. Studiens resultat har visat på att uppfattning och attityd är de två aspekter som påverkar köpintentionen rörande området. Kännedom och integritetsbekymmer som studien avsåg att undersöka visade sig inte vara de främsta aspekterna i relation till köpintention rörande retargeting. Avslutningsvis kan förevisa att såsom retargeting exploateras idag uppger konsumenter inneha en mer negativ inställning till marknadsföringen än positiv, vilket företag bör ta i beaktning. / Title: Retargeting is like a boomerang, what you give is what you get Research question: How does the influence of retargeting impact consumers purchase intentions? What is the consumers attitude towards what is considered to be ethically correct regarding retargeting? Purpose: The purpose of the research is to clarify how consumer respond to individualized marketing through cookies, also called retargeting. The study also put emphasis on the attitude that exist regarding the ethical aspect of the marketing tool and how it impact consumers purchase intentions. Method: The study builds upon a deductive research approach where the researchers have used an already established theory in order to develop further hypotheses. The hypotheses have been developed through quantitative research method with emphasis on surveys. The data collected have been analyzed through a positivistic viewpoint, with certain elements of hermeneutical viewpoint. The study consists of swedish consumers on the internet. Results and conclusions:Retargeting is a common marketing tool that consumers are facing on a daily basis. However, retargeting can appear saturated with regards to recurring phenomenon. Cookies is one out of many tools that retargeting builds upon. Businesses are using cookies for the purpose to target their ads with relevance to content suited to the expected consumer. The result have shown that interpretation and attitude are the two major aspects that influence purchase intention. Knowledge and privacy violations were not two of the major aspects that would influence the purchase intention regarding retargeting. Consequently, the use of retargeting have resulted in a significant negative attitude among consumers, which businesses should highly take into consideration.

Digitaliseringen i svensk skola är en process som pågått under lång tid och från höstterminen 2017 finns nya skrivningar i läro-, kurs- och ämnesplaner om förstärkt digital kompetens (Skolverket, 2017). Kommuner satsar på att ge varje elev ett digitalt hjälpmedel i form av en bärbar dator eller lärplatta. Hittills har inte något tydligt samband mellan dessa digitala satsningar och ökad måluppfyllelse kunnat påvisas. Det finns få undersökningar om elevers uppfattningar av digitalisering i skolan vilket föranledde denna studie med syfte att undersöka och beskriva högstadieelevers egna uppfattningar av digitala läromedel jämfört med analoga i ämnet matematik och därigenom bidra till fördjupad kunskap. Tre forskningsfrågor formulerades för att uppfylla syftet: Hur arbetar elever med digitala läromedel jämfört med analoga läromedel? Vilka aspekter av lärande urskiljer elever i relation till digitala läromedel jämfört med analoga läromedel? Föredrar elever digitala läromedel, analoga läromedel eller både och? Då studiens syfte är att söka och beskriva elevers uppfattningar av ett fenomen har med utgångspunkt i detta gjorts valet att använda fenomenografisk ansats och denna kvalitativa metod har även använts för insamling och analys av data. För att besvara frågeställningarna består materialinsamlingen av 11 inspelade och transkriberade djupintervjuer med högstadieelever. Materialet har analyserats och resulterat i tre olika utfall med beskrivningskategorier kopplade till varsin frågeställning. Tillsammans utgör frågeställningarnas utfallsrum studiens resultat (Marton &amp; Booth, 2000; Uljens, 1989).  Resultatet visar att elever inte är odelat positiva till digitala läromedel i matematikundervisningen utan föredrar en kombination av digitala och analoga läromedel och beskriver motivation och variation som grund för ställningstagandet. Eleverna vill vara delaktiga i beslut rörande när och hur digitala och analoga läromedel bör användas för att vara till hjälp vid arbete och inlärning i matematik. Svensk skola kanske står inför en förändrad syn på kunskap och lärande i och med digitaliseringen där den traditionella kunskapssynen bör utmanas i syfte att nå ökad måluppfyllelse (Kjällander, 2014; Kroksmark et al., 2013; Steinberg, 2013). I denna förändringsprocess bör eleverna, utifrån en tolkning av deras utsagor i studien, få vara delaktiga. / The digitizing in Swedish school is a process in progress for many years and since the autumn term of 2017 there are new writings in the curriculum about strengthened digital competence (Skolverket 2017). Municipalities invest in giving every pupil a digital aid such as a laptop or a tablet. At the time, no clear connection between these invests and higher goal achievement have been proved. There are only a few studies about pupils´ perceptions of digitizing in school which prompted this study with purpose to investigate and describe secondary school pupils’ own perceptions of digital teaching materials compared to analogue in mathematics and thereby contribute to in-depth knowledge. Three research questions were formulated to fulfill the purpose: How do pupils work with digital teaching materials compared to analogue teaching materials in mathematics? What aspects of learning do pupils distinguish in relation to digital teaching materials compared to analogue teaching materials? Do pupils prefer digital teaching materials, analogue teaching materials or a combination? Since the purpose of the study is to search and describe the pupils’ perceptions of a phenomenon the choice has been made to use a phenomenographical approach and this qualitative method has also been used in gathering and analyzing data. To answer the research questions the material gathering consists of 11 recorded and transcribed interviews with secondary school pupils. The material has been analyzed and resulted in three different outcomes with description categories linked to each research question. Together, the questions outcomes constitute the result of the study (Marton &amp; Booth, 2000; Uljens, 1989). The result also shows that pupils are not undivided positive to digital teaching materials in mathematics and prefer a combination of digital and analogue teaching materials. They describe motivation and variation as a basis for their positioning. The pupils want to be involved in decision making concerning when and how digital and analogue teaching materials should be used to be helpful in work and learning in mathematics. The Swedish school stands in front of a changed view of knowledge and learning since digitizing where the traditional view of knowledge should be challenged in order to reach an increased goal achievement (Kjällander 2014; Kroksmark et al. 2013; Steinberg 2013). In this change process the pupils should, based on an interpretation of their perceptions in the study, be involved.

Användandet av tekniska artefakter som verktyg i undervisningen har ökat drastiskt de senaste åren i Sverige. Trots det finns det få undersökningar om ursprungskällans perspektiv på den nya vardagen, det vill säga elevernas upplevelser. Studiens syfte är att undersöka på vilka sätt eleverna kommunicerar i Lillhagaskolan efter införandet av Apples iPad och en-till-en metoden, det vill säga en teknisk artefakt per elev i undervisningen, samt vilka sammanhang som formar kommunikationspraktikerna. För att undersöka området använde vi oss av en kvalitativ metod, genom semistrukturerade intervjuer med några utvalda elever i årskurs sju. Datainsamlingen från vår studie har sedan analyserats med hjälp av Wengers teori om socialt lärande det vill säga praktikgemenskap. Den beskriver relationerna mellan praktiker, sociala gemenskaper, meningsskapande och utvecklingen av identitet vilka anses vara grundläggande aspekter för lärande. Det visade sig bland annat att praktikgemenskaper i stor utsträckning kunnat växa fram bland skoleleverna på grund av elevernas ömsesidiga engagemang kring användandet av iPad och dess applikationer. Valet av kommunikationsväg baserades bland annat på vilka applikationer kompisarna använde, tekniska aspekter samt kontexten. / The use of technical artifacts as working tools in the school environment has increased dramatically over the past years in Sweden. But despite that, there is not that much research about the pupils perspective, i.e. the students experiences and daily knowledge. This study's aim is to investigate the different communication channels the students utilize since Lillhagaskolan introduced Apples iPad and the one-to-one method, in other words one device per pupil in education, and the contexts that shape its use. To investigate the area this study used qualitative methods and semi structured interviews on a few students in seventh grade. The data from the study was analyzed through Wenger ́s theory of social learning “Community of Practice”. It describes the relation between practices, communities, meaning and identity, which are considered fundamental components of learning. It turned out that a Community of Practice developed because of the mutual engagement between the pupils because the pupils mutual engagement around the use of their iPads and applications. The common communication practices emerged based on for example what applications friends used, technical aspects and the context.

Today it is more and more common for schools to provide teachers as well as students with laptops. Projects like this are worldwide called "One-to-one", one laptop per child. This paper conveys thoughts and ideas from a number of teachers in a medium-sized Swedish municipality in which all high school students and teachers, since a couple of years, have their own laptops. The aim of this paper is to clarify how the teachers’ situation has been affected by the implementations of the laptops. The main focus is on pedagogical changes, aspects of changes in time and space, and the teachers' own learning process. The new technique involves a series of educational benefits that teachers use in more or less extent.The teachers who are interviewed in this paper share their own experiences working withthese matters. How the individual teachers handle the use of the laptops depends on their different attitudes towards the technology and towards the project. This paper can be used as an inspiration and guidance for other municipalities and schools that not yet provide laptops for all teachers and students.