In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. / <p>På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en</p>

In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. / <p>På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en</p>

Studies have shown that a majority of teachers in Sweden (among other countries) today use an algebraic approach to introduce complex numbers. Studies have also shown that this approach could be problematic for students' conceptualization, and can lead to misconceptions regarding the complex numbers. The purpose of this study was therefore to investigate if teachers' perceptions of complex numbers had any effect on their choice of method in regards to introducing the complex numbers to their students. A secondary purpose of this study was to see which digital learning resources teachers use, and how they use these in their teaching of the complex numbers. A qualitative interview with seven teachers was conducted to hear their personal choices and experiences. The study found no connection between the teachers' perception of complex numbers, and their choice of introducing complex numbers. Regarding the use of digital learning resources, the study found many of the teachers to be inexperienced or limited in their use of digital learning resources in their teaching of the complex numbers. / Forskning har visat att majoriteten av lärare i Sverige (bland andra länder) använder idag en algebraisk undervisningsmetod för att introducera komplexa tal. Forskning har också visat att detta kan vara problematiskt för elevers begreppsskapande och kan leda till missuppfattningar av komplexa tal. Syftet med den här studien var således att undersöka om lärares uppfattningar av komplexa tal har någon inverkan på deras val av introduktion i undervisningen. Ett sekundärt syfte var att se vilka digitala hjälpmedel lärare använder och hur de väljer att använda dessa i samband med undervisningen av komplexa tal. En kvalitativ intervju gjordes med sju lärare för att ta del av deras undervisning och deras personliga erfarenheter. Studien fann ingen koppling mellan lärarnas uppfattningar av komplexa tal och hur de valde att introducera komplexa tal. Gällande digitala verktyg så fann studien många lärare oerfarna eller begränsade i sin användning av digitala verktyg i sin undervisning av komplexa tal.

The progress of the pandemic has affected many people in the outside world and digitalization has therefore reached new levels. Previous research and reports have shown that teachers in mathematics rarely use digital learning resources when teaching in the classroom. With the help of a questionnaire study, the use and knowledge of digital learning resources for primary and middle school teachers and whether the pandemic has had any impact on this is investigated. The analysis of the results will take place in the TPACK in situ framework. This shows that teachers´ use of digital learning resources have increased in connection with the Covid- 19 pandemic. The teachers´ digital competence has to a large extent been developed when the pandemic set new demands and challenges. The study suggests that the effects of the pandemic have led to higher collegial collaboration in the search for and use of digital learning resources. / Pandemins framfart har påverkat många i omvärlden och digitaliseringen har nått nya nivåer. Tidigare forskning och rapporter har visat på att lärare i matematikundervisningen sällan använder digitala lärresurser. Med hjälp av en enkätstudie undersöks låg- och mellanstadielärares användning och kunskap kring digitala lärresurser samt om pandemin har haft någon påverkan på detta. Analysen av resultatet kommer ske med hjälp av ramverket TPACK in situ. Detta visar att lärares användning av digitala lärresurser har ökat i samband med Covid-19 pandemin. Lärarnas digitala kompetens har i hög utsträckning utvecklats när pandemin ställt nya krav och utmaningar. Studien antyder att pandemins effekter har givit ett högre kollegialt samarbete vid sökande och användande av digitala lärresurser.

Digital technology is developing rapidly, and educators are currently in the process of exploring what opportunities new technology can have for learning and teaching. This applies not least to the field of education in programming, as   learning to program is a great challenge for many students. Therefore, educators and researchers have sought to find educationally effective digital learning resources to facilitate the programming learning process. In this thesis, multimodal online learning environments, providing accessible and learner-focused learning activities, and multimodal software visualizations, striving at concretizing the abstract building blocks in programming languages, were exploratory investigated. The aim was to expand the understanding of how digital learning resources can be used to support students’ understanding of basic programming concepts and dynamics. Empirical studies were conducted at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden. The data were collected during introductory programming courses in which the author had an active role as designer of the software visualizations, teacher and researcher. In these courses, the digital learning resources were explored as additional course resources. The research was conducted both through field experiments and case studies and data was collected using questionnaires, interviews and group discussions. Results strengthened the claims that abstract phenomena like programming can be made visible and understandable through visualization, in particular program dynamics.  When visualizations illustrated more conceptual elements, further guidance was required, to facilitate students’ interpretation and understanding. Regarding the online learning environments, guiding to the right learning pathways was the most critical factor found from the results. When adequate instructions and feedback were lacking in the learning environments, users became cognitively overloaded and disoriented. Finally, findings in all compiled studies indicate that teacher planning and orchestration of the learning situations should be conducted with more reflection.

Samhället är väldigt digitaliserat och digitala lärresurser har fått ett stort utrymme på skolan i nästan alla årskurser. Syftet med att använda digitala lärresurser är för att stötta eleverna i deras lärande och utveckling. Digitala lärresurser har ytterligare ett syfte som är att underlätta lärarens arbete. I denna studie kommer en systematiskt litteraturstudie att göras för att undersöka vad tidigare forskning som har fokuserat på digitala lärresurser i matematikundervisning kommer sammanställas. digitala lärresurser inom matematikundervisningen. Syftet med denna litteraturstudie är att undersöka användningen av digitala lärresurser under matematikundervisningen samt hur den kan främja elevers lärande. Studien kommer även att ta del av användningen av digitala lärresurser utifrån sociokulturella perspektivet. Resultaten av de sammanställda forskningarna visade att digitala lärresurser av olika slag kan främja elevernas lärande på olika sätt. Det främjar bland annat motivation till lärande, engagemang, problemlösningsförmåga, algebraiska tänkande, tal beräkningar, mönsterigenkänning m.m. Resultatet har även visat att en stor del av bakomliggande aspekter som kan hindra att elevers lärande främjas genom digitala lärresurser är lärarnas brist på kunskap gällande användning av materialet. / Society is highly digitalized and digital learning resources have been given a large space at school in almost all grades. The purpose of using digital learning resources is to support students in their learning and development. Digital learning resources have another purpose, which is to facilitate the teacher's work. In this study, a systematic literature study will be done to investigate what previous research that has focused on digital learning resources in mathematics education will be compiled. digital learning resources in mathematics teaching. The purpose of this literature study is to investigate the use of digital learning resources during mathematics teaching and how it can promote student learning. The study will also considerthe use of digital learning resources based on the socio-cultural perspective. The results of the compiled research showed that digital learning resources of various kinds can promote students' learning in different ways. Among other things, it promotes motivation for learning, commitment, problem-solving skills, algebraic thinking, number calculations and pattern recognition. The results also show that a large part of the underlying aspects that can prevent students' learning from being promoted through digital learning resources is the teachers' lack of knowledge regarding the use of the material

I dagens skolor används digitala lärresurser flitigt i matematikundervisningen trots att det visats i studier att digitala lärresurser inte används på ett effektivt sätt. Syftet med denna studie är att sammanställa information om användningen av de digitala lärresurserna i matematikundervisningen i årskurs 1-6 kopplat till elevers lärande. Studien är en systematisk litteraturstudie där tidigare forskning kring ämnet undersöks. I resultatet framkommer tre huvudresultat. Det första huvudresultatet handlar om att elevernas motivation kan öka med hjälp av digitala lärresurser. Det andra huvudresultatet beskriver utvecklingen av olika förmågor som kan uppkomma med hjälp av digitala lärresurser. Det sista och tredje huvudresultatet handlar om negativa effekter som kan uppkomma av användningen av digitala lärresurser. Interaktionen mellan lärare och elev kan försämras när digitala spel används i undervisningen. Det tredje huvudresultatet ger en tydlig bild av lärares brister på kunskaper om digitala lärresurser vilket påverkar elevers lärande. En slutsats som vår studie landar i är att mer forskning om matematikundervisningen som grundar sig helt på användningen av digitala lärresurser behövs för att tydligare kunna se vad effekterna på lärandet blir / In today's schools digital learning resources are used diligently in mathematics, even though studies have shown that they are not used efficiently. The purpose of this study is to compile information regarding the use of digital learning resources in mathematics connected to pupils' learning in years 1-6. The study is a systematic literature study where previous research about the subject is investigated. Three main results are presented. One of the results is associated with the possibility of raising student motivation by the use of digital learning resources. Another result describes the development of different skills by the use of digital learning resources. The final result presents negative effects that may follow from the use of digital learning resources. The third main result gives a clear picture of teachers’ lack of knowledge regarding digital learning resources, which directly affects pupils’ learning. A conclusion drawn by this study is that more research regarding teaching of mathematics based solely on the use of digital learning resources is required to more clearly see the effects on pupils’ learning

This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources. Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed. In conclusion the thesis, among other things, indicates that: - Social Science acquires informal features and pupils are independently designing their own digital Social Science material. - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility. - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning. - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide. - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface.           The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Submitted.

Från och med höstterminen 2018 är programmering en del av kursplanen i matematik, och har då placerats under det centrala innehållet för algebra. Trots att det inte är obligatoriskt förrän höstterminen har lärare redan börjat undervisa i programmering, och appar är då en populär lärresurs. Hur väl stämmer apparna för programmering överens med kursplanen i matematik, och hur väl lämpar de sig för undervisning på lågstadiet? Med utgångspunkt i dessa frågor gjordes en analys av 14 programmeringsappar som riktar sig till lågstadieåldrarna, 6-10 år. Studien är en kvalitativ innehållsanalys med en analysmodell som baserats på kursplanen i matematik, teorier om pre-algebra samt kriterier som lärare anser viktiga för en bra app. Studien visar att apparnas lämplighet för matematikundervisning varierar, men att det är de appar som är utformade som spel som stämmer bäst överens med kursplanen i matematik. Det är också dessa appar som har en pedagogisk utformning som lämpar sig bäst för undervisning på lågstadiet. Resultatet av studien ifrågasätter dock valet att placera programmering under algebra i läroplanen, då kopplingen däremellan inte är helt tydlig. / Starting in the fall of 2018, programming is a part of the Swedish curriculum for mathematics and has been placed under the core content for algebra. Even though it is not obligatory until the fall, some teachers have already started teaching about programming using apps as a digital learning resource. How well do the programming apps fit with the curriculum for mathematics, and how suitable are they to be used in primary school education? With these questions in mind an analysis was made of 14 programming apps for children 6-10 years old. The study is a qualitative content analysis with an analysis model based on the curriculum for mathematics, theories about pre-algebra and criteria that teachers believe to be important in the choice of a good app. The study shows that the apps’ suitability for mathematics education vary, but it is the apps that are designed as games that fit best with the curriculum for mathematics. These apps also have the pedagogical design that suits best for primary school education. The study’s results question the choice of placing programming under algebra in the curriculum, since the connection between the areas is not quite clear.

As a consequence of society's constant digitalization, the demands for digital competence increases. The educational system is no exception, and teachers should be considered a central component regarding the integration of digital learning resources in education. Therefore, the purpose of this study is to investigate whether or not the use of digital learning resources in mathematics education in grades 1–3 is affected by the self-perceived digital competence and attitudes of teachers, and, if so, how it is affected. To fulfill this purpose a qualitative study was conducted, which included interviews with thirteen teachers working in selected grades. The results showed that each and every teacher had a positive attitude, as well as a high usage of digital learning resources in mathematics education. The results also showed that this did not automatically imply a critical approach or awareness regarding the use of these kind of resources and its effect on mathematics education. This indicates that the majority of the respondents have deficiencies regarding the ability to combine digital resources with pedagogical content knowledge when teaching mathematics. The conclusion of the study is that teachers’ self-perceived digital competence and attitudes affected the use of digital learning resources, and that these aspects in turn were affected by numerous other factors. The self-perceived digital competence was affected by the individual interpretation of the same notion, which in the long run seemed to affect the critical approach towards the use of digital learning resources. The factors that turned out to have the most effect on teachers’ attitudes were shortage of time and level of interest. Overall, this indicates that more time needs to be given in order for teachers to enhance their competence through education and collaboration between colleagues. This in order to prevent teachers' individual actions affecting the equivalence of education. / I takt med samhällets ständigt pågående digitaliseringsprocess ställs också allt högre krav på digital kompetens. Skolans värld är inget undantag, och läraren bör här betraktas som en central komponent i arbetet med att integrera digitala lärresurser i undervisningen. Syftet med denna studie var därför att undersöka om användandet av digitala lärresurser i matematikundervisningen i årskurs 1–3 påverkas av lärarens självupplevda digitala kompetens och attityd, och i så fall på vilket sätt. För att uppfylla detta syfte genomfördes en kvalitativ intervjustudie med tretton verksamma lärare i valda årskurser. Resultatet visade att samtliga lärare hade en positiv attityd, samt en hög användningsfrekvens av digitala lärresurser i matematikundervisningen. Resultatet visade dock hur detta inte automatiskt innebar ett kritiskt förhållningssätt eller en medvetenhet kring användandets påverkan på matematikundervisningen. Detta indikerar att majoriteten av respondenterna har brister gällande förmågan att integrera digitala lärresurser i matematikämnet på ett ämnespedagogiskt sätt. Studiens slutsats är således att lärarnas självupplevda digitala kompetens och attityd påverkade användningen, samt hur dessa aspekter i sin tur påverkades av en mängd andra faktorer. Den självupplevda digitala kompetensen var påverkad av den individuella tolkningen av samma begrepp, vilket i slutändan tycks påverka det kritiska förhållningssättet kopplat till användandet av digitala lärresurser. De faktorer som visade sig påverka lärarnas attityder i störst omfattning var tidsbrist och den egna intressenivån. Sammantaget indikerar detta att det finns ett behov av att tid avsätts för kompetensutveckling och kollegialt lärande, för att förhindra att lärares individuella agerande påverkar matematikundervisningens likvärdighet.