Tidigare forskning visar att användandet av datorer gynnar elevers skrivande genom den hjälp de kan få av olika ordbehandlingsprogram. Forskning har också visat att det finns en risk att lärare väljer bort datorn i undervisningen om de egna kunskaperna eller det egna intresset inte tycks vara tillräckligt. Syftet med studien är att undersöka vilka faktorer lärare upplever påverkar dem att använda datorer i undervisningen för att utveckla elevers skrivande i åk 4-6. För att besvara studiens syfte ställs följande frågeställningar: Vad beskriver lärarna påverkar dem att använda datorer i sin undervisning? Vilka faktorer behöver, enligt lärarna, utvecklas eller förändras för att arbetet med datorer ska bli mer gynnsamt för elevernas skrivutveckling? Studien är en kvalitativ studie genomförd med semistrukturerade intervjuer med sex  verksamma lärare i ämnet svenska i årskurs 4-6. Studien inspireras av den sociokulturella teorin. Resultatet visar att det är flera faktorer som påverkar. Bland annat tillgången till datorer men också lärares intresse och kunskaper. / Previous research has shown that the use of computers in education is good for students’ writing development. Research has also shown that there could be a risk that teachers choose to not use computers in education because of their own lack of knowledge and interest. The aim of this study is to explore what factors teachers experience affect them to use computers in teaching to develop students’ writing in grades 4-6. To answer this, the following questions were asked: •What do the teachers describe influence them to use computers in their teaching? • What factors, according to the teachers, need to be developed or changed in order for computer work to be more beneficial for students' writing development? This study is a qualitative study based on interviews with six teachers in the Swedish subject in grade 4-6. The study is inspired by the sociocultural perspective. The result shows that there are several factors that affect. For example, access to computers but also teachers’ interests and knowledge.

The aim of this study was to see what the fundamental efforts were to bring about a democratic electoral system in Somalia? What are the significant obstacles in relation to the planned electoral system and what can the clan, the constitution and external actors mean in this context? What efforts can be made to introduce a democratic electoral system?  This study was conducted by using five semi-structured interviews and material collected on Somalia’s history, current state, and clan society. This paper concludes that there are different factors such as the International Community, the federal member states, Clan representatives, and major donors, which have had an effect on the democratization process in Somalia. Furthermore, it shows that the main problem is the application of the Constitution that is being hindered by the political elite and the federal member states. This research suggests several measures that must be enforced to carry out a democratic election, 1. A will from the political elite to speed up the process around the new electoral system, 2. The Constitution process must continue and be implemented, 3. Stable institutions, laws and regulation must be implemented, 4. The country’s security must be strengthened.  This study discovers that Somalia is in the decision phase in accordance with Rustow’s transition theory, where the country is slowly but surely applying democratic principles and rules into the Constitution.

For over two decades, research has shown that providing instructions and feedback to promote an external focus (i.e., mentally focusing on movement effects or outcome) leads to enhanced motor performance and learning, compared to an internal focus (i.e., mentally focusing on the muscles and joints, or movement kinematics). Notably, while a majority of the research has been on healthy young adults, the external focus benefit has also been found to extend to individuals recovering from musculoskeletal dysfunction. Despite the potential benefit of an external focus for rehabilitation, observational studies have revealed that physiotherapists provide their clients with more internal, than external, focus statements and have little awareness of the focus of attention literature. Consequently, the end goal of this doctoral research was to translate the focus of attention research findings into Canadian physiotherapy practice through the design, delivery and assessment of an educational workshop for practicing physiotherapists. With this in mind, the first step became to determine whether such a workshop was warranted by assessing the self-reported focus of attention provision by Canadian physiotherapists. Thus, in Study 1 a study-specific questionnaire, titled the "Therapists' Perceptions of Motor Learning Principles Questionnaire" (TPMLPQ), was designed and completed by 121 Canadian physiotherapists. Results showed an overall low relative frequency of self-reported external focus promotion (M = 31.3%, SD = 14.9), across six hypothetical rehabilitation scenarios. Markedly, descriptions of a functional reaching (M = 55.5 %, SD = 37.0) and pelvic floor task (M = 65.6%, SD = 32.9) resulted in a greater self-reported promotion of external, than internal, focus of attention. These results suggested that Canadian physiotherapists could benefit from an educational workshop on focus of attention, and that there was a potential task dependency for their focus of attention promotion. Study 2 employed virtual one-on-one interviews with eight Southern Ontario-based physiotherapists, all whom completed the TPMLPQ just prior to the interview. The first few questions gathered participants' perceptions on factors that influence physiotherapists' focus of attention use, as well as barriers to promoting an external focus and potential solutions to them. Coding of the interview data generated four themes related to factors that influenced focus of attention use: (1) physiotherapist experiences and characteristics, (2) client experiences and characteristics, (3) task characteristics and (4) focus of attention statement provision strategies. Moreover, the barriers to external focus promotion were organized into three themes: (1) educational experiences, (2) reinforcement of internal focus encouragement once in practice and (3) research aspects. All interviewed physiotherapists proposed continuing education on focus of attention as a solution to these barriers. Questions in the second half of the interview garnered input on how to get physiotherapists to attend a focus of attention workshop, and what activities to include before, during or after the workshop to promote physiotherapists to use more externally focusing statements in their practice. This information was used to inform the workshop design and delivery. In addition to the physiotherapists' input, I also considered previous research that has emphasized the importance of evidence-based training programs to be based on theoretical frameworks. In this regard, Bandura's social cognitive theory was selected as a theoretical foundation. Further, knowing that the target population for the workshop consisted of adults with higher education, Knowles' adult learning theory was also selected as a complimentary theoretical foundation. Additionally, the Kirkpatrick model for training evaluation was selected to guide the assessment of the workshop, due to its strong overlap with constructs from both theoretical frameworks adopted. A final contribution to the workshop design process was holding a virtual group session with four focus of attention researchers in order to gain input on workshop content. The final workshop product consisted of two parts: seven self-directed asynchronous website modules and a synchronous virtual group session. Ultimately, in Study 3, the workshop was delivered to fifteen Canadian physiotherapists. In addition to completing the two workshop components (asynchronous and synchronous), participants completed assessment packages at three time points: (1) one-week pre-synchronous workshop, (2) immediately post-synchronous workshop, and (3) one-week post-synchronous workshop. Analysis of the data revealed a chain of evidence supporting the merits of the workshop. Explicitly, physiotherapists reported high satisfaction (Mdn = 4.60), perceived relevance (Mdn = 4.83), and engagement in the workshop (Mdn = 4.83). Comparing one-week pre- to immediately post-workshop, analyses revealed significant improvements to physiotherapists' (1) scores on the knowledge assessment (pre M = 51.30%, SD = 22.30; post M = 84.30%, SD = 11.50; p < .001, d = 2.06) with an accompanying decrease in the uncertainty in their responses (pre M = 23.19%, SD = 18.05; post M = 1.16%, SD = 1.99; p < .001, d = 1.28), (2) relative frequency of externally focusing to total focus of attention statements created on the skill assessment (pre M = 18.23%, SD = 13.17; post M = 67.95%, SD = 25.13; p < .001, d = 2.11), (3) self-reported attitudes towards learning and practice of external focus promotion (pre M = 88.25, SD = 11.00; post M = 92.83, SD = 6.59; p = .024, d = 0.56) and self-efficacy (pre M = 59.50, SD = 22.36; post M = 85.72, SD = 7.95, p < .001, r = 0.86). Using descriptive statistics, physiotherapists reported that participating in the workshop allowed them to increase their encouragement of external focus adoption (M = 79.00, SD = 15.14). Thirteen of the physiotherapists reported that they believed that their use of externally focusing statements led to improvements in their clients' rehabilitation outcomes (n = 13; M = 68.08, SD = 22.13), while the other two physiotherapists noticed no difference. Finally, those 13 physiotherapists also reported a high intention to continue to provide external focus statements in their practice (M = 87.31, SD = 15.09). In the context of social cognitive theory, these findings suggest that the workshop was successful in strengthening the physiotherapists' behavioral capabilities, self-efficacy, and outcome expectations, suggesting that the behavior change self-reported by the physiotherapists (i.e., more external focus promotion) could extend beyond the short-term assessment period used here. The whole of this doctoral research acts as a powerful step on the pathway to translate focus of attention research into Canadian physiotherapy, and also provides a useful framework for future studies aiming to translate motor learning research into the field - in Canada or globally.

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This research explored the impact of a sixth grade one-to-one laptop initiative on student attitudes about learning and technological competencies. The study compared student preintervention and postintervention survey data prior to and after a sixth grade laptop intervention initiative. The survey responses were divided into 5 dimensions (School Subject Attitudes, Teaching and Learning Preferences, Computer Use Perceptions, Technology Skills, and Personal Attitudes and Behaviors) on both pre- and postsurveys. District means were compared with preintervention and postintervention data, as well as the means from the 5 dimensions, using a one-sample t-test with a midpoint test value of 3 on a 5-point scale. Ninety students participated in the preintervention survey and 93 students participated in the postintervention survey across 3 schools. The findings indicated that there was a statistically significant difference in student responses in 4 of the 5 dimensions except Teaching and Learning Preferences. Overall the findings on the 2 dimensions related to technological competencies had statistically significant scores on the postintervention survey, whereas the findings on 2 of the 3 sections related to student attitudes about learning had statistically significant scores. In conclusion, generally the laptop intervention initiative had an overall positive impact on student attitudes and technological competencies. The researcher concluded that the timing of the postsurvey, as well as the research taking place during the first year of implementation could have had an impact on the Teaching and Learning Preferences results. Examining the impact of one-to-one initiatives on student attitudes about learning and technological competencies could support districts in making the decision of adopting this technology.

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Yes / The development of students’ mathematics skills in higher education is often the topic of professional debate in learning development circles. Less prevalent are discussions taking place around the interpersonal dynamics that occur during one-to-one (tutorial) sessions. This case study explores these dynamics. It arose from the continuing professional development activities of an adviser (learning developer) at a UK university. As a result of recording one-to-one mathematics sessions it was found that the adviser was unconsciously competent and that, although she was adept at identifying her areas for development, she struggled to articulate the considerable strengths of her practice. We wanted to find a way of describing, analysing and evaluating her competence, and alighted upon the person-centred approach. The aim of this paper, therefore, is to present the synthesis of maths skills practice with this approach in the hope of stimulating further research and professional conversation in the learning development community. The report offers novel idiographic findings through the application of person-centred theory to one practitioner’s experience of delivering maths skills development. We conclude by suggesting that focusing on the relationship between adviser and student can help to create conditions conducive to successful one-to-one education.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / The purpose of this study was to explore participants' (teachers, students, administrators, and parents) experiences and perceptions regarding the perceived impact a rural high school's one-to-one laptop initiative had on content area literacy, new literacy's, and critical literacy. Through a case study, data were collected through multiple sources and viewpoints to obtain an in-depth perspective of how this rural high school's one-to-one laptop initiative had perceivably impacted teacher's instruction to enhance student learning. Data were collected and analyzed through a blending of direct interpretation and categorical analysis, presenting the following findings. The one-to-one laptop initiative's technology was utilized: (a) by student participants for academic purposes, personal efficiency, and recreational purposes, (b) by teacher participants for educational purposes, and (c) within content area instruction. Resulting from the access to laptop technology, this study documented the purposes of finding information for assignments, facilitating "just in time" learning, and stimulating schema about curricular content. Content area literacy instruction was perceivably effected because of the multiple textual formats the technology provided, and instructional occurrences were documented as developing vocabulary and fostering either content comprehension or reading comprehension. The new literacy's and how they were implemented within the mathematics, language arts, science, and social studies classrooms were discussed. The role of critical literacy was presented in relation to students' sense of agency, and the power dynamic within various content area classes. The majority of participants were documented having a positive perception regarding the one-to-one laptop initiative. Although integration of technology was occurring, there were opportunities lacking that could further develop teachers' instruction to enhance student learning. When considering professional development within schools implementing a one-to-one technology initiative, administrative teams should: (a) consider what will be requisite versus elective technology integration tasks, and (b) ensure professional support is provided to teachers regarding integrating technology within their pedagogical practices. Additionally, teachers should instructionally integrate the technology tools and literacy's that students currently employ. Pedagogically, this study implies that teachers must expand their comfort zones regarding content area literacy, new literacy's, and critical literacy.

The purpose with this paper is to study the function of computer, in the teaching of One-to-One.   To get information and answers to the purpose and issues, a number of educators were interviewed. Research and literature in the field have been studied.   The questions discussed are: what strategies do teachers use and develop in their teaching and do they feel that their students reach higher results in One-to-One-teaching. The interviewed teachers have all good or very good computer experience but lack adequate teaching  methods in One-to-One.   The computer's function in the One-to-One is to be an educational tool. It replaces DVD, MP-3, pencil and paper and several other things. The study shows that communication between students and educators increases and leads to higher results. The increased communication will also ease a formative evaluation. God result in teaching requires well planned and structured lessons. You can see some shortcomings in pupils source criticism. The respondents request for a relevant education in One-to-One.   As One-to-One is a relatively new field of research, the research needs further and deeper studies. Research in the area didactics connected to an One-to-One project is an important area. It would be interesting to study how teachers use the computer from a didactic point of view.   Another field that needs to be studied is the question whether ”weak” students benefit from the One-to-One concept or not.   Do the students affects the socioeconomic background. A future research area would be: Are there differences in results based on the students' socioeconomic background, initially as well as by time, with the introduction of One-to-One. / Syftet med detta arbete är att studera vilken funktion datorn får i undervisningen inom En-till-En.   För att få information och svar till syfte och frågeställningar har ett antal pedagoger intervjuats. Forskning och litteratur inom området har studerats.   Frågeställningarna är vilka strategier som lärare använder och utvecklar i sin undervisning samt om pedagogerna upplever att deras elever når ett högre resultat inom En-till-En-undervisningen. De intervjuade pedagogerna har samtliga goda eller mycket goda datorkunskaper men saknar relevant utbildning inom En-till-En.   Datorns funktion inom En-till-En blir ett pedagogiskt redskap. Den ersätter DVD, mp-3, papper och penna och flera andra redskap. Studien visar att kommunikationen mellan elev och pedagog ökar och leder till att elever når högre resultat. Den ökade kommunikationen underlättar även en formativ bedömning. För att undervisningen skall vara givande krävs att lektionerna är grundligt planerade och har en tydlig struktur. En annan pedagogisk vinst är att även brister i elevernas källkritik upptäcks. Relevant fortbildning inom En-till-En efterfrågas.   Då En-till-En är ett relativt nytt forskningsfält pekar studien på ytterligare och djupare studier. Forskning inom området didaktik kopplat till En-till-En är ett angeläget område. Här skulle det vara intressant att se hur pedagoger använder datorn i sin didaktik.   Ett annat fält som vore angeläget att studera vidare är om svaga elever lyckas i lägre grad vid En-till-En i jämförelse med traditionell undervisning.   Ett framtida forskningsfält skulle kunna vara: Finns det skillnader i resultat som grundar sig i elevernas socioekonomiska bakgrund, såväl initialt som efter tid, vid införandet av En-till-En.