The main purpose of this study is to find out how technology as a school subject is formed into pedagogical action. Issues addressed are: – How does teaching in the school subject of technology differ in terms of content and process? – How do frame factors influence teaching in technology? As analytic tools, concepts from philosophical thought on technology and education as well as frame factor theory are used to throw light on the way technology education takes shape in the practices of two primary school teachers. The philosophical concepts employed and developed have been inspired by the thinking of Martin Heidegger and John Dewey. These con-cepts are “place” and “shaping of technology,” where the shaping of tech-no¬logy involves the following phases: formulation of the assignment, analysis, visualization/construction and evaluation/reflection. The basic questions are investigated in two case studies over a period of one year. Data is collected based on ethnographic methods and consists of observations, video recordings, documentation in the form of teachers’ diaries as well as pupils’ work, taped interviews with pupils, and interviews with the two teachers both before and after the project was finished. The overall results of the study show that the two teachers, to a different degree, use place, e.g. they try to use the children’s own experiences and the surrounding environment as a starting point in their teaching. They try to organize their teaching as a process of knowledge construction instead of as a process of transmission. In that process, different forms of represen¬tation are used, such as sketches, model constructions and written docu¬mentation, with the element of model construction providing a common denominator given the availability of tools and material. Another similarity between the practices is that the children are given opportunities to work at problem solving in cases where there are no given solutions. However, they enter problems due to their own embodiment in a pedagogy of transmission, which results in the fact that the shaping of technology becomes difficult to organize. Strict borders between subjects, the fragmented timetable of the school, and the organization of the classroom space and scarce equipment and materials all influence the possibilities of teaching in technology.

Avsikten med denna studie var att undersöka vilka spår av teknikundervisning somfanns i grundskolans år ett till tre. Våra upplevelser var att lokala arbetsplaner ochmedvetet arbete inom teknikämnet saknades i år ett till tre, vilket vi ansåg försvåraelevernas chanser att uppnå målen för teknikämnet i slutet av år fem. Trots upplevelsenav att teknikämnet försummas, har vi ändå sett att lärare undervisar i teknik i år ett tilltre, dock omedvetet. Syftet blev därmed att studera teknikämnets förekomst och karaktärmer systematiskt och genom observation och analys kritiskt granska hur teknikämnetkom till uttryck i den vanliga undervisningen. Detta analyserades utifrån en kvalitativmetod med deltagande observationer och berättande observationsanteckningar sominsamlingsdata. Datainsamlingen genomfördes på två olika skolor och baseras påtjugoen lektionsobservationer. Resultatet visar att lärare i år ett till tre skapar möjligheter för eleverna att tillägna sigtekniska kunskaper och färdigheter, dock omedvetet, vilket vi benämner som doldteknikundervisning. Lärares omedvetna teknikundervisning resulterar i att elever i år etttill tre, genom handling eller resonemang, kan knyta an till kursplanemålen förteknikämnet i år fem. Det framkommer dock att lärarna inte alltid tar tillvara påelevernas initiativ, vilket genererar i att tillfällen att lyfta tekniken går förlorade. Vår uppfattning är att lärare är omedvetna om att delar i deras vanliga undervisningtillhör teknikämnet. Vi har sett dold teknikundervisning och tror att den förkommer istor utsträckning, därmed finns det dold måluppfyllelse som inte heller blir synlig förlärarna vid bedömning av kursplanemålen. / The purpose of this study, through our own experience of the course outline andconsciously work on the subject of technology, is that it is inadequate through years oneto three. This, we felt prevent students' chances of achieving the objectives in thesubject technology at the end of year five. Despite our experience of the subjecttechnology’s negligence, we have still seen that teachers teach technology in year one tothree, but unconsciously. With this background, we became curious about the traces oftechnology education that do exist in primary school’s years one to three. The aim wasto study technology’s prevalence and nature of a more systematic and thorough analysisto critically examine how the subject of technology was reflected in mainstreameducation. The method of study is qualitative in nature, involving observations andnarrative field notes as data collection. The data collection was carried out at twodifferent schools and is based on twenty-one lesson observations. The results show that teachers' unconsciously technology teachings actually succeed inthe students in year one to three, by act or reasoning may relate to curriculum objectivesfor the subject in year five. The results found that teachers in years one to three createopportunities for students to acquire technical knowledge and skills, however,unconsciously, which we refer to as hidden technology education. We have also seenthat the teachers do not always take advantage of their student’s initiative, which resultsin lost opportunities to further develop the subject. Our view remains that teachers are unaware that part of their regular teachings actuallybelongs to the technology topic. We have seen hidden technology teaching and believethat it is lost to a large extent; therefore, there is hidden effectiveness that does notbecome visible to the teachers.

This essay aims to investigate the perceptions of responsible personnel in a primary school about the use and importance of EQ, emotional intelligence, in the school's early years. With a hermeneutic approach and by qualitative interviews, we have taken note of the respondents perceptions about EQ. The result shows that EQ can be understood in different ways. Instead of having a common understanding of what EQ is the respondents mention that there are different areas associated with EQ.  Two major results are 1. The respondents who work in the lower age groups prefer to work with EQ regularly in scheduled lessons, but also integrated during the school day. 2. The respondents who work in the older age range (year 4) prefer only an integrated approach and considers that there may be perceived as artificially in the process of EQ, but that it should be about natural dilemmas from everyday life. The result also shows that the children have changed over time when the society has changed. Children are now, more than ever before, being admitted to the various media and use a lot of awake time to computer games and watching TV and film. As a consequence, today's school requires a higher degree of emotional and social skills. / Denna studie har till syfte att studera hur pedagogiskt ansvarig personal på en skola reflekterar kring betydelsen av och arbetet med EQ, emotionell intelligens, i skolans tidiga år. Med hjälp av en hermeneutiskt inspirerad forskningsansats och kvalitativa intervjuer har vi tagit del av respondenternas uppfattningar kring EQ. I resultatet framgår det att EQ kan uppfattas på olika sätt. Istället för att ha en gemensam uppfattning om vad EQ är menar de olika respondenterna att det finns olika områden som förknippas med EQ. De respondenter som arbetar i de yngre årskurserna föredrar att arbeta med EQ regelbundet på schemalagda lektioner, men också integrerat i verksamheten. Respondenterna som arbetar i de äldre åldrarna (årskurs 4) föredrar enbart ett integrerat arbetssätt och anser att det inte får upplevas som konstlat i arbetet med EQ, utan att det ska handla om naturliga dilemman ur vardagen. Resultatet belyser även att barnen har förändrats över tid i samband med att samhället har förändrats. Då barn nu i högre grad än tidigare blir upptagna av olika media och använder mycket vaken tid till dataspel, TV-tittande och film kräver dagens samhälle en högre grad av emotionell och social träning i skolan.

This study aimed to investigate how English language curriculum of the sixth, seventh and eighth grades of public primary schools was implemented by teachers and how it was experienced by students. The major areas of investigation were the teachers&rsquo / and students&rsquo / perceptions of the curriculum goals and content, instructional strategies, evaluation and assessment procedures, learner attitudes and the problems encountered during the curriculum implementation. Through a questionnaire for teachers and students, the data collected were from 368 teachers and 1235 students randomly selected from the 21 cities and 42 towns of the seven regions of Turkey. The results revealed that the implementation process of the English language curriculum showed differences in relation to the facilities of schools and classrooms, teacher and student characteristics and perceptions. Majority of the curriculum goals were attained at a moderate level and there were some problems with the selection and ordering of curriculum content. Various types of teacher-centered and learner-centered instructional strategies were implemented depending on the language skill to be taught and learned, and the students had positive attitudes towards most of these instructional strategies. The main problems encountered in the implementation process resulted from the lack of materials and resources, the course-book, the learners, the classroom environment and the curriculum. These problems influenced the attainment of goals, classroom practices and the assessment procedures. v Teachers&rsquo / perceptions of curriculum goals and content differed in relation to school location, age, teaching experience and educational background. Students&rsquo / perceptions of the curriculum differed in relation to their grade levels, gender, parents&rsquo / educational and English level and previous English grade. English language curriculum, English language teaching, curriculum implementation, teacher perceptions, student perceptions, primary school

This study examined the effects of social-ecological intervention on physical activity (PA) knowledge level and behaviors of rural middle school students. A pre-test post-test control group design was constructed. In addition, qualitative data was collected by focus group discussions after the post-test in experimental group. Two schools from similar rural settings were identified as experimental and control schools. In total 62 students from 6, 7, 8 grades of these schools participated in this study. Experimental school PA environment was changed based on the social-ecological model (SEM) with a focus on intrapersonal, interpersonal, community level, organizational factors, and public policies related with PA. Turkish version of health related fitness (HRF) knowledge test, v pedometer, exercise stages of change, PA self-efficacy, social support, and PA enjoyment questionnaires were used to gather information for the dependent variables for the present study. A focus group discussion was implemented in experimental school. Repeated Measures ANOVA was used for the numerical data analysis. Focus group transcriptions were analyzed by content analysis method. According to HRF knowledge and PA analysis, experimental school students significantly improved their HRF knowledge scores, PA levels, social support compared to the control group students (p&lt / 0.05). Focus groups results supported the quantitative findings. In conclusion, this study indicated the value of SEM in improving the health related fitness knowledge, PA level and social support of students in rural context. Improving the rural school context for PA promotion by SEM is strongly recommended.

<p>Avsikten med denna studie var att undersöka vilka spår av teknikundervisning somfanns i grundskolans år ett till tre. Våra upplevelser var att lokala arbetsplaner ochmedvetet arbete inom teknikämnet saknades i år ett till tre, vilket vi ansåg försvåraelevernas chanser att uppnå målen för teknikämnet i slutet av år fem. Trots upplevelsenav att teknikämnet försummas, har vi ändå sett att lärare undervisar i teknik i år ett tilltre, dock omedvetet. Syftet blev därmed att studera teknikämnets förekomst och karaktärmer systematiskt och genom observation och analys kritiskt granska hur teknikämnetkom till uttryck i den vanliga undervisningen. Detta analyserades utifrån en kvalitativmetod med deltagande observationer och berättande observationsanteckningar sominsamlingsdata. Datainsamlingen genomfördes på två olika skolor och baseras påtjugoen lektionsobservationer.</p><p>Resultatet visar att lärare i år ett till tre skapar möjligheter för eleverna att tillägna sigtekniska kunskaper och färdigheter, dock omedvetet, vilket vi benämner som doldteknikundervisning. Lärares omedvetna teknikundervisning resulterar i att elever i år etttill tre, genom handling eller resonemang, kan knyta an till kursplanemålen förteknikämnet i år fem. Det framkommer dock att lärarna inte alltid tar tillvara påelevernas initiativ, vilket genererar i att tillfällen att lyfta tekniken går förlorade.</p><p>Vår uppfattning är att lärare är omedvetna om att delar i deras vanliga undervisningtillhör teknikämnet. Vi har sett dold teknikundervisning och tror att den förkommer istor utsträckning, därmed finns det dold måluppfyllelse som inte heller blir synlig förlärarna vid bedömning av kursplanemålen.</p> / <p>The purpose of this study, through our own experience of the course outline andconsciously work on the subject of technology, is that it is inadequate through years oneto three. This, we felt prevent students' chances of achieving the objectives in thesubject technology at the end of year five. Despite our experience of the subjecttechnology’s negligence, we have still seen that teachers teach technology in year one tothree, but unconsciously. With this background, we became curious about the traces oftechnology education that do exist in primary school’s years one to three. The aim wasto study technology’s prevalence and nature of a more systematic and thorough analysisto critically examine how the subject of technology was reflected in mainstreameducation. The method of study is qualitative in nature, involving observations andnarrative field notes as data collection. The data collection was carried out at twodifferent schools and is based on twenty-one lesson observations.</p><p>The results show that teachers' unconsciously technology teachings actually succeed inthe students in year one to three, by act or reasoning may relate to curriculum objectivesfor the subject in year five. The results found that teachers in years one to three createopportunities for students to acquire technical knowledge and skills, however,unconsciously, which we refer to as hidden technology education. We have also seenthat the teachers do not always take advantage of their student’s initiative, which resultsin lost opportunities to further develop the subject.</p><p>Our view remains that teachers are unaware that part of their regular teachings actuallybelongs to the technology topic. We have seen hidden technology teaching and believethat it is lost to a large extent; therefore, there is hidden effectiveness that does notbecome visible to the teachers.</p>

<p>This essay aims to investigate the perceptions of responsible personnel in a primary school about the use and importance of EQ, emotional intelligence, in the school's early years. With a hermeneutic approach and by qualitative interviews, we have taken note of the respondents perceptions about EQ. The result shows that EQ can be understood in different ways. Instead of having a common understanding of what EQ is the respondents mention that there are different areas associated with EQ.  Two major results are 1. The respondents who work in the lower age groups prefer to work with EQ regularly in scheduled lessons, but also integrated during the school day. 2. The respondents who work in the older age range (year 4) prefer only an integrated approach and considers that there may be perceived as artificially in the process of EQ, but that it should be about natural dilemmas from everyday life. The result also shows that the children have changed over time when the society has changed. Children are now, more than ever before, being admitted to the various media and use a lot of awake time to computer games and watching TV and film. As a consequence, today's school requires a higher degree of emotional and social skills.</p><p> </p> / <p>Denna studie har till syfte att studera hur pedagogiskt ansvarig personal på en skola reflekterar kring betydelsen av och arbetet med EQ, emotionell intelligens, i skolans tidiga år. Med hjälp av en hermeneutiskt inspirerad forskningsansats och kvalitativa intervjuer har vi tagit del av respondenternas uppfattningar kring EQ. I resultatet framgår det att EQ kan uppfattas på olika sätt. Istället för att ha en gemensam uppfattning om vad EQ är menar de olika respondenterna att det finns olika områden som förknippas med EQ. De respondenter som arbetar i de yngre årskurserna föredrar att arbeta med EQ regelbundet på schemalagda lektioner, men också integrerat i verksamheten. Respondenterna som arbetar i de äldre åldrarna (årskurs 4) föredrar enbart ett integrerat arbetssätt och anser att det inte får upplevas som konstlat i arbetet med EQ, utan att det ska handla om naturliga dilemman ur vardagen. Resultatet belyser även att barnen har förändrats över tid i samband med att samhället har förändrats. Då barn nu i högre grad än tidigare blir upptagna av olika media och använder mycket vaken tid till dataspel, TV-tittande och film kräver dagens samhälle en högre grad av emotionell och social träning i skolan.</p>

The purpose of this study is to examine in what extent primary school teachers, teaching children in the age of 6 to 9, choose to use digital tools in their teaching of mathematics. I also want to examine what these teachers think, in terms of advantages and disadvantages, about using digital tools on their mathematics lessons. Finally I want to examine what skills they possess about digital tools. I am using a quantitative method to collect my data. The quantitative survey consisted of a questionnaire survey of ten questions that 38 primary school teachers have answered. The results of my study show that the teachers to some extent use digital tools when they teach mathematics and that the availability of various digital tools are generally good. But it turns out that the availability of tools is not a guarantee that they are used in teaching of mathematics. There is a great desire among the teachers in my study to use digital tools with greater frequency than in the current situation because it increases students' learning and motivation. To achieve this, the teachers need more resources such as skills, time and student computers / tablet computers.

published_or_final_version / Education / Master / Master of Education

Οι ασύρματες κινητές υπολογιστικές συσκευές (tablets) και οι εφαρμογές τους αποτελούν μια σημαντική πρόκληση για τα εκπαιδευτικά συστήματα, αφού διαφοροποιούν και επεκτείνουν τις χρήσεις των τεχνολογιών για μετάδοση και αναζήτηση πληροφοριών και για ανθρώπινη επικοινωνία και συνεργασία. Οι συσκευές αυτές είναι μεταφέρσιμες και λειτουργικές παντού, ενώ ταυτόχρονα μπορούν να συνδεθούν σε κινητά ή ασύρματα δίκτυα με σκοπό την ανταλλαγή οποιασδήποτε φύσης δεδομένων. Οι δυνατότητές τους αυτές, η φορητότητα και η συνδεσιμότητα, καθιστούν τις συσκευές αυτές εργαλεία που εν δυνάμει μπορούν να επηρεάσουν σημαντικά την εκπαίδευση και συνακόλουθα τη μάθηση. Σκοπός της συγκεκριμένης έρευνας είναι η ανάλυση της χρήσης των κινητών υπολογιστικών συσκευών στη σχολική τάξη και η μελέτη των δυνατών μαθησιακών χρήσεων των κινητών υπολογιστικών συσκευών στο δημοτικό σχολείο. Οι κινητές υπολογιστικές συσκευές, λόγω των ιδιαίτερων χαρακτηριστικών τους, είναι δυνατό να αποτελέσουν εργαλείο διδασκαλίας και μάθησης σε όλα τα γνωστικά αντικείμενα του προγράμματος σπουδών. Πιο συγκεκριμένα, στόχοι της παρούσας έρευνας είναι η μελέτη του τρόπου αλληλεπίδρασης και συνεργασίας μαθητών δημοτικού σχολείου με τις κινητές υπολογιστικές συσκευές, η αναζήτηση αποτελεσματικού τρόπου ενσωμάτωσης των συσκευών αυτών στη μαθησιακή διαδικασία, με τη χρήση διαφορετικής κατηγορίας εφαρμογών, με στόχο την ανάδειξη των ιδιαίτερων χαρακτηριστικών και δυνατοτήτων τους και η διερεύνηση της αποδοχή της συγκεκριμένης τεχνολογίας από τους μαθητές και τους εκπαιδευτικούς του δημοτικού σχολείου. Για το σκοπό αυτό, σχεδιάστηκε και αξιολογήθηκε ένα εκπαιδευτικό σενάριο, οι δραστηριότητες του οποίου αφορούσαν διαφορετικές μαθησιακές περιοχές του προγράμματος σπουδών του Δημοτικού Σχολείου. Αξιοποιήθηκαν οι δυνατότητες των κινητών υπολογιστικών συσκευών και αναδείχθηκαν οι δυνατότητές τους που υποστηρίζουν και πλαισιώνουν τη μαθησιακή διαδικασία. Το εκπαιδευτικό σενάριο υλοποιήθηκε στο 42ο Δημοτικό Σχολείο Πάτρας, και συγκεκριμένα στα δύο τμήματα της Τετάρτης Τάξης του σχολείου, σε συνεργασία με τον εκπαιδευτικό της τάξης στα πλαίσια μιας συμμετοχικής εθνογραφικής μελέτης περίπτωσης. Από την ανάλυση των δεδομένων της έρευνας φαίνεται πως οι κινητές υπολογιστικές συσκευές μπορούν να καταστούν ένα χρήσιμο και αποτελεσματικό εργαλείο που προάγει τη συνεργασία των παιδιών όταν αυτά δουλεύουν σε ομάδες, αρκεί να γίνει από τον εκπαιδευτικό ο κατάλληλος σχεδιασμός και η διαδικασία να υποστηρίζεται από τις κατάλληλες εφαρμογές. Ακόμη, οι εφαρμογές που φαίνεται να ενισχύουν ή να αναπτύσσουν την εποικοδομητική συνεργασία των μαθητών είναι οι εφαρμογές προσομοίωσης, χωρίς να σημαίνει πως οι άλλου τύπου εφαρμογές δεν προάγουν τη συνεργασία και την ορθολογική χρήση των συσκευών. Επιπλέον, είναι σημαντικός ο προσεκτικός σχεδιασμός μαθησιακών δραστηριοτήτων για στόχους του αναλυτικού προγράμματος σπουδών του δημοτικού σχολείου από άρτια, στην πράξη, επιμορφωμένους εκπαιδευτικούς που γνωρίζουν τις ανάγκες της τάξης και των μαθητών τους. Τέλος, μαθητές και εκπαιδευτικοί φαίνεται να είναι θετικοί στην ορθολογική ενσωμάτωση των συσκευών στην εκπαιδευτική διαδικασία. / -