<p>I denna uppsats avhandlas problematiken mellan viljan att använda datorer i undervisningen för mellanstadieelever och de hinder som lärare har för att kunna genomföra detta. I skolans riktlinjer som Lpo 94 står det att skolan ska ansvara för att eleverna lär sig om den nya tekniken som de senare ska behöva i arbetslivet och i samhället generellt. Lärarna känner sig frustrerade då de inte har tillgång till bra datasalar och pedagogiska program. Dessutom känner många av dem att de själva inte har rätt utbildning i ITK som krävs för att göra ett bra jobb. För att det ska fungera behöver skolorna ekonomisk hjälp, It-support samt fortbildning av lärare. Att använda pedagogiska program i skolan kräver en viss datorkunskap och mognad hos eleverna. Denna uppsats har utgått från en samhällsvetenskaplig forskningsmetod med en teoribas och internet sökning av programutbud som lett till en enkätundersökning och analys av två geografiprogram. Ett licensbelagt och ett nerladdat från Internet ”freeware”. Båda skulle fungera bra som komplement till den ordinarie geografiundervisningen men inte ersätta den, då omväxling är en bra motivation i elevers studiesituation. Utbudet av svenska pedagogiska geografiprogram är väldigt litet, men det är svårt att säga om det beror på dålig efterfrågan från lärare eller andra faktorer som att skolan inte prioriterar ämnet geografi.</p> / <p>This essay is about the use of computers during geography lessons in elementary schools. To what extent do teachers have to meet the demands of controlling documents like Lpo 94 and what kind of resources must the schools provide to get this education to work?</p><p>The aim of this study was to investigate the use of geographical computer programs in some Swedish elementary schools and to what extent they could be useful in the education. The results show that this new technique is necessary for the students to learn how to be a driving part in our future society. At the same time it shows that most of the students are not ready to take responsibility for this kind of education at this young age. There are two special requirements for education whit computer programs that is problematic and can not always be fulfilled in Swedish state schools; teachers need to be familiar with IT and they must be able to have the whole class in the designed computer classrooms.</p><p>Another problem for this kind of education in Sweden is that there are not many geography programs in Swedish. Two computer programs have been tested in this essay, one freeware and one licensed paid. The licensed program “En resa i Sverige” (A journey in Sweden) had more educational features but included a lot of “bugs” as well. The other “Seterra-Geografi” focused more on maps in general and had a worldwide perspective. Both these programs could work as a complement to the ordinary geography classes but not instead of.</p>

I denna uppsats avhandlas problematiken mellan viljan att använda datorer i undervisningen för mellanstadieelever och de hinder som lärare har för att kunna genomföra detta. I skolans riktlinjer som Lpo 94 står det att skolan ska ansvara för att eleverna lär sig om den nya tekniken som de senare ska behöva i arbetslivet och i samhället generellt. Lärarna känner sig frustrerade då de inte har tillgång till bra datasalar och pedagogiska program. Dessutom känner många av dem att de själva inte har rätt utbildning i ITK som krävs för att göra ett bra jobb. För att det ska fungera behöver skolorna ekonomisk hjälp, It-support samt fortbildning av lärare. Att använda pedagogiska program i skolan kräver en viss datorkunskap och mognad hos eleverna. Denna uppsats har utgått från en samhällsvetenskaplig forskningsmetod med en teoribas och internet sökning av programutbud som lett till en enkätundersökning och analys av två geografiprogram. Ett licensbelagt och ett nerladdat från Internet ”freeware”. Båda skulle fungera bra som komplement till den ordinarie geografiundervisningen men inte ersätta den, då omväxling är en bra motivation i elevers studiesituation. Utbudet av svenska pedagogiska geografiprogram är väldigt litet, men det är svårt att säga om det beror på dålig efterfrågan från lärare eller andra faktorer som att skolan inte prioriterar ämnet geografi. / This essay is about the use of computers during geography lessons in elementary schools. To what extent do teachers have to meet the demands of controlling documents like Lpo 94 and what kind of resources must the schools provide to get this education to work? The aim of this study was to investigate the use of geographical computer programs in some Swedish elementary schools and to what extent they could be useful in the education. The results show that this new technique is necessary for the students to learn how to be a driving part in our future society. At the same time it shows that most of the students are not ready to take responsibility for this kind of education at this young age. There are two special requirements for education whit computer programs that is problematic and can not always be fulfilled in Swedish state schools; teachers need to be familiar with IT and they must be able to have the whole class in the designed computer classrooms. Another problem for this kind of education in Sweden is that there are not many geography programs in Swedish. Two computer programs have been tested in this essay, one freeware and one licensed paid. The licensed program “En resa i Sverige” (A journey in Sweden) had more educational features but included a lot of “bugs” as well. The other “Seterra-Geografi” focused more on maps in general and had a worldwide perspective. Both these programs could work as a complement to the ordinary geography classes but not instead of.

This study investigated relationships between the extent to which elementary classroom teachers tend to choose school library media specialists for cooperation on instructional problems and several school climate and faculty related characteristics including the general academic effectiveness of the school, the overall cohesion and cooperativeness of the teaching faculty on instructional matters, and the propensity of the group and individual faculty to seek cooperation to solve instructional problems. The instructional choice status of the school library media specialist was also studied in relation to various individual personality factors, as measured by Cattell's 16 Personality Factor Questionnaire, as well as school media specialist status variables including degreed or non-degreed status, total years of experience as a school library media specialist, years of experience on campus as a school library media specialist, and total number of years of experience in the field of education. The instructional status of the school library media specialist was also examined in relationship to the size of the school served. The study included 1,079 elementary classroom teachers and thirty-nine school library media specialists from thirty-nine Texas elementary schools similar in important wealth, size, and student demographic characteristics. Twenty of the schools ranked in the bottom 25% of all schools in the state as to how well their students performed on the 1988 Texas Educational Assessment of Minimum Skills (TEAMS) test. Nineteen schools ranked among the top 25%of all schools in the state in academic effectiveness. As compared to the low academic schools, the high academic schools were found to be significantly more instructionally cohesive, and classroom teachers in those schools were significantly more disposed to choose the school library media specialist to cooperate with them on instructional problems. No significant relationships were discovered between the instructional choice status of the school media specialist and his or her measured personality characteristics.