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IKT som stöd i grundsärskolan: Några pedagogers uppfattningar om IKT som stöd i elevers läs- och skrivundervisningen i grundsärskolan
Karlstad University.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
ICT as support in compulsory schools for pupils with learning disabilities : A few educators´ perceptions of ICT as support for students reading and writing education in compulsory schools for pupils with learning disabilities (English)
Abstract [sv]

Syftet med studien är att bidra med kunskap om några pedagogers erfarenheter av IKT som stöd i läs- och skrivundervisning i grundsärskolan. De forskningsfrågor som ställts är hur pedagoger inom grundsärskolan beskriver att de använder IKT som stöd för elever i läs- och skrivundervisning, vad pedagogerna uttrycker för inställning till IKT och vilka för- och nackdelar som de kan se kring användandet av IKT som stöd i läs- och skrivundervisningen.

 

Metodvalet för studien är semistrukturerade intervjuer med respondenter som arbetar inom grundsärskolans åk 1–9 och använder sig av någon form av IKT i sin undervisning. Respondenterna skulle också arbeta med ämnet svenska. Intervjuguiden skickades ut i förväg för att förberedda respondenten på själva intervjutillfället. Intervjuerna har spelats in och transkriberas för analysarbetet. I analysarbetet har ett sociokulturellt perspektiv på lärande används.     

 

Resultatet med studien visade på att respondenterna anser att IKT kan vara ett stort stöd för elever i grundsärskolan inom läs- och skrivundervisningen. De stora fördelarna var att elever kan ta till sig kunskap genom att få texter upplästa via talsyntes, kunna skriva texter även om de har motoriska svårigheter med till exempel penngrepp. Nackdelar kunde vara den tekniska biten och att eleverna förlorade den finmotoriska träningen som skrivande med penna ger dem.

Abstract [en]

The purpose of this study is to contribute with knowledge of some educators' experiences of ICT as support for reading and writing education in compulsory schools  for pupils with learning disabilities The research questions are how educators in compulsory schools for pupils with learning disabilities describe that they use ICT as support for students in reading and writing education, which attitudes educators express about ICT and which pros and cons they can see in the use of ICT as support in reading and writing education.

 

The method selection for the study is semi structured interviews with respondents who work within the grades 1-9 in compulsory schools for pupils with learning disabilities and use some form of ICT in their education. The respondents also work with teaching the subject Swedish. The interview guide was sent out in advance to prepare the respondents for the interviews. The interviews were recorded and transcribed for the analysis work. In the analysis work, a socio-cultural perspective on learning has been used.

 

The results of the study showed that respondents believe that ICT can be a great support for students in compulsory schools for pupil with learning disabilities regarding reading and writing education. The major advantages were that students can gain knowledge by getting texts read out loud with speech synthesis and writing texts even if they have physical difficulties with their fine motor skills, such as holding a pencil. Disadvantages could be the technical bit and that the students lose their motor skills practice that pencil writing can give them.

Place, publisher, year, edition, pages
2018.
Keywords [en]
ICT, read- and write teaching, compulsory schools for pupils with learning disabilities, socio-cultural perspective
Keywords [sv]
IKT, läs- och skrivundervisning, grundsärskola, sociokulturellt perspektiv
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-67933OAI: oai:DiVA.org:kau-67933DiVA, id: diva2:1222562
Subject / course
Special Education
Educational program
Special Teacher Education Programme: Mental and Intellectual challenges (90 ECTS credits)
Supervisors
Examiners
Available from: 2018-07-02 Created: 2018-06-21 Last updated: 2018-07-02Bibliographically approved

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Citation style
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