The purpose of the study is to investigate the perceptions of eight upper secondary school teachers about how digital technology is integrated into teaching practice. The survey is based on two overarching research questions: 1. What perceptions do teachers have about the challenges that the school's digitalization creates in their teaching assignments? 2. What are the teachers' perceptions in the question of how digital technology should be integrated into the teachers' practice in the future for it to benefit the students learning? The results are presented based on three motifs and are sorted into three description categories. There is an acceptance among the informants for the integration of digital technology in teaching. Uneven use of digital technology in teaching that is due to informants' different interest in digital technology. There is a lack of an organization and actionplan in the schools on how digital technology should be used in teaching. Integration of digital technology in teachers' practice is carried out by the informants themselves without a formulated pedagogical policy. Each informant is his own designer of learning when integrating digital technology in his subjects and creator of his own variations in teaching. Digital technology enriches and improves students 'learning quality in different subjects but only within certain subjects' areas of knowledge. Students lack digital competence in the digital areas in which they work in school, and it does not belong to their areas of interest. A digital knowledge check is completely impossible because it lacks the right tools for it. The informants lack a plan of action for integrating digital technology into their practice. Need for clear pedagogical policy for the integration of digital technology in teaching through basic digital competence training. Cooperation between teachers and between the schools in the municipalities is called for the exchange of experiences and knowledge. Need for schools to invest in creating their own digital teaching materials. In summary, it can be said that the study shows that the digitalization of the school is a process that has begun, but that it is still an on-going process.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-51233 |
| Date | January 2022 |
| Creators | Radic, Dubravka |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| 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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