ICT is a part of our everyday experience where ever we are, at home, at work and also at school. ICT-equipment for millions of kronor is handed out to our pupils every year. It has become a huge part of the Swedish education system and it is up to us teachers to incorporate it in the education. This is done in different kind of levels which the theoretical framework of the SAMR-model describes very well. My interest has been to see how the use of ICT-equipment is incorporated in the education at a school where a 1-to-1 project has been running for half a decade now. I am looking at which level of the SAMR-model the teachers are operating most of the time and if they are content with what they do with the ICT-equipment within their education. What I found was that most teachers are operating at the lower levels of the SAMRmodel but they are quite content with that. Many of the teachers believe that ICT in education is beneficial for learning and almost everyone wants more education within the field of ICT, especially female language teachers.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-67333 |
| Date | January 2017 |
| Creators | Tångring, Markus |
| Publisher | Linnéuniversitetet, Institutionen för pedagogik (PED) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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