Syftet var att undersöka vilka hinder och möjligheter förskollärare upplever i arbetet med IKT som ett stöd för barns utveckling och lärande. Vi utgick från Vygotskijs sociokulturella perspektiv med tyngdpunkt på samspel och redskap. Åtta utbildade förskollärare har deltagit i semistrukturerade intervjuer. Resultatet visar att det finns många möjligheter att stödja barns utveckling och lärande med IKT i förskolan, t.ex. använder förskollärare IKT för att stärka barns samspel, självförtroende, språk och matematik. Resultatet visar också att de flesta förskollärare i studien anser att användandet av IKT på förskolan behöver begränsas. En slutsats är att förskollärare behöver kompetensutbildning inom IKT för att främja barnens lärande och utveckling på bästa sätt.

There are many names or labels which refer to the generation growing up with digital media and these include labels such as ‘Net Generation’ (Tapscott, 1998), ‘digital natives’ (Prensky, 2001), ‘cyberkids’ (Holloway, 2003) and ‘MySpacegeneration’ (Rosen, 2008). The core idea behind these labels is that young people who have grown up surrounded by digital technology are very different to previous generations in their way of using and even thinking about the new digital technology. This appears to be reinforcing a generational divide and makes the assumption that young people can be categorized into one group in relation to their use of ICTs. The approach in this thesis is to empirically explore, in order to nuance, some of these presumptions about the ‘Net Generation’ (defined according to Tapscott). Thus, the research question is: How can the presumptions about the ‘Net Generation’ be nuanced? The following three presumptions have been explored within the three papers included in the thesis: i) The ‘Net Generation’ diverges from previous generations in relation to the use of internet; ii) The ‘Net Generation’ is techno-savvy or digitally competent; iii) The digitally competent ‘Net Geners’ are also digital participants since there is a causal relationship between digital competence and digital participation. The explorations are conducted by using the theoretical concepts ‘digital skills’, ‘self-efficacy’ and ‘participatory culture’. Several hypotheses,deduced from previous research, have been tested on a national representative sample of people born between the years 1978 and 1997 (categorised as the ‘Net Generation’). The results show that ‘Net Geners’ internet usage is diversified;hence, it is simplified to talk about them as a homogeneous group. Those included in the categorisation have different opportunities to participate in the digital society. Their internet usage differs both in terms of how much time they spend and what they do online. Their digital skills and self-efficacy in the use of computers are also different and so is the perceived feeling of participation in the information society. This implies that the ‘Net Geners’ do not have equal conditions in relation to participation in the digital society. However, what is meant by participation is still an unresolved question which requires further exploration. / SAMMANDRAG Idag beskrivs ofta generationen som vuxit upp med internet och digitala medier i termer av att vara en ”internetgeneration” (Tapscott, 1998), "digitala infödingar" (Prensky, 2001), "cyberkids" (Holloway, 2003) eller "MySpace-generation" (Rosen, 2008). Dessa antaganden bygger på att det finns en generationsskillnad i förhållningssätt till internet, d.v.s. att ”internetgenerationen” är de som är kunniga och vana internetanvändare till skillnad från äldre generationer som inte helt naturligt kan ta till sig den nya digitala tekniken. Avhandlingens syfte är att empiriskt undersöka ett antal antaganden om ”internetgenerationen” för att ta reda hur dessa kan nyanseras. Således är frågeställningen: Hur kan antaganden om "internetgenerationen" nyanseras?   Följande tre antaganden har utforskats inom de tre artiklarna som ingår i avhandlingen: i) "internetgenerationen" skiljer sig från tidigare generationer när det gäller användningen av internet, ii) "internetgenerationen" är tekniskt kunniga eller digitalt kompetenta; iii) den digitalt kompetenta "internetgenerationen" är också digitalt delaktig eftersom det finns ett orsakssamband mellan digital kompetens och digital delaktighet. För att empiriskt undersöka antagandena om internetgenerationen har teoretiska koncept så som ”digital skills”, ”self-efficacy” samt ”participatory culture” använts. Ett antal hypoteser som deducerats utifrån tidigare forskning har testats på ett riksrepresentativt urval av personer födda mellan 1978 och 1997 (de som tillhör internetgenerationen). Resultaten visar att det är en förenklad bild att prata om en internetgeneration. De som ingår i den kategoriseringen har olika förutsättningar att delta i det digitala samhället. Deras internetanvändning skiljer sig åt både när det gäller hur mycket tid de spenderar samt vad de gör online. Deras digitala kompetens och självförtroende när det gäller användning av datorer skiljer sig också åt och det gäller även den upplevda känslan av delaktighet i informationssamhället. Detta indikerar att inte alla har samma förutsättningar att vara delaktiga i det digitala samhället. Vad som däremot innebär att vara delaktig är fortfarande en obesvarad fråga som behöver ägnas mer uppmärksamhet i framtida studier.

Digital technology is to be found in many places today, especially in school. The purpose of this study was to examine the use of digital tools in the teaching of mathematics by lower secondary teachers. The method of the study was a qualitative method in which eight teachers from tree different schools were interviewed. The material collected from the interviews was analyzed on the basis of a content analysis, where the results were divided into two main categories and then into subcategories. The two main categories that emerged were "Digital tools in teaching" and "Teachers´ perception of digital tools". The earlier research indicated that the teachers´skills had great influence in how they choose to use the digital tools. Research also showed that digital tools, if used for the right purpose, could affect student motivation and mathematical understanding in a positive way. The result of the study shows that all the teachers that participated see digital tools as something positive even though they themselves think that they should have had more digital skills. They however see a profit with digital tools and believe that students become more committed when they use them. They also think that digital tools are important in order to make a difference in their teaching. What emerges from the result is that digital tools in teaching have a good effect on students´ motivation but that teachers´ digital skills need to be improved. The government´s decision to clarify the curriculum in terms of digital competence also places higher demands on teachers. / Digital teknik finns i dagens läge på många ställen, inte minst i skolan. Syftet med den här studien var att undersöka lågstadielärares användning av digitala verktyg i matematikundervisningen. Studien genomfördes med en kvalitativ metod där åtta lärare i från tre olika skolor intervjuades. Det material som samlades in från intervjuerna analyserades utifrån en innehållsanalys där resultatet delades in i två olika huvudkategorier och sedan i underkategorier. De två huvudkategorierna som uppstod var "Digitala verktyg i undervisningen" och "Lärarnas uppfattning om digitala verktyg". Den tidigare forskning som togs fram antydde att lärarens kompetens påverkar mycket hur de väljer att använda de digitala verktygen. Forskningen visade också att digitala verktyg, om de används i rätt syfte, kan ge en positiv effekt på elevers studiemotivation och matematiska förståelse. I resultatet framkom att alla lärare ser digitala verktyg som något positivt trots att de själva anser att de borde fått mer kompetensutveckling i ämnet. De ser en vinst med digitala verktyg och anser att eleverna blir mer engagerade när de får använda dem. De menar också att digitala verktyg är viktiga för att få till en variation i sin undervisning. Det som framkommer utifrån resultatet är att digitala verktyg i undervisningen har en god effekt på elevers motivation men att lärarnas kompetens inom området måste förbättras.  Regeringens beslut om att förtydliga läroplanen vad gäller digital kompetens ställer också högre krav på lärare.

À medida que os alunos enfrentam rápidas mudanças na Educação a distância (EAD) mediada pelas Tecnologias Digitais (TD) exige-se deles um conjunto de competências cada vez mais amplo e que apoie as necessidades do aprender exclusivamente através dos recursos on-line. Portanto, propõem-se na presente tese a construção e validação de um Modelo de Competências Digitais em Educação a distância (EAD) intitulado MCompDigEAD, com foco no aluno desta modalidade. O objetivo é possibilitar o aprimoramento destas competências e seus elementos constituintes conhecimentos, habilidades e atitudes (CHA), ajudando-os a avaliar e identificar suas necessidades em meios digitais. Entende-se que o modelo é uma forma de estabelecer uma relação por analogia com a realidade de forma simplificada, sendo um sistema figurativo (Behar et al., 2009). Trata-se de uma pesquisa do tipo exploratório-descritiva, com abordagem qualitativa realizada através de duas etapas. Na primeira, o mapeamento e validação de competências digitais a serem integradas ao MCompDigEAD. Este mapeamento foi desenvolvido através de análise e comparação entre competências digitais do referencial teórico e mapeadas por meio de estudos de casos com alunos da EAD Na segunda etapa, foi realizada a construção e validação do MCompDigEAD, mediante os seguintes procedimentos, delineados ao longo desta pesquisa, 1) Concepção; 2) Planificação; 3) Modelagem e 4) Validação. Como resultados, obteve-se um Modelo de Competências Digitais em EAD, composto por três Competências Digitais: Alfabetização Digital, Letramento Digital e Fluência Digital, quatorze competências específicas, detalhadas através dos conhecimentos, habilidades e atitudes (CHA), totalizando 328 elementos. Cada competência específica possui três níveis de proficiência, 1) Inicial, 2) Intermediário e 3) Avançado com exemplo de casos de uso. O MCompDigEAD, é um modelo com a finalidade de orientar e auxiliar os processos de aprendizagem na EAD ao integrar as Tecnologias Digitais em uma perspectiva de competências. Poderá servir de referência e ser adaptado de acordo com o perfil de alunos e instituições, constituindo-se, assim, um instrumento que apoie a identificação de competências digitais em contextos educacionais a distância. / As students face rapid changes in Distance Learning Education (DLE) mediated by Digital Technologies (DT), they are required to have an increasingly broad set of skills that supports the needs of learning exclusively through online resources. Therefore, the present thesis proposes the construction and validation of a Model of Digital Competences in Distance Learning Education entitled MCompDigEAD, with a focus on the student of this modality. The objective is to enable the improvement of these competences and their constituent elements of knowledge, skills and attitudes (CHA), helping them to assess and identify their needs in digital media. It is understood that the model is a form of establishing a relationship by analogy with reality in a simplified form, being a figurative system (Behar et al., 2009). It is an exploratory-descriptive research, with a qualitative approach performed through two stages. In the first, the mapping and validation of digital competences to be integrated into MCompDigEAD. This mapping was developed through analysis and comparison between digital competences of the theoretical reference and mapped through case studies with DLE students In the second stage, the construction and validation of the MCompDigEAD was performed, using the following procedures, outlined throughout this research, 1) Conception; 2) Planning; 3) Modeling and 4) Validation. As results, a Digital Competence Model was obtained in DLE, composed of three Digital Competences: Digital Literacy, Critical Digital Literacy and Digital Fluency, fourteen specific skills, detailed through the knowledge, skills and attitudes (KSA), totaling 328 elements. Each specific competency has three levels of proficiency, 1) Initial, 2) Intermediate and 3) Advanced with example of use cases. MCompDigEAD is a model to guide and assist learning processes in ODL by integrating Digital Technologies in a competency perspective. It can serve as a reference and be adapted according to the profile of students and institutions, thus constituting an instrument that supports the identification of digital competences in educational contexts at a distance. / A medida que los alumnos enfrentan rápidos cambios en la Educación a Distancia (EAD) mediada por las Tecnologías Digitales (TD) se exige de ellos un conjunto de competencias cada vez más amplio y que apoye las necesidades del aprendizaje exclusivamente a través de los recursos en línea. Por lo tanto, se propone en la presente tesis la construcción y validación de un Modelo de Competencias Digitales en Educación a Distancia (EAD) titulado MCompDigEAD, con foco en el alumno de esta modalidad. El objetivo es posibilitar el perfeccionamiento de estas competencias y sus elementos constituyentes conocimientos, habilidades y actitudes (CHA), ayudándoles a evaluar e identificar sus necesidades en medios digitales. Se entiende que el modelo es una forma de establecer una relación por analogía con la realidad de forma simplificada, siendo un sistema figurativo (Behar et al., 2009). Se trata de una investigación del tipo exploratorio-descriptivo, con abordaje cualitativo realizado en dos etapas. En la primera, el mapeo y la validación de las competencias digitales a integrar en el MCompDigEAD. Este mapeo fue desarrollado a través de análisis y comparación entre competencias digitales del referencial teórico y mapeadas por medio de estudios de casos con alumnos de la EAD En la segunda etapa, se realizó la construcción y validación del MCompDigEAD, mediante los siguientes procedimientos, delineados a lo largo de esta investigación, 1) Concepción; 2) Planificación; 3) Modelado y 4) Validación. Como resultado, se obtuvo un Modelo de Competencias Digitales en EAD, compuesto por tres Competencias Digitales: Alfabetización Digital, Letramento Digital y Fluencia Digital, catorce competencias específicas, detalladas a través de los conocimientos, habilidades y actitudes (CHA), totalizando 328 elementos. Cada competencia específica tiene tres niveles de competencia, 1) Inicial, 2) Intermedio y 3) Avanzado con ejemplo de casos de uso. El MCompDigEAD, es un modelo con el fin de orientar y auxiliar los procesos de aprendizaje en la EAD al integrar las Tecnologías Digitales en una perspectiva de competencias. Puede servir de referencia y ser adaptado de acuerdo con el perfil de alumnos e instituciones, constituyéndose así un instrumento que apoye la identificación de competencias digitales en contextos educativos a distancia.

Our study explores Swedish teachers' experience with digital reading methods during English lessons and the perceived advantages and disadvantages of these methods. The study is qualitative and based on zoom interviews with four 4-6 English teachers from two different schools. The results show that some students who have problems understanding texts benefitted from being able to listen to the texts with the help of digital tools. However, even if this helps the students, there is the risk of overusing such listening aids. The results also show that the benefits of digital teaching methods outweigh the drawbacks. Most of the negative aspects were about the administration of the programs they used and how the teachers want to control and prevent distractions that come with the use of digital tools.

Digitization has found its way into the classroom for a long time now and there are lots of tools today that may help teachers make their classes more efficient and improve students learning and motivation skills.   This essay examines how nine middle school mathematics teachers use ICT in their teaching. The study includes questions on how they feel about meeting the requirements set in the National Agency for Education's curriculum on how digital tools should be used in teaching, and how they believe that the skills development in this area is met.   The result shows that several of the teachers surveyed used digital tools to a small or no extent at all. Often this was due to lack of resources, in many cases there was already competence in ICT but no computers or iPads to use. The collegiate learning was described as a great asset and all respondents showed a great curiosity and positivism in introducing and expanding the digital presence in the classroom and in teaching / Digitaliseringen har sedan en längre tid hittat in i klassrummen och många är de verktyg som idag kan underlätta lärarnas undervisning och förbättra elevers inlärning och motivation kring densamma.   Uppsatsen undersöker hur nio lärare i matematik på mellanstadiet använder IKT i sin undervisning, hur de anser att de kompetensmässigt uppfyller de krav som ställs i Skolverkets läroplan på hur digitala verktyg ska användas i undervisningen, samt hur de anser att kompetensutvecklingen inom detta område tillgodoses.    Resultatet visar att flera av de tillfrågade lärarna använde digitala verktyg i liten eller ingen utsträckning alls. Ofta berodde detta på brist på resurser, i flera fall fanns redan kompetensen inom IKT men inga datorer eller iPads att lära ut på. Det kollegiala lärandet beskrevs som en stor tillgång och samtliga respondenter visade en stor nyfikenhet och positivism till att introducera och utöka den digitala närvaron i klassrummet och i undervisningen.

This study aims to examine why and how preschool teachers work with digital teaching in Sweden. To understand the purpose of digital teaching in preschool we have studied policy texts with the WPR approach, as well as making a survey consisting of 24 preschool teachers from different parts of the country. The survey was analyzed from the perspective of sociocultural theory to understand preschool teachers’ view on digital teaching and the  practical use of digital tools in preschool. Our survey along with previous research shows reluctance to using digital tools in teaching due to lack of digital competence. By comparing the results of the survey with the WPR-analysis we were able to see how policies control educational content in preschool in the context of digitalization and reveal the necessity of studying risks of negative effects on children's health. The result of our study along with previous research shows lack of studies and knowledge regarding the use of digital tools in early childhood. Despite a lack of research, the Swedish government  implemented policies to apply digital teaching in preschool.

This study explores the impact of digitalization on teaching and language development in primary school Spanish education. The aim of this study is to investigate how the use of digital tools in Spanish education at the primary school level is perceived by participants and to compare the perspectives of teachers and students regarding how digitalization influences instruction and language learning outcomes. A qualitative approach was adopted for this research, where semi-structured interviews were conducted with six ninth-grade students and three Spanish teachers who teach at the same grade level. The interviews aimed to gather insights into their experiences with digitalization in the classroom. Both students and teachers describe the advantages and disadvantages of the use of digital tools in Spanish subject, which is found to be easier and convenient by students. Digital tools have also become useful for teachers to manage communications and to provide variation in their classes and contents. Barriers as distractions and misuse of devices has been pointed out by both students and teachers. The results of this study show that fostering students' and teachers' digital competence is vital to enhance their classroom experience. By promoting informed and purposeful use of digital resources, teachers can support students' language development effectively.

The economic potential in introducing Artificial Intelligence (AI) into the Swedish Public administration is substantial and it is calculated to be approximately 140B SEK per year[5]. However, without a comprehensive AI strategy and lack of sufficient digital competence, an AI implementation becomes a struggle [9]. According to IBM Research, 120 million people around the world admitted that they may need to upskill due to automation and AI, which has aggravated during the pandemic. However, the lack of digital skills is the biggest barrier to this process. This study analyzes the challenges of an application of the AI technology, Natural Language Processing (NLP), in public procurement. Through a qualitative method with an abductive approach, 10 semi-structured interviews are conducted with experts from the public- and private sector and identify key challenges of NLP in public procurement which are the lack of digital skills, legal-, ethical- and organizational challenges of NLP in the public context and the public sector’s inability to create partnerships and use business networks. This thesis is a case study of IBM that contributes to research on AI in the public sector and aims to help fill the research gap that exists within this field. The study’s purpose is to analyze and provide better insight into public procurement of NLP to increase the use of NLP technologies within public administration in Sweden. / Den ekonomiska potentialen i att införa artificiell intelligens (AI) i den svenska offentliga förvaltningen är stor och beräknas vara cirka 140 miljarder kronor per år [5]. Men utan en omfattande AI- strategi och brist på tillräcklig digital kompetens blir ett AI- genomförande en utmaning [9]. Enligt IBM Research medgav 120 miljoner människor runt om i världen att de kan behöva kvalificera sig på grund av automatisering och AI, vilket har förvärrats under pandemin. Brister på digital kompetens är dock det största hindret för denna process. Denna studie analyserar utmaningarna med en tillämpning av AI- teknologin, Natural Language Processing (NLP), vid offentlig upphandling. Genom en kvalitativ metod som går ifrån en abduktiv forskningsansats genomförs tio semistrukturerade intervjuer med experter från den offentliga- och privata sektorn samt en identifiering av de viktigaste utmaningarna för NLP i offentlig upphandling. Dessa är bristen på digitala färdigheter, juridiska-, etiska- och organisatoriska utmaningar av NLP i det offentliga sammanhanget och den offentliga sektorns oförmåga att skapa, använda och dra fördel av partnerskap och affärsnätverk. Denna rapport är en fallstudie av IBM som bidrar till forskning om AI inom den offentliga sektorn och syftar till att fylla det forskningsgap som finns inom detta område. Studiens syfte är att analysera och ge en bättre insikt i offentlig upphandling av NLP för att öka användningen av NLP- teknologi inom offentlig förvaltning i Sverige.

The problem area that the study examines is how Lindström's (2008) theory and model can be conceptualized in the integration of digital technology and how it affects children's learning and development as well as preschool teachers' attitude to digital technology. This study is conducted both qualitative (semi-structured interviews) and quantitative (surveys) for empirical work. The study is limited to Skåne, which means it was conducted with respondents in Skåne. In the qualitative study, the participants are two preschool teachers who have also answered the questionnaire (Appendix 2), while in the quantitative study, the participants are from different professional categories such as preschool teachers, childminders and pedagogues in order to get a broader and diverse perspective on the problem area. The study's results showed that digital technology is important for children's learning and development. In order to make the use of digital technology more efficient and for the children to benefit in the best way from the education that the preschool offers, it is important that preschool teachers and other workers receive education in it. When investigating the preschool teacher's methods and strategies in the integration of digital technology, it emerged that also in both the results and the analysis part that Lindström's (2008) theory and model invisible concepts "learning ABOUT", "learning IN", "learning THROUGH", "learning WITH", “divergent learning” and “convergent learning” are used in different ways. The central conclusion is that digital technology is important in preschool and with the help of Lindström's (2008) theory and model can be used as a method and strategy to promote children's versatile learning.