The nature of qualitative research design for second language learning has changed considerably with recent technological developments. This workshop introduces participants to how digital tools can be harnessed to create innovative workflows to support the entire research process. This includes becoming networked scholars through a variety of social media platforms; engaging in a paperless literature review process; generating data from online sources and mobile apps; transcribing with artificial intelligence applications; adopting appropriate data analysis software; and representing findings in ways that will reach the intended audience. Not only will participants gain a comprehensive introduction to the most recent digital tool developments as they apply to qualitative research, but, through detailed demonstrations, they will also learn how to analyze the affordances and constraints of such tools as well as the ethical implications of their use. Course materials will be drawn from the instructor’s forthcoming book, Doing Qualitative Research with Digital Tools(Sage, 2020). Topics to be covered will include (with tool examples): Networking through academic social media platforms (Google Scholar profiles, ORCID and ResearchGate) Developing a paperless literature review process using cloud storage (Dropbox), citation management software (Mendeley), annotating apps (GoodReader), and QDAS tools (ATLAS.ti 8) Collecting data through mobile apps (Evernote), social media sites (Twitter), and GeoDocs (Google Earth) Transcribing in ways that synchronize the media file with the text (Youtube), harness the capabilities of artificial intelligence (Otter.ai) and enable “hands-free” transcription (Google Voice) Selecting an appropriate qualitative data analysis software package (e.g. ATLAS.ti) Writing and representing findings in innovative ways (Authorea, Google Docs) The purpose of the workshop is to provide participants with a comprehensive demonstration (rather than a step-by-step tutorial), of how digital tools can support efficient and effective methodological workflows. Laptops will be useful for exploring some of the software applications and online resources, but are not required.

In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion.  I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education.  Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops.  My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.

Mapping literature has become a common metaphor in recent years, often to represent an organisational principle or to suggest the importance of geography in the critical work.  This paper examines the place of geography in literature and demonstrates that maps can add to our knowledge of literature. I use Richard Horwoods 17929 Plan of the Cities of London and Westminster to visualise the movements of Thomas De Quincey in his <i>Confessions of an English Opium-Eater</i> by plotting his movements within London and contrasting them to his earlier travels in Wales. I demonstrate that De Quinceys writing process creates an imaginative London, London imaginis, that has the real London, London res, as a source. The London imaginis is shaped by De Quinceys language and becomes an infernal prison where his Dark Interpreter associates with a community of pariahs, as Joetta Harty refers to it.  This is in stark contrast to the paradisal, verdurous, Wales chapters where De Quincey is sociable and free.  This spatial reading examines the difference between De Quinceys identity in Wales and in London by exploring the language he uses and the spatial constructions in both London and Wales that become apparent when plotted on a map. This mapping demonstrates how De Quincey artificially constructs both his London imaginis and his London identity, his ego imaginis, to purposefully align himself among the lower classes.

Mapping literature has become a common metaphor in recent years, often to represent an organisational principle or to suggest the importance of geography in the critical work.  This paper examines the place of geography in literature and demonstrates that maps can add to our knowledge of literature. I use Richard Horwoods 17929 Plan of the Cities of London and Westminster to visualise the movements of Thomas De Quincey in his <i>Confessions of an English Opium-Eater</i> by plotting his movements within London and contrasting them to his earlier travels in Wales. I demonstrate that De Quinceys writing process creates an imaginative London, London imaginis, that has the real London, London res, as a source. The London imaginis is shaped by De Quinceys language and becomes an infernal prison where his Dark Interpreter associates with a community of pariahs, as Joetta Harty refers to it.  This is in stark contrast to the paradisal, verdurous, Wales chapters where De Quincey is sociable and free.  This spatial reading examines the difference between De Quinceys identity in Wales and in London by exploring the language he uses and the spatial constructions in both London and Wales that become apparent when plotted on a map. This mapping demonstrates how De Quincey artificially constructs both his London imaginis and his London identity, his ego imaginis, to purposefully align himself among the lower classes.

The aim of the study is to learn more about the way preschool teachers work with Information and Communication Technology(ICT). More specifically, this study aims to explore how preschool teachers describe their experience of ICT, the conditions and opportunities to work with ICT, and their own knowledge and competence in the use of digital tools with preschool children. The research method consists of interviews with preschool teachers and observations at five municipal preschools in Stockholm as well as an analysis of the relevant passages in the Curriculum for the Preschool and the Curriculum of Stockholm city. This study shows that there seems to be great variation in the amount of ICT tools present in preschools. Preschool teachers expect a lot from ICT, and the improvements that it can make on their work. They express that the preschool has to meet the demands of an ever-developing society with respect to information and technology. They also recognize the importance of letting children use ICT tools, which are already familiar in the home environment. In the preschool, ICT is used as a part of the teacher-led activities and in theme work with the child group. Experience-based activities are also created with ICT tools. The rules and norms regulating ICT at the preschools include how the new devices, especially the tablets, should be used in preschool activities and what the mutual approaches at the preschools should be. These discussions are still active in this study and the preschool teachers seem to be looking for a quick fix, a simple manual that can lead them forward in their work with ICT.

This essay aims to examine what digital tools are and how these could promote learning for dyslexic students. The studie specifically focused towards the subject of history in upper se-condary school. Against the background that students with dyslexia tend to have difficulties reading, spelling and decoding words and sentences, the essay will explain and reflect on these underlying factors. Based on a text analysis, data has been collected to investigate what and how the digital tools can facilitate the learning and teaching of dyslexic students. The results shows that learning is facilitated by dyslexics through structured teaching methods and digital tools can take them further in their education and increase their desire and will to learn.

This study aims to investigate how science textbooks and a digital tool from NTA presents the space for children in primary school. NTA stands for science and technology for everyone, it is a school development program in the subject of science, technology and mathematics. This study will also investigate how frame factors can affect the use of digital tools and science textbooks in the classroom. The following questions will be asked to answer the aim of this study: How is the earth´s, the sun´s and the moon´s relationship to each other presented in NTA´s digital tool and in science textbooks for children in primary school? How can time and knowledge as frame factors affect the use of digital tools in comparison with science textbooks in the classroom? To analyze the empirical material, the theory Ammert´s uses to analyze textbooks will be used. The content will be analyzed by categorizing it as established, explaining and reflecting/analyzing representation forms. To analyze the pictures in the textbooks and the digital tool Wallin Wictorin´s theory about pictures in textbooks will be used. The result of the study showed that the most used representation form of the textbooks was the established one, sometimes the explaining and the reflecting/analyzing representation form was used, but for the most part it was the established one. The result also showed that the digital tool often used the established representation form in the text they had, but the assignments had the reflecting/analyzing representation form for the most part.

As a result of the increase of digitalisation in today’s society over the recent years, the Swedish school system requires a certain degree of digital competence amongst teachers. The COVID-19 pandemic has not only accelerated the digitalisation of schools it even forced teaching to become digital for some time. Therefore, this study aims to investigate how Swedish ESL/EFL teachers in secondary school utilise digital tools to support pupils with writing and reading difficulties and their awareness of these difficulties. In order to meet the formulated aim of this paper, the research questions have been separated into three sections. The first area involves writing and reading difficulties in English courses. The second aspect of this research will examine which digital tools English teachers use to support students that struggle with reading and writing in the classroom, and the third aspect is how they apply these tools to their teaching. In this qualitative study, four English teachers participated. The empirical data was collected through semi-structured interviews. The results show that the interviewees experienced that the use of digital tools supported and developed students in their reading skills. Moreover, previous research concludes that digital tools have a profitable effect on students’ motivation and learning. However, the interviewees’ struggled to present digital teaching strategies to support struggling writers and did not present an effective digital tool for students with writing difficulties. Additionally, we discovered that the teachers in this study lacked the knowledge to some extent regarding digital tools to support these students; hence, the importance of providing further education to teachers regarding our research topic to offer an equivalent and inclusive school environment for all students. Further, research on digital tools and how to support students were limited. Therefore, we suggest future research on the topic with a focus on digital teaching strategies.

This study has partly examined teachers’ opinions on why they do and why they do not use digital tools in mathematics teaching, and partly when teachers think that it is appropriate and not appropriate to use digital tools in mathematics teaching. The study was conducted by interviewing four mathematics teachers who are active in grades 4-6. The teachers explained that they lack access to the digital tools that they need and want. In addition, they lack the digital skills and education for using digital tools in teaching mathematics. They also do not get the time they need to familiarize themselves with how digital tools can be used. They stated that they mainly use digital tools for mass training tasks, which does not correspond to what they should use digital tools for based on the Swedish curriculum. The teachers thought that digital tools are best suited for whole-class teaching, to reach all students at the same time. In addition, the teachers explained that digital tools are suitable for individual work, as digital tools can often be adapted based on the students’ individual needs. The study also examined the reasons for the teachers’ opinions. The opinions were mainly influenced by the teachers’ self-created knowledge, which they created as they used digital tools in mathematics teaching. / Denna studie har dels undersökt lärares åsikter om varför de använder digitala verktygi matematikundervisning och varför de inte använder sig av det, dels när lärare anser att det passar och inte passar att använda digitala verktyg i matematikundervisning. Studien har utförts genom att intervjua fyra matematiklärare som är verksamma i årskurs 4–6. Lärarna förklarade att de saknar den tillgång till digitala verktyg som de behöver och vill ha.Dessutom saknar de digital kompetens och utbildning i hur digitala verktyg kan användas i matematikundervisning. De får inte heller den tid de behöver för att själva sätta sig in i hur digitala verktyg kan användas. De konstaterade även att de främst använder digitala verktyg för mängdträningsuppgifter, vilket inte motsvarar vad de borde använda digitala verktyg till utifrån den svenska läroplanen. Lärarna ansåg att digitala verktyg passar bäst för helklassundervisning, för att nå ut till alla elever samtidigt. Dessutom förklarade lärarna att digitala verktyg passar för enskilda arbeten, eftersom digitala verktyg ofta går att anpassa utifrån elevers individuella behov. Studien undersökte även orsaker till lärarnas åsikter.Åsikterna stöds främst på kunskaper som lärarna bildat i samband med att de använt digitala verktyg i matematikundervisning.

This qualitative case study investigates L2-teachers’ perceptions and integration of digital literacy. Two qualitative semi-structured interviews were conducted, one group interview with two participants, and one interview with a single participant. The aim of the interviews was to find out about teachers’ pedagogical choices regarding digital literacy, practicality on digital issues, and the perception of the curriculum with digitality as an aspect and consideration. To answer these formulations three themes were adopted, these were pedagogy, practicality and curriculum. There was an indication that teachers were divided between different ideologies which affected them in their classroom regarding technology use. These ideological issues consequently affected factors such as beliefs, explicitness, responsibility of work, creativity and criticality, which were factors dividing the teachers apart concerning their view of digital literacy.