Denna kvalitativa studie undersöker den påverkan restriktioner av tredjepartscookies har på företagens marknadsföringsstrategier och förmåga att nå ut till sina kundsegment. Genom semistrukturerade intervjuer med respondenter med olika befattningar inom marknadsföring i olika branscher, bidrar studien till en ökad inblick i respondenternas egna uppfattning över hur dessa restriktioner påverkar affärsverksamheten.   Idag läggs det en stor vikt på användningen av data för att på ett mer effektivt sätt kunna nå ut till sina kundsegment, där dessa insikter är avgörande för att utveckla marknadsföringsstrategier och även uppnå konkurrensfördelar. Studien antyder att avvecklingen av tredjepartscookies har en påverkan på företagens marknadsföringsstrategier och deras förmåga att nå ut till respektive kundsegment. Detta då denna avveckling ger en minskad datainsikt där det blir allt svårare för företagen att förstå sina kundsegment och således rikta och forma sina marknadsföringskampanjer. Studien uppmärksammar även möjligheter som kommer till följd av restriktionerna såsom ökad integritet och kontinuerlig utveckling av nya strategier. Sammanfattningsvis belyser denna kvalitativa studie att restriktionerna av tredjepartscookies kommer att kräva nya arbetssätt för marknadsförare vilket kräver anpassningsförmåga och kreativitet. / This qualitative study examines the impact of third-party cookie restrictions on companies' marketing strategies and ability to reach their customer segments. Through semi-structured interviews with respondents in various marketing positions in different industries, the study provides insight into the respondents' own perceptions of how these restrictions affect their business operations.  Today, there is a strong emphasis on the use of data to more effectively reach out to customer segments, where these insights are crucial for developing marketing strategies and achieving competitive advantage. The study suggests that the elimination of third-party cookies has an impact on companies' marketing strategies and their ability to reach their customer segments. This is due to a reduction in data insight, making it increasingly difficult for companies to understand their customer segments and thus target and shape their marketing campaigns. The study also draws attention to opportunities arising from the restrictions such as increased privacy and continuous development of new strategies. In conclusion, this qualitative study highlights that the restrictions on third-party cookies will require new ways of working for marketers, which requires adaptability and creativity.

Syftet med detta examensarbete är att undersöka förskollärares erfarenheter, uppfattningar och strategier gällande användningen av digitala verktyg i förskolan. Undersökningen syftar även till att utforska vilka faktorer och utgångspunkter som vägleder deras praktik på området. Till undersökningen intervjuades åtta förskollärare, varav två informanter hade vidareutbildning till pedagogista och pedagogisk utvecklare. Studien utgår från en kvalitativ metod med semistrukturerade intervjuer. Det sociokulturella perspektivet används för att förstå interaktioner och lärande med hjälp av digitala verktyg. Resultatet visar bl.a. att förskollärarna upplever god tillgång till digitala verktyg, där de ser både möjligheter och utmaningar med dessa. Majoriteten av informanterna upplever att kollegorna är positiva till användningen av digitala verktyg, medan två informanter påpekar en brist på kollegial samsyn, vilket leder till sporadisk användning och behovet av att starkt motivera syftet med dessa verktyg i verksamheten. I undersökningen poängterar även förskollärarna att vårdnadshavare ofta använder digitala verktyg på ett sätt som inte gynnar barnens utveckling, vilket skiljer sig från förskolans pedagogiska användning. Sammanfattningsvis ger studien en inblick i hur förskollärare navigerar i det digitala landskapet, med syftet att integrera teknik på ett sätt som stärker pedagogisk kvalitet och barns lärande. Samtidigt belyser studien de rådande utmaningarna och oenigheter internt bland kollegor, i samverkan med barnens hemmiljö likväl till regeringens utskott kring slopade krav om digitala verktyg och WHO:s riktlinjer.

Titel: Socialt arbete i en digital tidsålder för personer med psykisk funktionsnedsättning – En undersökning ur socialarbetarnas perspektiv om digitaliseringens effekter. Bakgrund: Sveriges vision är att år 2025 vara bäst i världen på att använda digitaliseringens möjligheter för att uppnå demokratisering och tillgänglighet i samhället. Samtidigt lyfter Socialstyrelsen risker med den digitala utvecklingen av sociala tjänster för personer med psykiska funktionsnedsättningar.  Syfte: Studien ämnar undersöka socialarbetares upplevelse och perspektiv på digitaliserade sociala tjänster för personer med psykiska funktionsnedsättningar.  Metod: En kvalitativ studie genomfördes där data samlades in via nio semistrukturerade intervjuer med yrkesverksamma socialarbetare i sydvästra Sverige. Det insamlade materialet analyserades genom tematisk analys och tolkades utifrån teorin om det dramaturgiska perspektivet, teorin om symbolisk interaktionism samt tidigare forskning. Denna analys och tolkning användes för att ge svar på studiens två frågeställningar: hur upplever socialarbetarna att deras arbete påverkas av digitaliseringen? Och hur upplever socialarbetarna att digitaliseringen påverkar det sociala arbetet med målgruppen?  Resultat: Undersökningen visade att digitaliseringen av sociala tjänster bidrar till självbestämmande, sänkt tröskel i en första kontakt samt enklare kontaktvägar för personer med psykiska funktionsnedsättningar. Det framkom även att socialarbetarna upplever utvecklingen av digitaliserade arbetssätt som positiv. Hinder som studien visade på med digitaliseringen av det sociala arbetet var klienternas tillgång till digital utrustning och kunskap om digitala verktyg, brist på digitalsupport samt att de digitala verktygen och metoderna inte är anpassade för målgruppen.  Slutsats: Det sociala arbetet för personer med psykiska funktionsnedsättningar behöver individanpassas för att följa den svenska lagstiftningen. För att försäkra att digitaliseringen bidrar till tillgänglighet, delaktighet och självständighet krävs även digital support samt att de digitala verktygen utvecklas med brukarinflytande på ett användarvänligt sätt. / Title: Social work in a digital age for individuals with mental disabilities – an investigation from social workers' perspective on the effects of digitalization. Background: Sweden's vision is to be the best in the world at utilizing the opportunities of digitalization by 2025 to achieve democratization and accessibility in society. At the same time, the national board of health and welfare highlights the risks of digital development of social services for individuals with mental disabilities.   Purpose: The study aims to investigate social workers' experiences and perspectives on digitalized social services for individuals with mental disabilities.   Method: A qualitative study was conducted, collecting data through nine semi structured interviews with professional social workers in south-western Sweden. The collected material was analysed using thematic analysis and interpreted from the dramaturgical perspective theory, symbolic interactionism theory, and previous research. This analysis and interpretation were used to answer the study's two research questions: How do social workers perceive that their work is affected by the digitalization? And how do social workers perceive that digitalization affects social work with the target group? Results: The research revealed that the digitalization of social services contributes to self-determination, lowers the threshold for an initial contact and provides easier contact methods for individuals with mental disabilities. It was also found that social workers experience the development of digitalized working methods positively. The study identified barriers such as the clients' access to digital equipment, knowledge of digital tools, lack of digital support and that the digital tools and methods are not adapted to the target group. Conclusion: The social work for people with mental disabilities needs to be individually adapted to comply with Swedish legislation. To ensure that the digitization contributes to accessibility, participation and independence, digital support is also required. It’s also of importance that the digital tools are developed with the targeted group in mind and in a user-friendly way.

In today's interconnected world, digital communication has fundamentally transformed social interactions and intimate relationships. Paradoxically, while advancements in digital tools and technology promote connectivity, they have also been repurposed as instruments of abuse in the context of intimate partner violence (IPV). This study aims to explore the experiences of women subjected to digital violence during and after their relationships, examining its impact on their ability to break free from the violence. Employing a qualitative approach, the research utilizes semi-structured interviews with eight women who have experienced IPV, including digital violence. Thematic analysis reveals that digital violence is predominantly experienced as a form of pervasive control, with abusers adapting their tactics post-separation to maintain influence through digital means. The findings highlight the dual role of technology in IPV; while it can be a tool of control, it also offers avenues for empowerment and resistance. This study underscores the need for nuanced support strategies that address the complexities of digital abuse and the continuous evolution of digital tools. It calls for ongoing research and adaptation in support systems and legal frameworks to effectively protect and empower victims. By contributing valuable insights into the dynamics of digital violence in IPV, particularly within the Danish context, this research emphasizes the critical need for comprehensive approaches to address all forms of IPV.

Denna studie belyser likheter och skillnader i användningen av digitala verktyg på grundskola och grundsärskola. Med tanke på att dessa två olika verksamheter där både läroplan, arbetssätt samt resurser skiljer sig åt markant vill jag ta reda på vad det egentligen är som är orsaken till en obalans i arbetet med digitala verktyg samt hur stor chans till en likvärdig utbildning eleverna får utifrån deras tillhörighet till olika skolformer. Denna fråga undersöks med hjälp av en kvalitativ forskning där fyra grundskolelärare mot fritidshem som jobbar på grundskola och grundsärskola bidrar med sin kunskap om arbetet med digitala verktyg på sina respektive verksamheter. Studiens utgångspunkt tar sin teoretiska grund i de aktuella utvecklingspedagogiska teorierna; “Learning by doing” teorin av John Dewey och teorin om den “proximala utvecklingszonen” av Lev Vygoskij. Det empiriska materialet belyser en varierad utvecklingskompetens bland pedagoger som i sin tur leder till en obalans i arbetet med digitala verktyg i form av okunskap och oro. Sammanfattningsvis skapar tillgång till resurser en likvärdighet mellan grundskola och grundsärskola men kvalifikationer bland pedagoger avgör en obalans i undervisningen. / This study shows similarities and differences when using digital tools in elementary andelementary special schools. Considering these two different programmers where both thecurriculum and the teaching methods are unalike. I would like to explore what is that leads toimbalance in working with digital tools as much as how great is the chance that students atboth school forms receive a tantamount level of education. I strive to answer this questionwith help of a qualitative research, where four teachers that take care of school-age educare inboth compulsory school for pupils with learning disabilities, share their knowledge withworking with digital tools at their workplaces. The starting point for this study is; ‘’learningby doing’’ by John Dewey and The Zone of Proximal Development by Lev Vygotsky. Theempirical material that I’ve gathered shows the teachers’ varied competence that can lead towrong usage of digital tools. To summaries it’s the equal access to digital tools the facilitateslearning in elementary and elementary special schools but the teachers’ qualifications canhinder the learning process.

The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.

Progress in technology has resulted in new aids in the form of writing tools which make it easier for pupils to revise their texts. This interview study investigates how four teachers view paper-based and screen-based text processing in the younger years of school. It is still paper-based text revision that dominates in schools, and the teachers point out the shortage of digital tools and competence. The choice of processing method is affected by the aim, whether it concerns content or form. The result shows that digital tools can be of help for pupils with difficulties, but the interviewed teachers also emphasize the value of mastering handwriting, and they would like to see screen-based text processing as a complement to traditional paper-based text processing.

Syftet med det här examensarbetet är att undersöka om lärare skapar en likvärdig svenskundervisning med digitala verktyg. Frågeställningarna utgår från läroplanen som reviderades 2018 för att inkludera digitala verktyg i läroplanen. De frågeställningar som ställts för att besvara syftet är (1) På vilka vis arbetar de kommunala skolorna i en vald kommun i svenskundervisningen utifrån digitala verktyg för att inkludera individer i ett didaktiskt perspektiv? och (2) Vad har och kan det ökade implementerandet av digitala verktyg i läroplanen ha bidragit till i svenskundervisningen hos några lärare i årskurs F–3? Metodvalen för studien är kvalitativ semistrukturerad intervju och kvantitativa strukturerade observationer som genomförts på fem lärare från tre mångkulturella skolor inom en vald kommun. Resultatet påvisade att det saknas intresse och kunskap hos lärare för att inkludera dem digitala verktygen på det sätt som krävs av dem. Utöver det, visade resultatet att satsningar på digitala verktyg skiljer sig mellan de tre skolorna. Utkomsten av resultaten visar att eleverna i de tre skolorna inte får en likvärdig svenskundervisning trots att läroplanen eftersträvar likvärdig utbildning för samtliga elever och ett kompensatoriskt arbete med elevernas hem. / The purpose of this degree thesis was divided into two sections of questions. The questions were connected to the revision made 2018 of Swedish curriculum to include digital tools. The investigation of the first question was to examine what knowledge five primary teachers from three municipal schools from segregated area in a chosen municipality have got to include digital tools to plan and perform lessons in the subject teaching of Swedish. The second one is connected to segregation issues in Sweden and pupils’ individual knowledge learning. The investigation was based upon whether the teachers use digital tools to include each pupil in the subject teaching of Swedish and if the lessons emanated of the didactic questions. The method used was semi-structured qualitative interview and structured quantitative observation. The result pointed to that several teachers in the three chosen municipal schools did not have the interest or the knowledge in digital tools that is required from them. Beyond that, results indicated that the amount of investments of digital tools differed amongst the three schools. The outcome of the results indicate that pupils in these three schools get various education which should not occur when curriculum endeavors for equivalent education for all and schools compensatory work collaborated with the pupils home.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-18T13:34:29Z No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) / Made available in DSpace on 2015-04-18T13:34:29Z (GMT). No. of bitstreams: 1 Isis da Costa Pinho.pdf: 4020024 bytes, checksum: e23e8e48a9a7db1bd90be0d18227c6d8 (MD5) Previous issue date: 2013-03-27 / Nenhuma / A pesquisa em educação mediada por computador sugere que a tecnologia tem um grande potencial para o ensino-aprendizagem de línguas dentro de uma perspectiva colaborativa, já que potencializa o uso da língua e da tecnologia como fatores de mediação de construção e compartilhamento do conhecimento. Nesse contexto, uma educação de línguas de qualidade deve explorar as potencialidades das ferramentas digitais na promoção da interação social, em que os aprendizes são desafiados a mobilizar e transformar seus recursos linguísticos para construir conhecimento sobre a língua enquanto se esforçam para fazer sentido na língua estrangeira (LE). Assim, esta pesquisa caracteriza-se por ser um estudo de caso que visa investigar a produção de estudantes de graduação em Letras em tarefas colaborativas em inglês como LE em ambiente virtual, focando a mediação no processo de aprendizagem. A fundamentação teórica utilizada consiste de princípios da teoria sociocultural vygotskiana, a teoria dos sistemas complexos, de estudos na área de informática na educação e a pesquisa na aquisição de segunda língua e língua estrangeira. Os participantes dessa pesquisa foram alunos de graduação de Letras/Inglês de uma universidade particular do sul do Brasil. A geração de dados ocorreu em três encontros no laboratório de informática realizados para complementar a disciplina de Inglês 3 com uma sequência de tarefas colaborativas de produção oral através de recursos multimídia e ferramentas digitais online. O espaço virtual utilizado foi o wiki online PBworks por permitir a interação colaborativa e o compartilhamento da produção entre todos seus usuários. As tarefas colaborativas envolveram discussões de vídeos curtos do Youtube em inglês como LE pelos aprendizes a partir de questões de interpretação através da ferramenta de conversa eletrônica Skype. Após cada tarefa, as duplas foram chamadas a ouvir a sua gravação e refletir sobre a sua produção no Skype, a tarefa e a sua aprendizagem, processo colaborativo que foi também gravado. Ainda, no final dos três encontros, os aprendizes responderam a um questionário que procurou investigar as suas percepções sobre as tarefas realizadas e a experiência de uso da tecnologia na aprendizagem da LE. A análise dos dados focou cinco fatores de mediação da aprendizagem de LE, quais sejam, a colaboração, o andaimento, a metafala, a tarefa e a tecnologia. Os resultados deste estudo apontam para os benefícios de tarefas colaborativas apoiadas pela tecnologia para a aprendizagem de inglês como LE ao promover um ambiente de intensa exploração, aplicação e modificação de língua apoiadas pela construção conjunta de conhecimento a partir do foco no erro como oportunidade de aprimoramento da produção. Além disso, observou-se que o uso da tecnologia para aprendizagem de línguas possibilitou que os estudantes visualizassem as possibilidades pedagógicas das ferramentas e recursos para a sua futura prática docente. Finalmente, esta pesquisa pretende prover dados e discussão para a melhoria da pesquisa em Linguística Aplicada, Aquisição de Segunda Língua e Língua Estrangeira e Aprendizagem de Línguas Mediada por Computador, somando-se a estudos sobre tarefas colaborativas sob a perspectiva da teoria sociocultural e da complexidade. / Research on computer-mediated education suggests that technology has a great potential for the teaching and learning of languages from a collaborative perspective, since it enhances the use of language and multimedia as mediational means of construction and sharing of knowledge. Within this context, a quality language education should exploit digital tools’ potentialities in fostering social interaction, in which the learners are challenged to mobilize and transform their linguistic resources to build knowledge about language while they struggle to make meaning in the foreign language. Thus, this research is a case study that aims to investigate the production of undergraduate students in collaborative tasks in English as a foreign language (EFL) in a virtual environment, focusing on the mediation in the learning process. The theoretical framework used in this study consists of vygotskian sociocultural theory principles of learning, complex systems theory, studies in the area of computers in education, and second language and foreign language acquisition reserch. Participants in this study were undergraduate students of Languages/English from a private university in southern Brazil. The data generation was carried out during three classes in the computer lab designed to complement the discipline of English 3 with a series of oral production collaborative tasks through online multimedia resources and digital tools. For the virtual space it was used PBworks wiki as it enables collaborative interaction and sharing of production among all its users. The collaborative tasks envolved EFL chat discussions of Youtube short videos by the learners in pairs based on comprehension questions over Skype. After each task, the dyads were asked to listen to their recordings and reflect on Skype upon their production, the task, and their learning, a collaborative process that was recorded too. Still, in the end of the three classes students answered a questionnaire designed to investigate their perception on the tasks done and the whole experience of using technology to learn a FL. Data analysis focused on five mediational factors of EFL learning, i. e. collaboration, scaffolding, metatalk, task and technology. The results of the present research point to the benefits of collaborative tasks for EFL learning as they fostered an environment of intense exploration, application and modification of language supported by the joint construction of knowledge from focus on error as an opportunity for production improvement. Moreover, it was observed that the use of technology for language learning allowed students to visualize the educational possibilities of tools and resources used for their future teaching practice. Finally, this research intends to provide data and discussion for the improvement of research in Applied Linguistics, Second and Foreign Language Acquisition and Computer-Mediated Language Learning, adding to studies on collaborative tasks from the perspectives of sociocultural and complex systems theory.

This essay is a study of the use of IT technology by teachers of English and History at a Swedish upper secondary school. It is based on four interviews and four observations. In my analysis of these I have made use of the theory of Social Shaping of technology, a theory which puts emphasis on a teacher´s purpose regarding the use of IT technology in order to empower the teaching process. As a researcher I aim to explore the reasoning on the part of the teacher and to that end I use the method of interviews and observations. This study shows different ways of using IT technology varying from one teacher to another. The use of laptops and Ipads by students is frequent, laptops being used for writing and information seeking and Ipads for taking pictures, the recording of students´ own performance before making presentations in class and for communication with teachers. In addition to the methods mentioned above, I have used - "Som-seende" and half-structured interviews.