Inom skolvärlden har traditionella läromedel såsom böcker, papper och pennor alltid varit en förutsättning för att en lektion skall hållas. Idag lever vi i en mer digitaliserad värld med mycket teknik som både underlättar och effektiviserar vår vardag. Även vår skola har utvecklats och idag använder många lärare sig av olika digitala läromedel för att effektivisera undervisningen. Jag har undersökt hur elevernas delaktighet, motivation, inlärning och analysförmåga påverkas vid användning av digitala läromedel i utforskande samtal under en matematikundervisning. Detta skall göras genom en systematisk litteraturstudie där vetenskapliga artiklar kommer att studeras och bearbetas. Jag har analyserat och bearbetat olika resultat som artiklarna kommer fram till. Ökad motivation, ökad delaktighet, förbättrade elevresultat och förbättrad analysförmåga är det som utgör huvudresultatet för denna studie. / In the school world, traditional teaching aids such as books, papers and pencils have always been a prerequisite for a lesson to be held. Today, we live in a more digitalized world with a lot of technology that both facilitates and streamlines our everyday lives. Our school has also developed and today many teachers use various digital teaching materials to make teaching more efficient. I have investigated how students' participation, motivation, learning and analytical ability are affected when using digital teaching materials in exploratory conversations during a mathematics lesson. This will be done through a systematic literature study where scientific articles will be studied and processed. I have analyzed and processed various results that the articles arrive at. Increased motivation, increased participation, improved student results and improved analytical ability are the main results of this study.

Abstrakt Hur påverkas inlärningen av en tvingad implementering av digital utbildning? Studien handlar om att undersöka hur förutsättningar påverkas för att uppnå hög kvalitet i undervisningen av en tvingad implementation av digital undervisning ur studenternas och lärarnas synvinkel. Syftet med denna studie är att undersöka situationen vid en tvingad implementering på Malmö universitet. Med hjälp av intervju som metod ska vi ta reda på hur en sådan situation upplevs genom att sammanställa lärare och studenters åsikter. Intervjuerna har tagit fram att kontakten mellan lärare och studenterna är en viktig del i undervisningen som kan påverkas på olika sätt. Bland annat kan detta leda till att motivationen och engagemanget försämras. Examinerande moment och mycket stress i arbetet leder till att man inte hinner anpassa undervisningen till det digitala, vilket kan leda till att studenter inte förstår. Detta betyder dock inte att det inte går att ha en digital undervisning på Malmö Universitet utan bara att man behöver tid för att förbereda och anpassa utbildningen till de system och plattformar som finns. Nyckelord: Zoom, Canvas, digital undervisning / AbstractHow is learning affected by a forced implementation of digital education? This study is about examining how the conditions for achieving high quality in teaching are affected by a forced implementation of digital teaching, from the perspective of students and teachers. The purpose of this study is to investigate the situation of a forced implementation at Malmö University. By using interviews as a method, we will find out how such a situation is experienced by compiling teachers and students opinions.The interviewers have stated that the contact between the teacher and the students is an important part of teaching that can be affected in different ways. Among other things, this can lead to a decrease in motivation and commitment. Examinations and a lot of stress in the daily work can lead to not having the time to adapt the normal teaching to the digital, which can lead to students not understanding.This does not mean that it is not possible to have a digital education at Malmö University, but only that you need time to prepare and adapt the education to the systems and platforms that exist. Keywords: Zoom, Canvas, digital teaching

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.

The Swedish upper secondary school is becoming more digitalized, and the use of digital teaching materials is being questioned and debated by many, including the Swedish school minister. Therefore, with this study, we aim to investigate how upper secondary students experience the use of digital teaching materials in the subject of Swedish. We also aim to study the challenges and possibilities students are experiencing connected to the use of digital teaching material. The theoretical framework of this study investigates the students’ experiences with a phenomenological approach with the theoretical concepts ”digital literacy” and ”spatial stability”. Seven upper secondary students participated in semi-structured interviews, then a thematic analysis was conducted. The findings of the study show that upper secondary students have varied experiences with digital teaching material, and that digital teaching material has both positive and negative implications. In the study, it became evident that both the students and the digital teaching material is engaged in, and interacting within a digital ecology. This digital ecology is created and navigated by the teacher, which furthermore could lead to challenges for the students’ digital literacy development. Some students are also experiencing spatial instability due to the teaching material’s fragmentary form. Lastly, the study shows that while working with digital teaching material, students sometimes experience challenges with digital distractions. Some students have developed a strategy of ”digital pauses” to encounter these distractions.

Yes / Background: The School of Pharmacy and Medical Sciences, University of Bradford, is keen to evaluate the potential benefits of digital tools to enhance the teaching and learning of all M.Pharm. students. Students are increasingly using digital technology for both educational and social purposes (Cheston et al., 2013). This project explored the views of pharmacy students about digital technology, including social media, for teaching in the M.Pharm. programme. Method: Convenience sampling was employed to recruit M.Pharm. students for focus groups. Each focus group, facilitated by student researchers with topic guide, was audio-recorded and analysed for themes. Ethics approval was obtained from the University. Results: Year 2 and 3 students from two focus groups (n1=8 (6 male), n2=10 (8 male)) identified three main digital teaching tools used in the current programme: Blackboard, response clickers, and iSTAN. Blackboard, a virtual learning environment, was seen as a hub for holding all required learning materials. However, its use depended on internet access and some felt they would benefit from offline use and improved compatibility with different devices. Audience response systems and a human patient stimulator were well received by students. However, participants strongly felt that they were underutilised. The main benefit of using social media for learning was instant feedback and the encouragement of informal discussions. Participants were not always comfortable posting within the current digital tools used in the programme (e.g. Blackboard) as they felt ‘monitored’. However, participants acknowledged that information obtained through social media might not be as reliable as information from digital tools moderated by academics. Interestingly, participants reported a lack of engagement with programme specific social media pages (e.g. Facebook page). They felt that the information provided was aimed at qualified pharmacists, rather than current students. Conclusion: Participants valued accessibility, flexibility and availability of instant feedback when using digital tools to support their learning. They felt positive about the digital tools used within the programme but emphasised the need of greater integration. References Cheston, C.C., Flickinger, T.E. & Chisom, M.S. (2013). Social media use in medical education: a systematic review. Academic Medicine, 88(6), 893-901

Yes / Background: Technological developments have facilitated the storage of patient records, enabled electronic prescribing, dispensing and the administration of medicines (Goundrey-Smith, 2014). These innovations are increasingly being used, requiring pharmacists to further develop digital capability. The School of Pharmacy and Medical Sciences, University of Bradford, is keen to explore ways to better equip M.Pharm. graduates with the necessary skills to confidently practise in the modern digital environment. This project explored student and staff perspectives of current digital teaching tools in relation to preparedness for the first day of practice.

This study investigates the similarities and differences that exist between different types of teaching material for spelling in grades 1–3, in book form and digital form. The study focuses on how the teaching material designs tasks and how it corresponds to theories of spelling. The method is comparative analysis of the four analysed teaching aids. In performing this comparison the study proceeds from a theory of the mental lexicon and theories of writing development. The result shows that when the pupils work in both forms of teaching material they get practice in their phonological, semantic, syntactic and orthographical awareness. The analysis reveals a difference between the design of tasks in the book Stava 3 and the digital application Qnoddarnas värld. Through the app and the book the pupils can practise their phonological awareness in different ways. The app speaks the sounds and the words, whereas in the book the pupils themselves make the sounds. The book contains text and pictures, while the app has voices that speak and things that move. In the book there are more difficult tasks in the chapter, in Qnoddarnas värld one is automatically taken to the next level, and in the Stavningslek app the pupil can practise at the same level without being taken further. The study can make teachers aware of what the teaching materials offer, what the pupil is able to practise, and teachers can thus choose the right material for each pupil.

[pt] Este estudo teve por objetivo refletir sobre estratégias para o design de materiais didáticos digitais direcionados à pós-graduação. Inúmeras investigações vêm sendo desenvolvidas sobre planejamento, desenvolvimento, qualidade e avaliação de materiais digitais com fins educacionais. Desses relatos, podemos evidenciar a importância da experimentação para aprimorar conhecimentos, identificar recursos em potencial e desenvolver habilidades para a proposição desses materiais. Sob essa perspectiva, a presente tese abordou o planejamento, a produção e a análise de materiais didáticos digitais para duas disciplinas oferecidas pelo Programa de Pós-graduação em Design da PUC-Rio. A pesquisa foi orientada a práticas que promovessem flexibilidade de produção e de uso dos materiais educacionais, permitindo ao professor maior autonomia sobre a sua atividade didática. As duas experiências analisadas apontam para o fato de que não se pode definir um modelo único para atender iniciativas de ensino voltadas para a pós-graduação. Cada demanda requer um planejamento específico, considerando a arquitetura pedagógica e as estratégias de ensino-aprendizagem. A investigação caracterizou-se como uma pesquisa do tipo exploratória com abordagem qualitativa, justificada pelo objeto de estudo que se encontra em um movimento de construção e experimentação a partir da realização de diversas experiências de criação e uso. A pesquisa buscou proporcionar uma ampliação dos referenciais existentes sobre a elaboração e análise de materiais educacionais, assim como contribuir como incentivo à reflexão sobre novos espaços virtuais para a produção de conhecimento na Pós-graduação em Design. / [en] This research had as objective to reflect on strategies for the design of digital learning materials aimed at post-graduate courses. Several investigations have been undertaken on planning, development, quality and evaluation of digital material for educational purposes. From these reports, we highlight the importance of experimentation to enhance knowledge, identify potential resources and skills for the proposition of these materials. From this perspective, this thesis addressed the design, production and analysis of digital learning materials for two courses offered by the Post-graduate Program in Design at PUC-Rio. The research was oriented towards practices that promote flexibility in production and use of educational materials, allowing greater autonomy to the teachers over their teaching activity. The two examined experiments point to the fact that it is not possible to define a single model for addressing educational initiatives aimed at graduate school. Each demand requires a specific plan, considering the pedagogical architecture and strategies for teaching and learning. The investigation was characterized as a exploratory research with qualitative approach, justified by the object of study that is in a movement of construction and experimentation from carrying out various experiments to create and use. The research sought to provide an expansion of existing references on the preparation and analysis of educational materials, as well as contributing as an incentive to reflect on new virtual spaces for the production of knowledge at the Post-graduate in Design.

<p>Predmet istraživanja&nbsp; disertacije&nbsp; je&nbsp; prikaz&nbsp; koncepata&nbsp; elektronskog&nbsp;učenja,&nbsp; opis&nbsp; potrebe,&nbsp; motivacije&nbsp; i&nbsp; metodologije&nbsp; za&nbsp; obradu&nbsp; i&nbsp; konverziju&nbsp;postojećih&nbsp; tradicionalnih&nbsp; nastavnih&nbsp; materijala,&nbsp; bez&nbsp; obzira&nbsp; na&nbsp; fizički&nbsp; oblik&nbsp; i&nbsp;sadržaj,&nbsp; u&nbsp; savremene&nbsp; i&nbsp; aktuelne&nbsp; elektronske&nbsp; didaktičke&nbsp; objekte&nbsp; (learning&nbsp;objects).&nbsp; Ideja je da&nbsp; oni&nbsp; budu kreirani tako da mogu&nbsp; biti&nbsp; kori&scaron;ćeni,&nbsp; ako&nbsp; je&nbsp;moguće i vi&scaron;e puta, u sistemima za podr&scaron;ku elektronskom učenju.&nbsp;</p><p>Drugi osnovni predmet istraživanja je opis, definisanje&nbsp; i praktična provera&nbsp;metodologije&nbsp; za razvoj saradničkih i komunikacionih ve&scaron;tina&nbsp; studenata.&nbsp;Pri prelazu iz učionice u oblast elektronskog učenja&nbsp; one se&nbsp; zamenjuju&nbsp;elektronskim aktivnostima,&nbsp; standardnim&nbsp; i uobičajenim&nbsp; delom&nbsp; sistema za&nbsp;elektronsko&nbsp; učenje.&nbsp; Analizirana&nbsp; je&nbsp; primena klasičnih aktivnosti&nbsp; Web&nbsp; 2.0&nbsp;tehnologije: foruma, chat-sistema, Wiki i blog tehnologije,&nbsp; kao i&nbsp;metodologije za on-line zadavanje, re&scaron;avanje, pregledanje&nbsp; i ocenjivanje&nbsp;individualnih i timskih zadataka.</p><p>Konačno,&nbsp; data&nbsp; je&nbsp; sistematizacija&nbsp; metodologija&nbsp; upotrebe&nbsp; elektronskih&nbsp; nastavnih&nbsp;materijala i načini opisivanja meta-modelom. Prikazani su neki od postojećih alata&nbsp;za upotrebu u elektronskom učenju, a&nbsp; predložen&nbsp; je&nbsp; model i potencijalno korisni&nbsp;<br />alati&nbsp; za&nbsp; automatizaciju&nbsp; procesa&nbsp; konverzije&nbsp; nastavnih&nbsp; materijala&nbsp; koji&nbsp; bi olak&scaron;ali&nbsp;kori&scaron;ćenje u sistemima za podr&scaron;ku elektronskom učenju.</p> / <p>The research topic involves description of eLearning concepts,&nbsp;depiction of need, motivation and methodology for processing and&nbsp;conversion of existing traditional teaching materials, regardless of their&nbsp;physical form and content, into contemporary and up-to-date electronic&nbsp;teaching material, learning objects. The idea is that these learning&nbsp;objects are created&nbsp; in such a way that they can be used, if possible also&nbsp;reused, in some of the learning management systems.</p><p>The other primary research topic is the description, definition and&nbsp;practical testing of methodologies for the development of collaborative&nbsp;and communicative skills with students. Those skills are,&nbsp; as a part of the&nbsp;transfer from the classroom to&nbsp; the field of eLearning, substituted with&nbsp;electronic activities which are the standard and usual part of learning&nbsp;management systems. Within the thesis, application of typical activities of&nbsp;<br />so-called Web 2.0 technologies: forums, chat-systems, Wiki and blog&nbsp;technology, but also methodologies for on-line assigning, solving, audit,&nbsp;and assessment of &nbsp;individual and team assignments.</p><p>Finally,&nbsp; systematization of various methodologies of digital teaching&nbsp;material use is presented, together with the methods of their depiction by&nbsp;meta-model. Examples of&nbsp; currently existing tools&nbsp; available for eLearning&nbsp;are presented and a model is suggested, together with&nbsp; the&nbsp; potentially&nbsp;useful tools that might help in automatization &nbsp;of a process of&nbsp; conversion&nbsp;of teaching materials and their use in learning management systems.&nbsp;</p>

Digitaliseringen i svensk skola är en process som pågått under lång tid och från höstterminen 2017 finns nya skrivningar i läro-, kurs- och ämnesplaner om förstärkt digital kompetens (Skolverket, 2017). Kommuner satsar på att ge varje elev ett digitalt hjälpmedel i form av en bärbar dator eller lärplatta. Hittills har inte något tydligt samband mellan dessa digitala satsningar och ökad måluppfyllelse kunnat påvisas. Det finns få undersökningar om elevers uppfattningar av digitalisering i skolan vilket föranledde denna studie med syfte att undersöka och beskriva högstadieelevers egna uppfattningar av digitala läromedel jämfört med analoga i ämnet matematik och därigenom bidra till fördjupad kunskap. Tre forskningsfrågor formulerades för att uppfylla syftet: Hur arbetar elever med digitala läromedel jämfört med analoga läromedel? Vilka aspekter av lärande urskiljer elever i relation till digitala läromedel jämfört med analoga läromedel? Föredrar elever digitala läromedel, analoga läromedel eller både och? Då studiens syfte är att söka och beskriva elevers uppfattningar av ett fenomen har med utgångspunkt i detta gjorts valet att använda fenomenografisk ansats och denna kvalitativa metod har även använts för insamling och analys av data. För att besvara frågeställningarna består materialinsamlingen av 11 inspelade och transkriberade djupintervjuer med högstadieelever. Materialet har analyserats och resulterat i tre olika utfall med beskrivningskategorier kopplade till varsin frågeställning. Tillsammans utgör frågeställningarnas utfallsrum studiens resultat (Marton &amp; Booth, 2000; Uljens, 1989).  Resultatet visar att elever inte är odelat positiva till digitala läromedel i matematikundervisningen utan föredrar en kombination av digitala och analoga läromedel och beskriver motivation och variation som grund för ställningstagandet. Eleverna vill vara delaktiga i beslut rörande när och hur digitala och analoga läromedel bör användas för att vara till hjälp vid arbete och inlärning i matematik. Svensk skola kanske står inför en förändrad syn på kunskap och lärande i och med digitaliseringen där den traditionella kunskapssynen bör utmanas i syfte att nå ökad måluppfyllelse (Kjällander, 2014; Kroksmark et al., 2013; Steinberg, 2013). I denna förändringsprocess bör eleverna, utifrån en tolkning av deras utsagor i studien, få vara delaktiga. / The digitizing in Swedish school is a process in progress for many years and since the autumn term of 2017 there are new writings in the curriculum about strengthened digital competence (Skolverket 2017). Municipalities invest in giving every pupil a digital aid such as a laptop or a tablet. At the time, no clear connection between these invests and higher goal achievement have been proved. There are only a few studies about pupils´ perceptions of digitizing in school which prompted this study with purpose to investigate and describe secondary school pupils’ own perceptions of digital teaching materials compared to analogue in mathematics and thereby contribute to in-depth knowledge. Three research questions were formulated to fulfill the purpose: How do pupils work with digital teaching materials compared to analogue teaching materials in mathematics? What aspects of learning do pupils distinguish in relation to digital teaching materials compared to analogue teaching materials? Do pupils prefer digital teaching materials, analogue teaching materials or a combination? Since the purpose of the study is to search and describe the pupils’ perceptions of a phenomenon the choice has been made to use a phenomenographical approach and this qualitative method has also been used in gathering and analyzing data. To answer the research questions the material gathering consists of 11 recorded and transcribed interviews with secondary school pupils. The material has been analyzed and resulted in three different outcomes with description categories linked to each research question. Together, the questions outcomes constitute the result of the study (Marton &amp; Booth, 2000; Uljens, 1989). The result also shows that pupils are not undivided positive to digital teaching materials in mathematics and prefer a combination of digital and analogue teaching materials. They describe motivation and variation as a basis for their positioning. The pupils want to be involved in decision making concerning when and how digital and analogue teaching materials should be used to be helpful in work and learning in mathematics. The Swedish school stands in front of a changed view of knowledge and learning since digitizing where the traditional view of knowledge should be challenged in order to reach an increased goal achievement (Kjällander 2014; Kroksmark et al. 2013; Steinberg 2013). In this change process the pupils should, based on an interpretation of their perceptions in the study, be involved.