Undersökningen handlar om en kommuns arbete med implementering av surfplattor i förskoleverksamheten samt pedagogernas upplevelse av den nya tekniken i förskolan. I studien belyses pedagogernas syn på surfplattan som ett pedagogiskt verktyg. I undersökningen användes kvalitativa intervjuer som metod. Valet föll sig naturligt då det är en primär metod för att få fram den information man söker. I resultatet visar det sig att kommunen inte hade någon plan på hur arbetet med surfplattor i förskolan skulle se ut. Det visar sig även att pedagogerna saknar en arbetsplan och kompetens för att använda surfplattan som ett pedagogiskt verktyg. Pedagogerna lyfter tidsbrist som en bidragande faktor till att arbetet inte utvecklas som de önskar. Slutsatserna blir att surfplattan som införskaffades för två år sedan ännu inte har blivit implementerad i den dagliga verksamheten. Enligt min undersökning saknas det både kontinuitet och arbetsplan i arbetet med surfplattan. / The study is an investigating of a municipality’s work with implementations of tablet computer in preschool, and the pedagogues’ experience of the new technique. In the study the pedagogues’ experiences of the tablet computers are illuminated. Quantitative interviews were used to receive the required information, since it is a principal method applicable for this study. The result shows that the municipality did not have any plans for how the work with the tablet computers in preschool was going to proceed. It is also obvious that the pedagogues don’t have the competence nor the work plan to use the tablet computer as a pedagogical tool. The pedagogues are mentioning lack of time as a contributory factor in the matter. The conclusion is that the tablet computer, obtained two years ago, has not been implemented in the daily work. There is a lack in both continuity and work plan when it comes to the tablet computer according to my study.

La ricerca muove dalla scarsità di definizioni scientifica riguardanti un concetto, come quello delle “buone pratiche”, che fa parte del vocabolario quotidiano. La letteratura non si è ancora resa sistematica rispetto all’individuazione di criteri e di indicatori che valutino le prassi, soprattutto in un ambito come quello dell’educazione. L’obiettivo è quello di ipotizzare criteri e caratteristiche che rendano definibili in maniera obiettiva le buone pratiche educative affinché queste possano essere ripetibili e ricontestualizzabili. Una particolare attenzione è volta ai possibili criteri di validazione deducibili dal modello tecnologico che perviene dall’introduzione in ottica di senso delle ICT in ambiente educativo. / The research source from the scarcity of scientific definitions about a concept, such as "best practices", which is part of the daily vocabulary. Literature does not have yet a systematic method to locate criteria and indicators that evaluate the procedures, especially in the education field. Our objective is to hypothesize criteria and characteristics that will define objectively the educational best practices so that they can be repeated and re-contextualized. Special attention is given to the possible evaluation criteria that come from the technological model that belongs from the introduction in the schools of the ICT in a key of sense.

Politicians and educators are concerned about the level of literacy and numeric skills of learners in South-African schools. Educators are experiencing increased pressure to teach reading-, writing- and mathematical skills effectively (the so called 3 R's, namely reading, writing and arithmetic). It is imperative that the effective teaching of numeric and literacy should commence in the foundation phase, where the basis for more advanced skills should be established. The purpose of this study was to establish whether the development and implementation of multimedia learning and teaching support material (LTSM) by means of a digital book disc programmer (DBD) would contribute to effective facilitation of reading-, spelling- and mathematical skills. A positivist research paradigm served as the foundation for this study. A literature study was undertaken to establish how multimedia can be used as LTSM to improve reading, spelling and mathematical skills of foundation phase learners. Quantitative research was done wherein the variables were controlled and standardised procedures and measuring instruments were used to collect data. Statistical techniques were also used to analyse the collected data and draw conclusions, 'n Quasi-experimental pre-test post-test control group-design was used over a four month period, in which learners were exposed respectively to traditional teaching on the one hand (control group) and intervention by means of exposure to the DBD-multimedia programmer (experimental group) on the other hand, in order to test the effect of the DBD. The results of this study indicated that the integration of the DBD programmer, as a form of multimedia LTSM, effectively supports the facilitation of reading-, spelling- and writing skills. The proposed model indicates clear guidelines for the development and integration of a multimedia teaching and learning support programmer to enhance the effective facilitation of reading-, spelling- and mathematical skills in the foundation phase. / Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

Syftet med detta arbete är att få kunskap om hur pedagoger i förskoleklass samt årskurserna 1-3 som har tillgång till iPads i sin matematikundervisning ser på användandet av dessa. Hur resonerar pedagoger när de använder iPadsen och finns det en tanke bakom hur iPadsen används när det gäller matematiska mål i Lgr 11? Metoden som användes för att få svar på frågeställningarna var dels en enkätundersökning för att nå ut till många pedagoger och därefter fördjupande intervjuer som baserade på enkätfrågornas resultat.

The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed. What perception do the teachers have about the use of ICT in their tuition? What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools? What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia? The overall theoretical basis of the study is Vygotskij's sociocultural theory. In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom.

Politicians and educators are concerned about the level of literacy and numeric skills of learners in South-African schools. Educators are experiencing increased pressure to teach reading-, writing- and mathematical skills effectively (the so called 3 R's, namely reading, writing and arithmetic). It is imperative that the effective teaching of numeric and literacy should commence in the foundation phase, where the basis for more advanced skills should be established. The purpose of this study was to establish whether the development and implementation of multimedia learning and teaching support material (LTSM) by means of a digital book disc programmer (DBD) would contribute to effective facilitation of reading-, spelling- and mathematical skills. A positivist research paradigm served as the foundation for this study. A literature study was undertaken to establish how multimedia can be used as LTSM to improve reading, spelling and mathematical skills of foundation phase learners. Quantitative research was done wherein the variables were controlled and standardised procedures and measuring instruments were used to collect data. Statistical techniques were also used to analyse the collected data and draw conclusions, 'n Quasi-experimental pre-test post-test control group-design was used over a four month period, in which learners were exposed respectively to traditional teaching on the one hand (control group) and intervention by means of exposure to the DBD-multimedia programmer (experimental group) on the other hand, in order to test the effect of the DBD. The results of this study indicated that the integration of the DBD programmer, as a form of multimedia LTSM, effectively supports the facilitation of reading-, spelling- and writing skills. The proposed model indicates clear guidelines for the development and integration of a multimedia teaching and learning support programmer to enhance the effective facilitation of reading-, spelling- and mathematical skills in the foundation phase. / Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

Background Linkage and exchange refers to processes by which researchers and decisionmakers are engaged in ongoing interaction, collaboration, and the transfer of ideas and are a critical aspect of collaborative research partnerships (CHSRF, 2008). As healthcare groups continue to communicate and collaborate at a distance through linkage and exchange, Information and Communication Technology (ICT) has come to play an increasingly important role in supporting such interactions. However, to date, the literature on linkage and exchange appears disconnected from that of ICT. Research on the effects of ICT on linkage and exchange processes is needed for healthcare in general, but, more specifically, within the drug policy domain. This study examines the consequences of ICT on linkage and exchange processes within the drug policy domain. Methodology This study seeks to understand the effects of ICT on linkage and exchange processes. An initial conceptual framework emerged from the research literature of both ICT and linkage and exchange. The framework focused on describing inputs, processes, and outputs involved in linkage and exchange. The inputs were communication media, tasks, group characteristics, context, and culture. The processes included social iv interactions, facilitation, and information exchange. The outputs consisted of participant ratings of the technology-enabled linkage and exchange processes. Three different groups working within the drug policy domain were observed for over two years. Five different types of data were collected in the study: baseline interviews, observations, meeting transcripts, post-interviews, and surveys. Analysis of the study results in the context of the initial conceptual framework led to a more refined conceptual framework. Findings Three linkage and exchange processes were studied: social interaction norms, facilitation, and information exchange. The findings regarding social interaction norms suggest that: 1) groups developed different discussion and participation norms when using different communication media; 2) a rigid web-conferencing communication structure forced group members to introduce other tools for communication; 3) group discussions were perceived as best in face-to-face environments and worst in teleconferencing; 4) teleconferencing provided the most convenient method of participation; 5) web-conferencing was the most effective way to facilitate linkage and exchange for groups that had limited budgets, that were greatly dispersed, and that were highly collaborative; 6) web-conferencing forced group interaction within text. Findings regarding facilitation suggest that: 1) process facilitation skills were essential to the success of the group irrespective of technology; 2) more technological features required more effort from facilitators; 3) facilitator control of a meeting was highest during web-conferencing meetings; 4) disseminating research required little or no process facilitation expertise. v Findings regarding information exchange suggest that: 1) technology and presentation structure had a strong influence on information sharing, but little on evidence sharing; and 2) the research task had the strongest effect on the level of evidence used within the group. Conclusion ICT has a significant effect on linkage and exchange processes. This study discusses the implications of the thesis for both underlying theory and the practical development of technology to support linkage and exchange.

Allt fler skolor satsar på digitalisering och köper in egna datorer till eleverna. I samband med detta ställs det krav på eleverna att de skall kunna hantera tekniken och vara digitalt komp-etenta. Digital kompetens ses som en viktig del för elever att besitta och för att fungera i vårt samhällsliv. Detta är dock ingenting som skolan vi studerat främjar då de inte bidrar till en ökad digital kompetens hos eleverna. Det finns forskare som däremot anser att det är i skolan som eleverna bör få sin digitala kompetens. Forskning som genomförts inom digital komp-etens hos elever har visat att det dels finns en variation bland eleverna samtidigt som annan forskning har visat att elevers kompetensnivå anses vara allmänt låg när de ska utföra komp-lexa uppgifter. Syftet med denna studie är att undersöka gymnasieelevers digitala kompetens inom ordbehandling. Studien har utförts på en gymnasieskola där vi har gjort en enkätundersökning. Enkäten delades ut till samtliga klasser och elever i årskurs tre. Dessutom har vi genomfört en fokusgruppsintervju. Resultatet av enkäten visade att eleverna har grundläggande kunskaper och färdigheter inom ordbehandlingsprogram. Resultatet av fokusgruppsintervjun visade att eleverna använder datorn främst till att skriva uppsatser och att eleverna inte har fått någon större utbildning för användning av deras datorer. Den enda datorutbildningen som skolan erbjudit har skett i början av årskurs ett vid skolstart när eleverna fick sina egna datorer. / More and more schools are investing in digitization and buy their own computers to students. In this correlation, it required the students to manage the technology and be digitally com-petent. Digital competence is seen as an important part for students to have and to function in our society. However, this is nothing schools we studied promotes as they do not contribute to an increase digital literacy of students. Some researchers, however, believe that it is the school that students should receive their digital skills. Research conducted within the digital compe-tence of students have shown that the coexistence of a variety among the students while other research has shown that students' skill level is considered to be generally low when to perform complex tasks. The purpose of this study is to investigate high school students' digital comp-etence in word processing. The study was performed at a high school where we have had a survey which was distributed to all classes and students in grade three and a focus group interview. The survey results showed that students have basic knowledge and skills in word processing. The results of the focus group interview showed that students use the computer mainly to write essays and that students have not had any major training for the use of their computers. The only computer training school offered occurred at the beginning of first grade when they start school when students got their own computers.

The purpose of this study is to investigate how power is distributed in the mathematics classroom and how students achieve agency when ICT (Information and communication technology) is used as a teaching tool. Three learning situations, structured by mathematics, are analysed: in the first situation mathematics is taught in a traditional way, in the second mathematics is taught in interdisciplinary projects, and in the third mathematics is taught using ICT as a pedagogical tool. The theoretical concepts of power and agency are used as analytical tools within a socio-political framework. The concept of power is used to assess the students’ ability to influence their learning and degree of inclusion in the three learning situations. The power aspect is assumed to influence the students’ ability to achieve agency. Based on an ecological understanding of the concept, agency is examined by assessing the quality of students’ engagement in the learning situations. Also, the degree to which the students are in control of their actions is assessed. Data was collected through participant observation, questionnaires and in-depth interviews. Linguistic text analysis was used as a tool to analyse the transcripts from the interviews. The results suggest that students can achieve agency in situations where ICT is used as a pedagogical tool to enable collaboration between students. However, ICT can also distract students, which in turn can limit their achievement of agency. Furthermore, it is suggested that the results may have implications for our understanding of the concepts of power and agency in relation to ICT in a wider social context beyond the classroom. Finally, it is proposed that the question of how the distribution of power and agency influence learning when ICT is used in the mathematics classroom should be subject to further research.

The aim of this essay is to investigate whether the role of the teacher and the teaching in the classroom is affected when the Ipad is introduced in an one-to-one situation, and if so how these effects occur. Previous research show that the introduction of new technology in education offers hope of a more effective way of learning but that this at the same time leads to challenges for traditional ways of teaching and traditional views on knowledge (Säljö & Linderoth (red.) 2009, Erixon (red.) 2014). The method used is a qualitative interview in combination with observations used as a complement to the interviews. Four teachers working on an upper secondary school have been interviewed and one lesson in English taught as a foreign language and one lesson in social science have been observed. The results show that the use of Ipad changes how the teachers relate to and use the teaching material, as all material can be gathered in the Ipad and accessed at all times and can also be shared with the pupils. The Ipad also makes it easier for the teachers to offer pupils individual instructions which the teachers view as positive. In addition, the Ipad enables a change in regards to the pupils as they switch from being users to becoming producers in the use of the Ipad which in the teachers’ opinions offers more profound ways of learning.