In today’s society we depend on technology to perform the simplest tasks. Whether we are engaging in conversation with a friend or are navigating in traffic, we are likely to be found with some technological device in our hands. This dependence has grown over a period of time, and many of us have failed to reflect on the impact technology has had on our lives. The emergence of so-called One-to-One projects, where teachers and students gain access to a personal laptop, does however provide an excellent opportunity to do so. In this study we aim to highlight the teachers’ experiences of work with education after giving each staff member and student access to a personal laptop. We engage in this task by combining two analytical tools, and in doing so manage to bring forth an understanding of the effects of technology as something far more unpredictable than what can be found when presupposing that computers are mere tools used to achieve planned goals. Instead we find that computers affect the way in which teachers engage in the twilight between work and privacy as well as the percieved boundary between the school and the world of information outside of it. Furthermore, the nature of interaction with their students both in the classroom environment and outside of it has been altered. These highlighted effects call into question new perspectives on the roles of the computer and the teacher in modern society.

This study is a thesis project for the program Civilingenjör och Lärare at KTH. The study was conducted in spring 2014 in collaboration with Komplementskolan AB which has developed the educational material Studi.se, the focal point of this study. The overall aim of the study is to increase the knowledge of the participant teachers’ conception and use of the educational material Studi.se. The second purpose is to increase knowledge about the forms of use some of these teachers apply or claim to apply when using Studi.se. Theoretical framework used is constructivism and the notions of Piaget: adaptation, assimilation and accommodation. Roger’s Innovation-Decision process and Puentedura’s SAMR-model have been the analysis tools used. The method used is that of triangulation where action research has been supplemented by questionnaire, interviews and observations, as well as the analysis of logged data over schools' test periods. The results show that one of the main reasons for using Studi.se is that the educational material has a good basic level which to a great extent fit the needs of students with special needs. Additional reasons for using Studi.se are that the educational material is simple, time saving and suitable for reviewing and repetition. Reasons for not using Studi.se is an initial lack of time, the cost, lack of transparency at first glance and the perceived challenge given through the material. Studi.se is primarily used as a supplement to the regular curriculum where the material is mainly used individually in the form of repetition, variation and to cover things that the students have missed. / Denna studie utgör ett examensarbete på programmet Civilingenjör och Lärare, inom teknik och lärande på KTH. Studien har utförts under våren 2014 i samarbete med Komplementskolan AB som tagit fram läromedlet Studi.se kring vilket arbetet kretsat. Studiens övergripande syfte är att öka kunskapen om de skäl lärarna i studien ger uttryck för, för att använda eller inte använda läromedlet Studi.se. Det andra syftet är att öka kunskapen om de användningsformer några av lärarna tillämpar eller säger sig tillämpa vid användande av Studi.se. Studien utgår från ett konstruktivistiskt perspektiv med stöd i Piagets begrepp adaptation, assimilation och ackommodation. Rogers Innovation-Decision process och Puenteduras SAMR-modell utgör arbetets analysverktyg. Insamlingen av data har skett genom en metodtriangulering där aktionsforskning har kompletterats av enkätundersökning, intervjuer och observationer samt av analys av loggad data över skolors testperioder. Studiens resultat visar att ett av de främsta skälen för att använda Studi.se är att ämnesmaterialet håller en bra grundläggande nivå som i stor utsträckning passar elever med särskilda behov. Ytterligare skäl för användande är att läromedlet är enkelt, tidsbesparande och lämpar sig för repetition. Skäl till att inte använda Studi.se är en initial tidsbrist, kostnaden, brist på tydlighet i första mötet och upplevd avsaknad av utmaning i materialet. Studi.se används i huvudsak som ett komplement till den ordinarie undervisningen där materialet framförallt används individuellt i form av repetition, variation och för att täcka upp sådant som eleverna missat.

Digitalisering och användande av datorer har ökat kraftigt i samhället, så även i skolans värld. Under de senaste åren har allt fler skolor försett varje elev med en egen dator, så kallade en-till-en-datorer. Syftet med denna studie är att undersöka lärares upplevelse relaterad till så kallade en-till-en-datorer, det vill säga att varje elev har en egen dator, gällande möjligheter, farhågor, direktiv och arbetssätt. Frågeställningarna är följande avseende en-till-en-datorer: Vilka möjligheter och farhågor upplevde lärarna vid införandet? Vilket stöd och vilka krav på förändring har lärarna från ledningen? Hur har lärarnas arbetssätt förändrats? Studien genomfördes med kvalitativa intervjuer som redskap. Som respondenter valdes pedagoger som arbetat som lärare både före och efter införande av en-till-en-datorer. Totalt intervjuades 16 lärare som tjänstgör i grundskolans senare år eller på gymnasiet. Respondenternas beskrivna undervisning efter införandet skattas med SAMR-modellen som utgångspunkt. Studiens resultat visar att de möjligheter som respondenterna upplevde vid införandet låg ganska nära deras praktiska vardag. Respondenterna i grundskolans senare år upplevde ett svagt eller obefintligt stöd från sin ledning medan respondenterna på gymnasiet upplevde både delaktighet och stöd. Inga av respondenterna känner något egentligt krav, utan endast önskemål, från sin ledning på att använda datorerna i undervisningen. Respondenterna har emellertid förändrat sin undervisning i flera avseenden till att nyttja datorerna. Bortsett det enda praktiska ämnet, Idrott och hälsa, som förekommer i studien använder de flesta respondenterna datorerna i sin undervisning på ett sätt som innebär förbättringar eller som vore svårt att genomföra utan datorstöd.

Ao longo das últimas décadas, a progressiva redução do custo e do tamanho dos recursos computacionais contribuiu para o surgimento de diferentes configurações espaçotemporais, tornando as tecnologias digitais de informação e de comunicação (TDIC) cada vez mais presentes em cenários educacionais. O deslocamento do laboratório de informática, baseado no modelo desktop e gerenciado pela Lógica da Escassez, para a tecnologia móvel (notebooks, tablets e smartphones), com dispositivos que impulsionaram o exercício dos conceitos de conectividade, ubiquidade e mobilidade, oportunizou a emergência de condições de possibilidades para a construção de metodologias pedagógicas diferenciadas, mas, também, paralelamente, condicionou um conjunto de competências no âmbito tecnológico com relação à composição do perfil do professor. As condições de possibilidades instituídas pela mutabilidade tecnológica, no entanto, não têm apresentado resultados significativos em termos de qualificação dos processos de ensino e de aprendizagem, o que tem sido evidenciado, frequentemente, no subaproveitamento do potencial dos recursos computacionais. Da esperança de que a tecnologia em si seja capaz de transformar esse cenário e na ausência de abordagens que a integrem em uma perspectiva pedagógica do conteúdo, repousa sobre os professores a expectativa da inovação educativa mediada pelas TDICs Nesse contexto, insere-se este estudo, que analisou a influência de elementos identitários docentes e escolares na composição do perfil de conhecimento tecnológico pedagógico do conteúdo (TPACK) de professores e nos usos da tecnologia educacional em uma rede privada de ensino de âmbito nacional. A pesquisa, de objetivo explicativo e abordagem qualitativa e quantitativa, foi realizada junto a 606 sujeitos e 17 escolas e está fundamentada em dois frameworks teóricos, TPACK e Substituição, Aumento, Modificação e Redefinição (SAMR). Para a análise e a discussão dos dados coletados por meio de questionário online, foram utilizadas a técnica de análise textual discursiva e a aplicação de recursos estatísticos. Os resultados indicam a existência de relação entre o perfil TPACK e o desempenho SAMR (p < 0,001); o perfil TPACK e a faixa etária (p = 0,001); o desempenho SAMR e o nível de formação docente (p = 0,048), a capacitação docente na área da tecnologia educacional (p = 0,002) e a área de atuação docente (p<0,001); bem como um elevado índice de práticas pedagógicas centradas no professor e que mobilizam a tecnologia na forma de melhoria de ações que poderiam ser realizadas sem suporte tecnológico. O estudo entrega à comunidade científica ampliações dos modelos TPACK e SAMR, novos instrumentos com alta consistência interna para análise do perfil docente e do contexto metodológico e tecnológico escolares e ainda um modelo matemático para avaliação do parque tecnológico de instituições educativas. / Over the last few decades, the progressive reduction in the cost and size of computing resources has contributed to the emergence of different spatiotemporal configurations, making digital information and communication technologies increasingly present in educational scenarios. From the Laboratory of Informatics, based on the desktop model and managed by the Logic of Scarcity, to the mobile technology (notebooks, tablets and smartphones), devices that promoted the exercise of the connectivity, ubiquity and mobility concepts, this displacement allowed that conditions of possibility were conquered, forging the construction of differentiated pedagogical methodologies, but also, in parallel, conditioning a set of competences in the technological scope in the composition of the teacher profile. The conditions of possibilities established by technological mutability, however, they have not presented significant results in terms of qualification of the teaching and learning processes, which has often been evidenced in the underutilization of the potential of computational resources. From the expectation that technology itself will be able to transform this scenario and the absence of approaches that integrate it in a pedagogical perspective of the content, the expectation of the educational innovation mediated by the ICT rests on teachers. In this context, this study analyzes the influence of teacher and school identity elements in the composition of the profile of the Technological Pedagogical Content Knowledge (TPACK) of teachers and in the uses of the educational technology in a private network of teaching of national scope The research, with explanatory objective and qualitative and quantitative approach, was carried out with 606 subjects and 17 schools and is based on two theoretical frameworks, TPACK and Substitution Augmentation Modification Redefinition (SAMR). For the analysis and discussion of the data collected by an online questionnaire, the Discursive Textual Analysis technique and the application of statistical resources were used. The results indicate the existence of a relationship between the TPACK Profile and the SAMR Performance (p < 0.001); The TPACK Profile and the age group (p = 0.001); (p= 0.048), with the teaching qualification in the area of educational technology (p = 0.002) and the teaching area (p < 0.001); as well as a high index of pedagogical practices centered on the teacher and that mobilize the technology in the form of improvement of actions that could be carried out without technological support. The study provides to the scientific community extensions of the TPACK / SAMR models, new instruments with high internal consistency for the analysis of the Teaching Profile, the school methodological and technological context, as well as a mathematical model for the evaluation of the Technological Infrastructure of educational institutions.

BakgrundVarför datorn och internet som informations- och kommunikationsteknologi ska finnas redan i förskolan är något som besvaras genom en översikt av vetenskapliga rapporter och aktuell litteratur i ämnet. Flera av de styrande krafterna som påverkar förskolans verksamhet beskrivs och även förekommande attityder till teknikimplementeringen som nu börjat ske. Perspektiv på lärande, värderad kunskap i samhället och på motivation till lärande tas upp och diskuteras i relation till teknikanvändning.SyfteAtt undersöka datoranvändning i en förskola som har pektavla, pekplatta och stationär dator i verksamheten.- Hur ser användandet ut i olika aktiviteter?- Vilka pedagogiska fördelar bidrar teknikanvändningen med i verksamheten?- Vilka faktorer påverkar användandet?MetodUndersökningen har en hermeneutisk utgångspunkt och tog inspiration från den etnografiska forskningsansatsen då dess huvudsyfte var att identifiera de faktorer som möjliggör eller begränsar människors handlande inom den kultur som undersöks. De redskapen för inhämtning av underlag till studien var fältforskning i form av observationer och informella intervjuer och fältsamtal.ResultatFältforskningen resulterade i en mängd exempel på hur förskolan använde tekniken till att både ersätta redan existerande aktiviteter, men även hur den bidragit till att utveckla och förändra aktiviteter och arbetssätt. Det framkom att det är många olika faktorer som påverkar användandet och vidare även ett flertal exempel på pedagogiska fördelar som tekniken bidrog med i verksamheten. / Program: Lärarutbildningen

The substitution, augmentation, modification, and redefinition (SAMR) model is designed to help teachers integrate technology in the classroom. In a district with 1:1 mobile technology, teachers expressed frustration and inconsistency about the use the SAMR model for effective teaching and learning. In this project study, the SAMR model conceptually framed the exploration of teachers' integration of mobile learning and their perceptions about using technology in the classroom. Guiding research questions addressed teacher's integration of the SAMR model and elements that contributed to their instruction with mobile technology. A qualitative case study of a school district included purposeful sampling of 12 new or novice special education, mathematics, physical education and science teachers who had integrated technology in their instruction. Data sources included semistructured interviews, review of artifacts such as lesson plans or curriculum guides, and subsequent observations of their classroom instruction. Interviews were transcribed and coded to identify themes. Observations were documented by using a checklist and data were analyzed using the SAMR model to determine levels of technology integration. The content of artifacts was analyzed to explore congruence in the data. Teachers demonstrated low enhancement levels of the SAMR model for technology integration and described elements of productivity use or student engagement as contributions to their curricular modification. The findings were used to formulate a professional development plan for teachers to design effective technology-integrated curricula. This study may impact positive social change by providing a model to assist other districts with similar inconsistencies in the modification of instruction for mobile learning environments to enhance teaching and learning.

No description available.

I denna kvalitativa studie undersöker vi hur några lågstadielärare använder IKT i samhällsorienterade ämnen och vilken uppfattning de har om IKT i So-undervisningen. Empirin samlades in med hjälp av semistrukturerade intervjuer. Resultatet visar att lärarna har en positiv inställning till IKT men att det visar sig vara ett stort och svårdefinierat begrepp där lärarnas uppfattning av begreppet styr deras undervisning. Resultatet visar även att lärarna i studien uttrycker en önskan om att kunna använda IKT mer i sin undervisning. De uttrycker att de skulle kunna det dels genom att få mer kompetensutveckling för att känna en trygghet med att använda digitala verktyg, dels en önskan om att få tillgång till fler digitala verktyg. En dator till varje elev står högt på lärarnas önskelista, så kallad en- till- en. Det skulle enligt lärarna skapa bättre förutsättningar att undervisa i och med digitala verktyg och öka elevernas digitala kompetens. Det framkommer också att de efterlyser en bättre teknisk support och nätuppkoppling så att en undervisning med digitala verktyg kan möjliggöras.

Ao longo das últimas décadas, a progressiva redução do custo e do tamanho dos recursos computacionais contribuiu para o surgimento de diferentes configurações espaçotemporais, tornando as tecnologias digitais de informação e de comunicação (TDIC) cada vez mais presentes em cenários educacionais. O deslocamento do laboratório de informática, baseado no modelo desktop e gerenciado pela Lógica da Escassez, para a tecnologia móvel (notebooks, tablets e smartphones), com dispositivos que impulsionaram o exercício dos conceitos de conectividade, ubiquidade e mobilidade, oportunizou a emergência de condições de possibilidades para a construção de metodologias pedagógicas diferenciadas, mas, também, paralelamente, condicionou um conjunto de competências no âmbito tecnológico com relação à composição do perfil do professor. As condições de possibilidades instituídas pela mutabilidade tecnológica, no entanto, não têm apresentado resultados significativos em termos de qualificação dos processos de ensino e de aprendizagem, o que tem sido evidenciado, frequentemente, no subaproveitamento do potencial dos recursos computacionais. Da esperança de que a tecnologia em si seja capaz de transformar esse cenário e na ausência de abordagens que a integrem em uma perspectiva pedagógica do conteúdo, repousa sobre os professores a expectativa da inovação educativa mediada pelas TDICs Nesse contexto, insere-se este estudo, que analisou a influência de elementos identitários docentes e escolares na composição do perfil de conhecimento tecnológico pedagógico do conteúdo (TPACK) de professores e nos usos da tecnologia educacional em uma rede privada de ensino de âmbito nacional. A pesquisa, de objetivo explicativo e abordagem qualitativa e quantitativa, foi realizada junto a 606 sujeitos e 17 escolas e está fundamentada em dois frameworks teóricos, TPACK e Substituição, Aumento, Modificação e Redefinição (SAMR). Para a análise e a discussão dos dados coletados por meio de questionário online, foram utilizadas a técnica de análise textual discursiva e a aplicação de recursos estatísticos. Os resultados indicam a existência de relação entre o perfil TPACK e o desempenho SAMR (p < 0,001); o perfil TPACK e a faixa etária (p = 0,001); o desempenho SAMR e o nível de formação docente (p = 0,048), a capacitação docente na área da tecnologia educacional (p = 0,002) e a área de atuação docente (p<0,001); bem como um elevado índice de práticas pedagógicas centradas no professor e que mobilizam a tecnologia na forma de melhoria de ações que poderiam ser realizadas sem suporte tecnológico. O estudo entrega à comunidade científica ampliações dos modelos TPACK e SAMR, novos instrumentos com alta consistência interna para análise do perfil docente e do contexto metodológico e tecnológico escolares e ainda um modelo matemático para avaliação do parque tecnológico de instituições educativas. / Over the last few decades, the progressive reduction in the cost and size of computing resources has contributed to the emergence of different spatiotemporal configurations, making digital information and communication technologies increasingly present in educational scenarios. From the Laboratory of Informatics, based on the desktop model and managed by the Logic of Scarcity, to the mobile technology (notebooks, tablets and smartphones), devices that promoted the exercise of the connectivity, ubiquity and mobility concepts, this displacement allowed that conditions of possibility were conquered, forging the construction of differentiated pedagogical methodologies, but also, in parallel, conditioning a set of competences in the technological scope in the composition of the teacher profile. The conditions of possibilities established by technological mutability, however, they have not presented significant results in terms of qualification of the teaching and learning processes, which has often been evidenced in the underutilization of the potential of computational resources. From the expectation that technology itself will be able to transform this scenario and the absence of approaches that integrate it in a pedagogical perspective of the content, the expectation of the educational innovation mediated by the ICT rests on teachers. In this context, this study analyzes the influence of teacher and school identity elements in the composition of the profile of the Technological Pedagogical Content Knowledge (TPACK) of teachers and in the uses of the educational technology in a private network of teaching of national scope The research, with explanatory objective and qualitative and quantitative approach, was carried out with 606 subjects and 17 schools and is based on two theoretical frameworks, TPACK and Substitution Augmentation Modification Redefinition (SAMR). For the analysis and discussion of the data collected by an online questionnaire, the Discursive Textual Analysis technique and the application of statistical resources were used. The results indicate the existence of a relationship between the TPACK Profile and the SAMR Performance (p < 0.001); The TPACK Profile and the age group (p = 0.001); (p= 0.048), with the teaching qualification in the area of educational technology (p = 0.002) and the teaching area (p < 0.001); as well as a high index of pedagogical practices centered on the teacher and that mobilize the technology in the form of improvement of actions that could be carried out without technological support. The study provides to the scientific community extensions of the TPACK / SAMR models, new instruments with high internal consistency for the analysis of the Teaching Profile, the school methodological and technological context, as well as a mathematical model for the evaluation of the Technological Infrastructure of educational institutions.

Ao longo das últimas décadas, a progressiva redução do custo e do tamanho dos recursos computacionais contribuiu para o surgimento de diferentes configurações espaçotemporais, tornando as tecnologias digitais de informação e de comunicação (TDIC) cada vez mais presentes em cenários educacionais. O deslocamento do laboratório de informática, baseado no modelo desktop e gerenciado pela Lógica da Escassez, para a tecnologia móvel (notebooks, tablets e smartphones), com dispositivos que impulsionaram o exercício dos conceitos de conectividade, ubiquidade e mobilidade, oportunizou a emergência de condições de possibilidades para a construção de metodologias pedagógicas diferenciadas, mas, também, paralelamente, condicionou um conjunto de competências no âmbito tecnológico com relação à composição do perfil do professor. As condições de possibilidades instituídas pela mutabilidade tecnológica, no entanto, não têm apresentado resultados significativos em termos de qualificação dos processos de ensino e de aprendizagem, o que tem sido evidenciado, frequentemente, no subaproveitamento do potencial dos recursos computacionais. Da esperança de que a tecnologia em si seja capaz de transformar esse cenário e na ausência de abordagens que a integrem em uma perspectiva pedagógica do conteúdo, repousa sobre os professores a expectativa da inovação educativa mediada pelas TDICs Nesse contexto, insere-se este estudo, que analisou a influência de elementos identitários docentes e escolares na composição do perfil de conhecimento tecnológico pedagógico do conteúdo (TPACK) de professores e nos usos da tecnologia educacional em uma rede privada de ensino de âmbito nacional. A pesquisa, de objetivo explicativo e abordagem qualitativa e quantitativa, foi realizada junto a 606 sujeitos e 17 escolas e está fundamentada em dois frameworks teóricos, TPACK e Substituição, Aumento, Modificação e Redefinição (SAMR). Para a análise e a discussão dos dados coletados por meio de questionário online, foram utilizadas a técnica de análise textual discursiva e a aplicação de recursos estatísticos. Os resultados indicam a existência de relação entre o perfil TPACK e o desempenho SAMR (p < 0,001); o perfil TPACK e a faixa etária (p = 0,001); o desempenho SAMR e o nível de formação docente (p = 0,048), a capacitação docente na área da tecnologia educacional (p = 0,002) e a área de atuação docente (p<0,001); bem como um elevado índice de práticas pedagógicas centradas no professor e que mobilizam a tecnologia na forma de melhoria de ações que poderiam ser realizadas sem suporte tecnológico. O estudo entrega à comunidade científica ampliações dos modelos TPACK e SAMR, novos instrumentos com alta consistência interna para análise do perfil docente e do contexto metodológico e tecnológico escolares e ainda um modelo matemático para avaliação do parque tecnológico de instituições educativas. / Over the last few decades, the progressive reduction in the cost and size of computing resources has contributed to the emergence of different spatiotemporal configurations, making digital information and communication technologies increasingly present in educational scenarios. From the Laboratory of Informatics, based on the desktop model and managed by the Logic of Scarcity, to the mobile technology (notebooks, tablets and smartphones), devices that promoted the exercise of the connectivity, ubiquity and mobility concepts, this displacement allowed that conditions of possibility were conquered, forging the construction of differentiated pedagogical methodologies, but also, in parallel, conditioning a set of competences in the technological scope in the composition of the teacher profile. The conditions of possibilities established by technological mutability, however, they have not presented significant results in terms of qualification of the teaching and learning processes, which has often been evidenced in the underutilization of the potential of computational resources. From the expectation that technology itself will be able to transform this scenario and the absence of approaches that integrate it in a pedagogical perspective of the content, the expectation of the educational innovation mediated by the ICT rests on teachers. In this context, this study analyzes the influence of teacher and school identity elements in the composition of the profile of the Technological Pedagogical Content Knowledge (TPACK) of teachers and in the uses of the educational technology in a private network of teaching of national scope The research, with explanatory objective and qualitative and quantitative approach, was carried out with 606 subjects and 17 schools and is based on two theoretical frameworks, TPACK and Substitution Augmentation Modification Redefinition (SAMR). For the analysis and discussion of the data collected by an online questionnaire, the Discursive Textual Analysis technique and the application of statistical resources were used. The results indicate the existence of a relationship between the TPACK Profile and the SAMR Performance (p < 0.001); The TPACK Profile and the age group (p = 0.001); (p= 0.048), with the teaching qualification in the area of educational technology (p = 0.002) and the teaching area (p < 0.001); as well as a high index of pedagogical practices centered on the teacher and that mobilize the technology in the form of improvement of actions that could be carried out without technological support. The study provides to the scientific community extensions of the TPACK / SAMR models, new instruments with high internal consistency for the analysis of the Teaching Profile, the school methodological and technological context, as well as a mathematical model for the evaluation of the Technological Infrastructure of educational institutions.