Avhandlingen handlar om digital (o)jämlikhet. Begreppet (o)jämlikhet utgår från en sammanskrivning av jämlikhet och ojämlikhet men uttalas som det sistnämnda. Problematiken kring digital (o)jämlikhet belyses i avhandlingen i form av fyra olika delstudier samt en kappa. Avhandlingens övergripande syfte är att öka kunskapen om digital (o)jämlikhet genom att empiriskt kartlägga och teoretiskt tolka användning av informations- och kommunikationsteknik (IKT) bland barn och unga vuxna. Ett speciellt fokus läggs vid skolans roll i sammanhanget då den svenska skolan har i sitt uppdrag att ge alla elever en likvärdig utbildning. Skolan ska även kompensera för elevers olika förutsättningar. Genom en enkätstudie och en intervjustudie analyseras grundskole- och gymnasielevers användning av och tillgång till IKT i skolan och i hemmen. Elevernas digitala kompetens i allmänhet och deras kompetens i informationssökning i synnerhet, analyseras också för att skapa en bild av den digitala (o)jämlikheten. I dessa analyser studeras även skolans bidrag till elevers digitala kompetens och digitala jämlikhet. Resultaten av dessa analyser presenteras i två delstudier. För att få en djupare förståelse för fenomenet digital (o)jämlikhet ur ett internationellt perspektiv utgör en av delstudierna en systematisk forskningsöversikt. Ytterligare ett sätt att fördjupa kunskapen om digital (o)jämlikhet i avhandlingen är att studera fenomenet utifrån en utbildningssociologisk teori vilket genomförs i den sista delstudien. Inom ramen för det övergripande syftet prövas, och granskas kritiskt, därför Selwyns begrepp tekniskt kapital. Tekniskt kapital har sin grund i Bourdieus kapitalbegrepp och syftar därmed på tillgång till och användning av IKT som tillskrivs ett värde. Resultaten visar att det finns en digital ojämlikhet bland de unga som ingår i studien, trots den till synes höga tillgången till IKT. Avhandlingen visar även att skolan inte klarar sitt uppdrag då eleverna inte får en likvärdig utbildning samt att skolans uppdrag avseende elevers digitala kompetens är oklart. Vidare visar resultatet att begreppet teknisk kapital ger möjlighet till en djupare förståelse av digital (o)jämlikhet. Samtidigt ges förslag på hur begreppet tekniskt kapital kan förfinas ytterligare. / This doctoral thesis focusses on digital (in)equality; a new concept construed by combining the notions equality and inequality. The concept will for the purpose of this thesis be written as (in)equality constituting a new domain of study as explored in four separate studies together comprising this thesis. The general aim of the thesis is to increase the knowledge base of digital (in)equality by empirically charting and theoretically interpreting the use of in-formation and communication technology (ICT) by children and adults alike. A specific focus is how ICT is utilised in schools since the Swedish school system is commissioned by law to provide equal education for all. Compulsory school pupils' use and access to ICT in schools as well as at home was investigated both by a survey study and an interview study. In addition, pupils' general digital competence as well as their skills in searching information were studied in order to gain insight into digital (in)equality. The Swedish school system and its role in conveying such competence was a particular concern. Results are presented in two of the four articles constituting this doctoral thesis. To gain a wider understanding of the ICT (in)equality phenomenon an international outlook was incorporated into thesis in the form of a systematic literature review. This literature review is presented in the third article of the thesis. The fourth and final study widens the scope even further by analysing the phenomenon in the light of sociological theory. The general aim of the thesis was scrutinised and critically analysed using Nathan Selwyn's construct of Technology Capital, which in turn is derived from Pierre Bourdieu's notion of cultural capital. Technology capital defines both access to and the use of ICT, which of course also implies that ICT indeed has cultural value. The results of this sociological analysis showed that there does indeed exist a digital inequality amongst the younger generation in Sweden in spite of having easy access to the technology. It is demonstrated that the Swedish school system actually fails its commission. In respect to the use of and access to ICT the school system is not equal and pupils do not receive equal education. Furthermore, the analysis suggested that the task given to the school system is unclear and that the use of a concept such as technological capital is a promising one in gaining further insights into the phenomenon of digital (in)equality. In conclusion, suggestions are also made how the notion of technology capital could be further developed made more precise.

Questa tesi è il risultato di uno studio sul CLIL e le nuove tecnologie per la didattica nato da un insieme di fattori: il desiderio di investigare l’uso delle nuove tecnologie a scuola, considerando le possibili implicazioni, e il bisogno di migliorare la qualità dell’apprendimento linguistico attraverso la creazione di nuovi stimoli per gli studenti. Tale studio è costituito da una parte teorica e una pratica di ricerca sul campo in cui si sono presi in considerazione diversi gradi di scuola e anche corsi universitari. La ricerca ha dimostrato l’influenza positiva delle nuove tecnologie come valore aggiunto al CLIL e ha riconosciuto il ruolo chiave dell’insegnante in questo tipo di approccio bifocale. / This thesis is the result of a research study in CLIL and Technologies that arose from the combination of different factors: the desire of investigate the implementation of new technologies at school, considering the possible implication, and the need to improve the quality of language learning giving new stimuli to the students. It is based on a theoretical study and an action research which investigated different school levels and university courses. The research proved the positive stimulus of new technologies as value-added to CLIL and recognised the key role of the teacher in such a double-focus approach.

This research analyses hackathons which are collaborative innovation making by using technology events, in terms of using these as a tool to facilitate a lifelong learning process in obtaining digital competence among other 21 st century skills. The aim of this research is to explore and analyse the perceptions and experiences of hackathon participants and different stakeholders about the learning process experienced during a hackathon event. The following research questions are studied: RQ1. How do interviewees perceive hackathons in relation to key elements of the UNESCO Learning Cities Framework?; RQ2. How do participants of the hackathons perceive their learning process?; RQ3. How do participants of the hackathons perceive their learning process by using digital tools during the hackathon events? Kolb’s experiential learning theory and UNESCO Learning Cities Framework are used as the ground for the theoretical-methodological frameworks. The methods chosen to collect the data are survey questionnaire and interviews. The results provide insights that apart from developing digital competence and using technology as a tool for learning, collaboration, communication and problem-solving are the main skills practiced during a hackathon. This implies that hackathons could be used on a wider scale to help with UNESCO Learning Cities development by facilitating the learning process for adults in the development of 21 st century skills. / <p>This article was presented in May 2020 at Stockholm University, Department of Education.</p><p>This finalized article was presented to UNESCO Learning Cities Program Specialist at the Institute of Lifelong Learning in Hamburg, in July 2020.</p><p>Key findings of this research were presented at the Joint International Seminar with Stockholm University, University of Tokyo and Jyväskuylä University in February 2020.</p><p>Interviews with this article's author about this research:</p><p>By Future Position X, digital innovation hub in Sweden (available in English &amp; Swedish): https://fpx.se/en/people-come-to-learn-network-and-make-a-difference/</p><p>Canberra Innovation Network mentions my research: https://cbrin.com.au/women-in-innovation/women-in-innovation-monika-lionaite/?fbclid=IwAR1mTBwXI8yS9uxkoTZSdhnB2jhpKA4kRs_GztyrAqCmbAJNNZ_KH0DR_Jo</p><p>Presentations about this research were done by the author at the Rotary Clubs of Canberra Sundowners and Canberra Weston Creek, also at the international conference of Rotary International activities during the global pandemic.</p><p>The author shared key findings as a speaker at the international conference promoting tolerance and peace on the topic 'Crisis and the role of states in developing solutions' November 2020 which was organized by the American International Education Federation and Alliance for Humanity; at the international online conference of Young Scientists on the topic of 'Leadership in peace-building and international development in the digital age' in November 2020 which was organized by Western Asian Development Institute.</p><p></p><p></p>

Orientador: Cibele Cecílio de Faria Rozenfeld / Resumo: Nos últimos anos, com a expansão das tecnologias, presenciamos o surgimento de diferentes dispositivos, programas e aplicativos, tornando as Tecnologias Digitais da Informação e Comunicação (TDICs) cada vez mais presentes no mundo, em diferentes contextos na era da Cultura Digital (SANTAELLA, 2003; BERTOLDO, SALTO E MILL, 2018; KENSKI, 2018). Desse modo, no panorama educacional contemporâneo, ressalta-se os desafios advindos dessa nova era, pois, se por um lado essas ferramentas podem potencializar o trabalho dos educadores, sem delimitação espaçotemporal, por outro elas exigem suporte e Competência Digital dos professores e alunos (UNESCO, 2008, 2014, 2016). Nesse sentido, inúmeras são as discussões acerca da formação de professores, em uma perspectiva crítico-reflexiva (FREIRE, 1979; MOURA-FILHO, 2011) e perceptiva (MERLEAU-PONTY, 1999; MATOS E JARDILINO, 2016), para o ensino de línguas aliado ao uso das tecnologias (BAX, 2003; LEFFA, 2012; PAIVA, 2013; MARQUES-SCHÄFER E ROZENFELD, 2017). Além do mais, percebe-se o descompasso entre a velocidade transformacional das TDICs e a morosidade em integrá-las na Educação e na formação docente, bem como as condições de infraestrutura, a oferta e o manejo de recursos tecnológicos (KENNISNET, 2015; ALMEIDA E VALENTE, 2016). Partindo desse cenário, o presente trabalho tem como objetivo analisar as percepções de professores de inglês da rede pública de ensino acerca da relevância do uso das TDICs em sala de aula, da infraestrutura para ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In recent years, with the expansion of technologies, we have witnessed the emergence of different devices, programs and applications, making Digital Information and Communication Technologies (DICTs) increasingly present in the world, in different contexts in the era of Digital Culture (SANTAELLA, 2003; BERTOLDO, SALTO AND MILL, 2018; KENSKI, 2018). Thus, in the contemporary educational perspective, the challenges arising from this new era are emphasized, since, on the one hand, these tools can enhance the work of educators, without spatiotemporal delimitation, on the other, they require support and Digital Competence from teachers and students (UNESCO, 2008, 2014, 2016). In this sense, there are countless discussions about teacher education, in a critical-reflexive (FREIRE, 1979; MOURA-FILHO, 2011) and perceptive view (MERLEAU-PONTY, 1999; MATOS E JARDILINO, 2016), for teaching languages combined with the use of technologies (BAX, 2003; LEFFA, 2012; PAIVA, 2013; MARQUES-SCHÄFER AND ROZENFELD, 2017). Furthermore, there is a mismatch between the transformational speed of DICTs and the delay in integrating them in Education and teacher education, as well as the conditions of infrastructure, proposition and use of technological resources (KENNISNET, 2015; ALMEIDA AND VALENTE, 2016). Based on this scenario, the present work aims to analyze the perceptions of English teachers in the public school about the relevance of using DICTs in the classroom, the infrastructure for such use ... (Complete abstract click electronic access below) / Mestre

This is a study about digital maturity within the financial sector. Specifically, this paper delves into what factors are perceived to have an effect on the digital maturity of the organizations within the sector. Furthermore, the study also examines whether the covid-19 pandemic is perceived to have changed any of these factors or any of the aspects of digital maturity. This will be evaluated through a thematic analysis of the data collected via a series of semi-structured interviews. The respondents who have been interviewed are all employed within the financial sector and have been employed throughout the pandemic. To analyze the collected data, two digital maturity models have been deployed to assess which factors have an effect on the digital maturity levels of the organizations in question. The results indicate that there are several factors influencing the digital maturity of the financial sector. Digital competence is perceived to have a positive effect in terms of how it affects the digital maturity levels, while dated systems and old ways of working appear to have a substantial negative effect on the digital maturity levels. The leadership and vision of the organizations appear to have a negative as well as a positive effect. The study also concludes that the perceived pressure from outside of the organization to digitize their operations might be a bigger factor than what previous research has indicated. While the covid-19 pandemic is perceived by the respondents to have had some effect on the digital ventures of the organization, none of the respondents perceived that the pandemic had been a major factor in regard to their digital transformation. Rather the digitalization of the organization’s ventures had been on-going before the pandemic, and the pandemic was therefore seen as an indicator that the organization needed to continue their work to digitize their processes.

Syftet med den här studien är att få svar på hur digitala verktyg används på fritidshemmet, hur fritidshemslärare ser på digitaliseringen inom fritidshemmet samt vilka utmaningar och möjligheter de ser med digitala verktyg för språkutveckling. Vi har använt en kvalitativ studie och som analysverktyg har vi använt Puenteduras (2013) SAMR-modell. I studien har vi intervjuat nio behöriga fritidshemslärare på två olika fritidshem i sydöstra Sverige. Tidigare forskning visar att det finns både fördelar och nackdelar med användning av digitala verktyg för elevers språkutveckling. Resultatet av undersökningen visar att det finns behov av kompetensutveckling hos fritidshemslärare angående digitala verktyg och hur de kan användas på fritidshem för språkutveckling. Fritidshemmen i undersökningen arbetar olika och i olika utsträckning med digitala verktyg beroende på vilka som arbetar där. Fritidshemslärare ser både för och nackdelar med digitala verktyg på fritidshemmen. / The purpose of this study is to get answers to how digital tools are used in the after-school center, how after-school center teachers view digitalisation within the after-school center and what challenges and opportunities they see with digital tools for language development. We have used a qualitative study and as an analysis tool we have used Puentedura's (2013) SAMR model. In the study, we interviewed nine qualified after-school teachers at two different after-school centers in south-eastern Sweden. Previous research shows that there are both advantages and disadvantages to using digital tools for students' language development. The results of the survey show that there is a need for competence development among after-school center teachers regarding digital tools and how they can be used at after-school centers for language development. The leisure centers in the survey work differently and to different extents with digital tools depending on who works there. Leisure home teachers see both the pros and cons of digital tools in after-school centers.

Ett av skolans uppdrag är att utbilda medborgare till att besitta en digital kompetens. Detta för att klara av den ständiga digitala utveckling som sker i vår moderna värld. Eleverna möter olika slags texter i skolan, både tryckta och digitala. Somliga elever har även digitala läromedel, vilket innebär att de digitala texterna blir något som de möter dagligen. Samtidigt har forskning visat att det finns fem förmågor som behöver behärskas för att kunna hantera digitala texter. Dessa fem förmågor står inte explicit utskrivna i läroplanen för grundskolan, förskoleklass och fritidshem (Lgr11) utan lärarna behöver på egen hand försöka tolka in dem i sin planering av undervisningen.  Frågan blir således: Har läromedelsutvecklarna dessa fem förmågor i åtanke när de producerar sina digitala läromedel? Hur anser högskolelärarna och grundskollärarna att de tar hänsyn till förmågorna i sin undervisning? Studien har därmed som syfte att öka kunskapen om vilka sätt som finns bland de tre yrkeskategorierna att behandla dessa fem förmågor som forskning har visat krävs för hantering av digitala texter. Syftet ämnas uppnås genom två frågeställningar som behandlar hur yrkeskategorierna möjliggör utveckling i de fem förmågorna och vilka didaktiska val de gör med hänsyn till de fem förmågorna i sin undervisning.  För att möjliggöra en uppfyllelse av syftet och dess frågeställningar har en fenomenografisk ansats använts tillsammans med en kvalitativ metod i form av semistrukturerade intervjuer. Fortsatt analyserades materialet ur ett sociokulturellt – samt didaktiskt perspektiv. Studiens resultat visade att stöttning är viktig för att eleverna ska kunna utveckla förmågorna. Detta är i enlighet med vad den sociokulturella teorin betonar som viktigt. Samtliga informanter visade kunskap om vilka konsekvenser som brister i förmågorna resulterar i, men huruvida undervisningen anpassades efter förmågorna varierade beroende på lärare. Det digitala läromedlet kan dock ge fördelaktiga förkunskaper för digitala texter vilket verkar gynna eleverna när de sedan är ute och Googlar på internet. Slutligen delger samtliga lärare att tidsbrist har en negativ påverkan på deras möjligheter till stöttning i undervisningen. Grundskollärarna ansåg även att deras digitala kompetens inte var tillräcklig och att fortbildning efterfrågades. / One of the school's missions is to educate citizens to possess digital skills. This is to cope with the constant digital development that takes place in our modern world. Students encounter different kinds of texts in school, both printed and digital. Some pupils have digital teaching materials as well, which means that the digital texts become something that they encounter daily. At the same time, research has shown that there are five abilities that need to be mastered to be able to handle digital texts. These five abilities are not explicitly stated in the curriculum for the compulsory school, preschool class, and school-age educare (Lgr11), which results in teachers that need to interpret the abilities into their own teaching.  The question is: do teaching aid developers have these five abilities in mind when producing their digital teaching materials? How do university teachers and primary school teachers consider that they take the abilities into account in their teaching? The study thus aims to increase knowledge of the ways that exist among the three professional categories to deal with these five abilities that research has shown are required for handling digital texts. The purpose is intended to be achieved through two questions at issue that deal with how the professional categories enable development in the five abilities and what didactic choices they make regarding the five abilities in their teaching.  To enable the purpose and its questions to be fulfilled, a phenomenographic approach has been used together with a qualitative method in the form of semi-structured interviews. The material was analyzed from a socio-cultural and didactic perspective. The results of the study showed that support is important for pupils to be able to develop their abilities. This is in line with what sociocultural theory emphasizes as important. All informants showed knowledge of the consequences that shortcomings in the abilities result in, but whether the teaching was adapted to the abilities varied depending on the teacher. However, the digital teaching aid can provide beneficial prior knowledge for digital texts, which seems to benefit the pupils when they are out Googling on the internet. Finally, all teachers report that lack of time has a negative impact on their opportunities for support in teaching. The primary school teachers also felt that their digital competence was not sufficient, and that further education was in demand.

La crisis sanitaria causada por la pandemia covid-19 en el mundo hizo que muchas escuelas se vieran forzadas a impartir clases virtuales o semipresenciales, muchas sin tener la preparación ni los recursos necesarios para llevar a cabo semejante tarea. El presente trabajo tiene como objetivo estudiar las percepciones del alumnado y el profesorado de la asignatura de español como lengua extranjera de una escuela secundaria sueca con respecto a la experiencia de enseñanza virtual de los últimos dos años. El artículo aborda tres problemáticas: la preferencia de modalidad de enseñanza, las ventajas y desventajas de la modalidad virtual, y las tecnologías de la comunicación y la información que se pueden mantener en la enseñanza presencial. La metodología utilizada para recabar información de primera mano son dos encuestas: una con preguntas abiertas para profesores, y otra de preferencia y opinión siguiendo la escala de Likert para el alumnado. A su vez se usará el modelo de Fisher de dos colas para establecer correlaciones estadísticas que puedan probar las hipótesis. El marco teórico del trabajo es la teoría de la conectividad de Siemens y Downes, el concepto de competencia digital y el enfoque de “aula invertida” de Bergmann y Sams. / The sanitary crisis caused by the worldwide covid-19 pandemic forced many schools to impart blended and online teaching, despite the fact that many lacked the preparation or the necessary resources to carry out this task. This paper aims at studying the perceptions of Spanish as a Foreign Language secondary school students and teachers with respect to the distance education experience of the last two years. The article addresses three issues: the preference for a certain teaching modality, the risks and disadvantages of online teaching, and the digital tools and strategies that can be used in face-to-face teaching. The method used to obtain first-hand information are surveys: the teachers’ survey had open questions, and the students’ survey, Likert’s preference and opinion scales. In addition, Fisher’s exact test will be used to establish if there are statistically significant correlations between variables to prove the study’s hypotheses. The theoretical framework is Siemens’ and Downes’ theory of connectivity, the concept of digital competence and that of “flipped classroom” by Bergmann and Sams.

The aim of this research compilation is to show and discuss aspects of the implementation of digital tools in the visual arts classroom in Sweden. The purpose is to find out what approach visual art teachers have to the use of digital tools in their classroom, and how this affects the lessons and interactions between the students and the teachers. The articles have been found through multiple sources, the ones used are ERIC, SwePub and DiVa-Portal. The articles are all peer-reviewed and published after 1996. The main amount of articles are in a Swedish context, but there’s also a few international articles to give a broader perspective. These other articles come from Australia, Canada and the United Kingdom. Some of the articles haven’t been found via the mentioned sites, but were nudged to us by our supervisor. The results show that visual art teachers are still to some degree reluctant to incorporate the use of digital tools in the visual arts classroom. This is mostly due to lack of knowledge, skills or resources available for the teacher. Another part is that the visual arts still are considered a creative hands-on subject, which makes it hard to implement digital tools since they mostly are considered theoretical tools. This research compilation concludes that there’s still further work to be done to implement digital tools in a way that visual art teachers can fully use. And there’s still a need for digital competence among both students and teachers. However, it’s already starting to turn, with more students gaining access to their own personal computers, consequently more opportunities for digital learning appearing.

Syftet med denna studie är att undersöka hur matematiklärare beskriver digitala lärresursers användbarhet i sin problemlösningsundervisning. För att undersöka detta har flera kvalitativa semistrukturerade intervjuer genomförts. De genomförda intervjuerna med lärarna har analyserats med hjälp av TPACK-ramverket och visar att problemlösning med digitala lärresurser har både fördelar och nackdelar. De fördelar som lärarna lyfter fram berör i huvudsak individualisering och differentiering, exempelvis att det är enkelt att hitta och anpassa uppgifter till respektive elevs nivå. Nackdelarna handlar främst om digitala läromedlens funktion, bland annat att det finns för få och för enkla problemuppgifter. Digitala lärresurser möter delvis lärarnas förväntningar, men resultatet visar också på vilken utvecklingspotential som finns. / The purpose of this study is to examine how mathematical teachers describe digital teaching resources usefulness in their problem-solving teaching. To examine this, we have conducted several qualitative semi-structured interviews. The completed interviews with the teachers have been analyzed using the TPACK-framework and show that problem-solving using digital resources have both pros and cons. According to the teachers the advantages are mainly connected to individualization and differentiation, for example it is easy to find and adjust tasks to each pupil’s level. The disadvantages concern the function of digital teaching aids, among other things, there are too few and too simple problem-solving tasks. Overall digital resources match the teacher’s expectations, but the result also indicate the potential for development.