I dagens läge ska lärplattan i förskolan användas av både barn och förskollärare. Förskollärare ska ta ansvar till att varje barn får använda digitala verktyg på ett sätt som ska stimulera utveckling och lärande.Studiens syfte är att undersöka hur förskollärare låter barnen använda lärplattan i både planerade aktiviteter men även i spontana tillfällen utifrån ett pedagogiskt syfte. Den teori som använts för att stärka studien är den sociokulturella perspektivet. Som metod har jag använt mig av webbaserade enkäter som både rektorer och förskollärare i sydöstra Sverige svarat på.  I resultatet går jag igenom vad samtliga förskollärare svarade på min enkät utifrån svaren från förskollärarna visades olika grader på kompetens kring användandet av lärplattan i förskolan trots att alla rektorer tycker att förskollärarna har bra kompetens till lärplattan som ett pedagogiskt verktyg i förskolan. Samtliga rektorer förklarar att de har varsin IT-pedagog som har ansvaret att ge ut kompetensutbildningar till förskollärarna om hur digitala verktyg och lärplattan kan användas i ett pedagogiskt syfte.  Avslutningsvis kommer det en slutsats kring hela uppsatsen och även tips på förslag till vidare forskning.

The study describes educators´ perceptions of reading comprehension for students with intellectual disabilities and neuropsychiatric disabilities in compulsory special school grades 7–9 for students who read the subject Swedish. The study also sheds light on the strategies educators´ use to make texts comprehensible and provide support in reading comprehension. Based on the educators´ descriptions, the opportunities and challenges the educators face are highlighted.    The study is based on eight qualitative semi-structured interviews with educators active in upper secondary school. All informants teach the subject Swedish. The theoretical framework for the study consists of the socio-cultural perspective and a cognitive science perspective. The result is analyzed on the basis of concepts taken from the two theoretical starting points.   Based on the educators' descriptions, it appears that reading comprehension teaching takes place as a group activity, couple activity but also as an individual work. The educators attach great importance to getting the students involved in conversations to guide the students through the text. In teaching, the educators work to create a background knowledge of the text and to explain words and concepts. The strategies described are based on the educators modeling and thinking aloud about how the student can find answers in a text and make inferences. A large part of the teaching is based on finding texts and working methods that motivate and make the text comprehensible. In their work, the educators use creative methods with theatrical working methods and a personal commitment to get students' attention and create motivation. An important basis is to get to know the student, starting from a survey of the student's level and then find adapted material. The results also show that a large part of the student group has difficulty with decoding and language / listening comprehension, which are important factors for reading comprehension.   The study shows that reading comprehension is not only a cognitive ability, but motivation and how one sees oneself as a reader is of crucial importance.   The study's special pedagogical relevance shows that educators need to be active in text conversations and strategies to engage students in reading comprehension teaching.

Syftet med studien är att undersöka specialpedagogers erfarenhet av inåtvända barn, även uppfattningar om faktorer som kan bidra till inåtvändhet, samt vilka strategier specialpedagoger förespråkar för att inkludera dessa barn i förskolan. Specialpedagogers upplevelser av normer och förväntningar berörs även. Detta undersöks genom att intervjua specialpedagoger verksamma mot förskolan kring deras uppfattning och erfarenhet gällande barn som påvisar inåtvända tendenser. Studien grundar sig i sociokulturellt perspektiv som i sin tur grundar sig i att barn lär i sociala sammanhang, där språk och miljö är två viktiga redskap. Begreppet inåtvänd används som ett samlingsbegrepp. Studien är baserad på kvalitativa intervjuer med sex stycken specialpedagoger verksamma mot förskolan, från fyra olika svenska kommuner. Intervjuerna analyserades via tematisk analys, där resultatet presenteras i de övergripande teman som framkommer från samtliga intervjuer. Resultatet visar att inåtvändhet, och dess orsaksgrunder, är en komplex och mångfacetterad företeelse som kräver stor förståelse och varsamhet från pedagoger. De strategier som kan användas i arbetet kring dessa barn är bl.a. en tydlig verksamhetsstruktur, mindre grupper där lek kan uppmuntras, pedagoger som är lyhörda och varsamma, samt implementering av alternativa kommunikationsmetoder. / The aim of this study is to examine how special education teachers percieve and experience the needs of withdrawn children in a preschool context. The study also focuses on which useful inclusive strategies can be used to include withdrawn children in a preschool setting, and how special education teachers percieve expecations and norms considering preschool children. The theoretical foundation of the study focuses on a sociocultural perspective, where children are thought to learn in all social contexts with language and invironment as important implements. The research is based on interviews with six special education teachers, active and teaching in four different swedish municipalities. Using thematic analysis, the interviews has been categorized by main themes presented in the result section. The main results show that withdrawal, and the causes of it, is a complex and multifaceted issue which requires understanding and precaution from teachers. The result shows that the main findings concerning inlcusive strategies are to use a distinct structural setting, the usage of smaller groups where play can be encouraged, teachers who are gentle and responsive to the childs needs, and to use alternative ways of communication.

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To operate in our modern society students’ education, need to contribute to lifelong learning by promoting desirable social interaction and improving the way in which people overcome difficulties and establishing relationships in different contexts. The present study sets out to examine the practice of cooperative learning for students' learning in the subject of English. Furthermore, the research questions address the benefits and challenges teachers describe using cooperative learning for students' language development and learning. The study is based on sociocultural theory, which means that learning takes place through interaction. In order to investigate the study's questions, qualitative semi-structured interviews are conducted with competent teachers in grades F-3, who use CL in their teaching. The thematic analysis of my study identified several benefits on how cooperative learning promotes students' learning. The results show that teachers express positive attitudes to CL’s structures and strategies as they believe that these constitute to increased participation, cooperation skills and also increases the prospects for developing students' language development and learning. Despite challenges for students with social difficulties and with different levels of knowledge, the interviewed teachers believe that CL can be adapted and reworked at the group and individual level to meet the needs in the different classrooms. Collaboration and student interaction are prominent factors in the curriculum. Through reciprocal dialogues with others, children can construct new knowledge free from the constraints of a larger class group.

Detta examensarbete är ett försök i att utföra ett estetiskt projekt i ett språkämne nämligen franska. Jag genomförde detta projektet för att uppleva hur elever arbetar estetiskt i ett teoretiskt ämne. Eleverna skulle gruppvis utföra en tecknad serie och ett rollspel på franska, med utgångspunkt från den tecknade serien. Från empirin av mitt estetiska projekt med eleverna har jag analyserat hur eleverna upplevde projektet och därmed sitt lärande i ett teoretiskt ämne. Elevernas engagemang och motivation i arbetet var stort. De uppfattade arbetet som intressant och upplevde arbetsprocessen som målet, inte resultatet. / This exam project is an experiment in aesthetic work with language teaching, namely French. I performed this project in order to investigate how pupils work aesthetically with a theoretical subject. The pupils were divided into groups and asked to create a cartoon and, based on the cartoon, a role-play in French. On the empirical background of my aesthetic project with the pupils I studied how the pupils experienced the project and their learning of theoretical subject. The pupils' involvement and motivation was big. They found the task interesting and experienced the work process, not the result, as the goal.

Syftet med studien är att fördjupa kunskapen om hur lärare arbetar i sin matematikundervisning för att tillgodose olika varianter av lässvårigheter. En kvalitativ metod med hjälp av intervjuer har använts för att kunna presentera ett resultat. Forskningsfrågorna besvaras med hjälp av några huvudbegrepp från det sociokulturella perspektivet. De begrepp som huvudsakligen har benämnts i denna studie är mediering, proximal utvecklingszon och appropriering. I resultatet framkommer det hur lärare kan upptäcka lässvårigheter i matematik. Flerspråkighet, otillräcklig begreppsförståelse och bristande strategier är några av anledningarna till att eleverna är i lässvårigheter, vilket lärare oftast uppmärksammar vid textuppgifter i matematik. I resultatet redovisas även hur lärare arbetar med elever i lässvårigheter. Det gör de bland annat genom digitala verktyg och konkret material, exempelvis pengar, klossar och pizza. Slutsatsen av studien är att läraren behöver besitta kunskap om hur de kulturella verktygen ska användas för att ge eleverna möjlighet till att utvecklas inom textuppgifter i matematik. / The purpose of the study is to deepen the knowledge of how teachers work in their mathematics teaching to meet different variants of reading difficulties. A qualitative method with the help of interviews has been used to be able to present a result. The research questions are answered with the help of some main concepts from the sociocultural perspective. The concepts that have been mainly mentioned in this study are mediation, Zone of Proximal Development, and appropriation. The result shows how teachers can detect reading difficulties in mathematics. Multilingualism, insufficient conceptual understanding, and lack of strategies are some of the reasons why pupils have reading difficulties, which teachers often pay attention to when writing text assignments in mathematics. The results also report how teachers work with pupils with reading difficulties. They do this through digital tools and concrete materials, such as money, bricks, and, pizza. The conclusion of the study is that the teacher needs to possess knowledge of how the cultural tools should be used to give pupils the opportunity to develop in text assignments in mathematics.

The present study examined five Korean elementary students' English learning experiences in the United States. By examining Korean students' experiences while they were living in the United States, the study aimed to explore what the students themselves thought about regarding what they had learned while living in an English-speaking community and the students' perceptions of how these experiences influenced their English learning. Specifically, the study investigated the linguistic, cultural, and attitudinal impact of living temporarily in the United States on Korean elementary students. Interviewing was the primary means of collecting data for the study. These data was supplemented by a short survey, classroom observation, and relevant documentation about the children's learning, such as samples of the children's schoolwork. The analysis of data for this study began with organizing a description of each case, then, analyses were constructed to construct themes that cut across the data, and these themes have been utilized to generalize about what significant experiences constituted the development of English as a second language. This document reports the findings concerning the nature of the processes of learning and development that five Korean children experienced in learning English in the United States; teacher and student interaction; student and student interaction; meaningful learning experience; and classroom activities. / Ph. D.

Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. It later focused on where and how intrinsic and extrinsic motivation respectively came into play, and what possible outcome the two different types might result in when discussing language learning. The applied method was to do a qualitative hermeneutic study by presenting earlier research and having it as a basis when hypothesizing in order to solve the research questions. This study was limited to discussing intrinsic and extrinsic motivation respectively in order to ascertain how both phenomena manifest themselves and ultimately how they affect learning, and by presenting numerous examples in the analysis it was concluded that: a) extrinsic and intrinsic motivation tend to inescapably intertwine during the process of learning and thereby end up being in need of each other, and b) that the order to how one musters extrinsic motivation, when undertaking in the educational enterprise of reading a novel, was opposite from that of the intrinsic motivation as extrinsic motivation is based on an external source of reward and therefore merely in need of an external source rather than an intrinsic curiosity. Keywords Intrinsic motivation, Extrinsic motivation, Cognitive perspective, Psychodynamic perspective, Sociocultural perspective, Zone of proximal development, Efferent reading, Aesthetic reading.

Syftet med undersökningen är att studera förskollärares olika synsätt på handdockan i förskolan. För att undersöka detta använde jag metoden gruppintervju, vilket gav mig möjligheten att intervjua tre förskollärare samtidigt. Metoden bidrog till att respondenterna argumenterade för sina åsikter samt skapade diskussioner kring ämnet, då alla intervjuades samtidigt och på så vis kunde ta del av varandras åsikter. Det empiriska materialet analyserades genom ett sociokulturellt perspektiv där Lev S. Vygotskijs teorier är centrala (Kroksmark, 2011). Genom Vygotskijs teorier om språket, fantasi och verktyg identifierades tre temaområden som vidare visade sig vara olika synsätt på handdockan. Undersökningens resultat visar att handdockan kan användas som motivator, kommunikationsverktyg samt att den vuxna genom handdockan kan närma sig barnets värld. Resultatet påvisar hur viktigt det är att en vuxen deltar i barnets vardag, vilket jag relaterar till det som Vygotskij (Kroksmark, 2011) kallar för den proximala utvecklingszonen. Genom denna undersökning framkommer det att handdockan kan användas som ett framgångsrikt verktyg med flera synsätt och många möjligheter i förskolans verksamhet. / The purpose of this survey is to examine the teaching approaches among preschool teachers. In order to examine the purpose of the survey I held a group interview with three preschool teachers, a method which allowed the respondents to discuss the topics and argue for their opinions all together. The empiric data was analyzed through a sociocultural perspective in which the theories of Lev S. Vygotsky are central (Kroksmark, 2011). Through these theories concerning language, fantasy and tools, three themes, which eventually turned out to be various teaching approaches on the hand puppet, were identified. The result of the survey shows that the hand puppet can be utilized as a motivator, a tool for communication and to make its grown-up user come closer to the child’s world. The result of the survey emphasizes the importance of grown-up’s participation in children’s everyday life, which I relate to what Vygotsky (Kroksmark, 2011) identifies as the zone of proximal development. Furthermore the survey shows that the hand puppet may be used as a successful tool, with several teaching approaches and many possibilities in preschool.