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  • 1.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Text som kontext - rum, plats och text som social situation2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 76-96Article in journal (Refereed)
    Abstract [en]

    The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?

  • 2.
    Andersson, Erik
    Högskolan i Skövde.
    Text som kontext - rum, plats och text som social situation2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 76-96Article in journal (Refereed)
    Abstract [en]

    The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation constituted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?

  • 3.
    Andersson, Peter
    Högskolan i Skövde.
    Temapresentation: Nya textvärldar i vår tid– ändrade förutsättningar för textskapande i skolan?2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 8-12Article in journal (Other academic)
  • 4.
    Andersson, Peter
    et al.
    University of Skövde, School of Humanities and Informatics.
    Wilhelmsson Ramshage, Bitte
    Texter som inte räknas?: Om digitala läs- och skrivaktiviteter bland barn och unga2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 14-33Article in journal (Refereed)
    Abstract [en]

    In the age of the Internet and a changing semiotic landscape, reading and writing become increasingly complex activities in school. ICT have to be considered as a partner in the daily pedagogies. Digital media and new forms of communication are of great interest for literacy researches, particularly within the area of research that has come to be called New literacies. This article presents the results of a survey in which we asked 320 pupils about their use of information technology as part of daily literacy activities in and outside school. The study is inspired by an American study among young adolescents in New York (Agee & Altarriba 2009), but based on a wider range of ages: between 10-16 years. Our results show some significant differences in the pupils’ literacy activities based on factors such as gender, age, and attitudes towards reading and writing. Of particular interest is one group that distinguishes itself by having a negative attitude to reading and writing even though spending much time on digital literacies in and outside school.

  • 5.
    Andersson, Peter
    et al.
    Högskolan i Skövde.
    Wilhelmsson Ramshage, Bitte
    Högskolan i Skövde.
    Texter som inte räknas? Om digitala läs- och skriv-aktiviteter bland barn och unga2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 14-33Article in journal (Refereed)
    Abstract [en]

    In the age of the Internet and a changing semiotic landscape, reading and writing become increasingly complex activities in school. ICT have to be considered as a partner in the daily pedagogies. Digital media and new forms of communication are of great interest for literacy researches, particularly within the area of research that has come to be called New literacies. This article presents the results of a survey in which we asked 320 pupils about their use of information technology as part of daily literacy activities in and outside school. The study is inspired by an American study among young adolescents in New York (Agee & Altarriba 2009), but based on a wider range of ages: between 10-16 years. Our results show some significant differences in the pupils’ literacy activities based on factors such as gender, age, and attitudes towards reading and writing. Of particular interest is one group that distinguishes itself by having a negative attitude to reading and writing even though spending much time on digital literacies in and outside school.

  • 6.
    Carlén, Urban
    Högskolan i Skövde.
    Temapresentation: Att bilda lärare i digital kompetens2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 8-15Article in journal (Other academic)
  • 7.
    Dimenäs, Jörgen
    Högskolan i Borås.
    Temapresentation: Utmaningar och perspektiv på verksamhetsförlagt lärande2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 8-11Article in journal (Other academic)
  • 8.
    Dimenäs, Jörgen
    et al.
    Högskolan i Borås.
    Björklund, Margareth
    Högskolan Kristianstad.
    Häggkvist, Kristin
    Högskolan i Borås.
    Larsson, Ingamay
    Högskolan i Borås.
    Malm, Annika
    Högskolan i Borås.
    Rundgren, Monica
    Högskolan i Borås.
    Welin Mod, Agneta
    Högskolan i Borås.
    Retorikens beprövade erfarenhet ur yrkesverksamma lärar- och sjuksköterskehandledares perspektiv2016In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 98-116Article in journal (Refereed)
    Abstract [en]

    This study aims to investigate the concept of proven experience, which is being increasingly used and emphasised in documents relating to the education of student teachers and nurses as well as in the training of these two professions. The study is aimed at academic vocational training (AVT) and is based upon interviews with the tutors of student teachers and nurses during their periods of AVT. The purpose of this study is to understand what constitutes the essence of proven experience, arising from the verbal statements given by AVT tutors in the field. The conclusion of this study is that the concept of proven experience should be considered at three levels: experience, tested experience and proven experience. Furthermore, those who use it without further consideration should understand the complexity of the concept. From a critical perspective it seems that government agencies use a concept that we assume is more characterised by ideological rhetoric than by conceptual preciseness.

  • 9.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Att göra delaktighet i skolan - elevers erfarenheter2015In: Utbildning och lärande, ISSN 1653-0594, Vol. 9, no 1, p. 102-115Article in journal (Refereed)
  • 10.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att göra delaktighet i skolan, elevers erfarenheter2015In: Utbildning och lärande, ISSN 1653-0594, Vol. 9, p. 102-114Article in journal (Refereed)
  • 11.
    Gustavsson, Susanne
    Högskolan i Skövde.
    Skolprojekt med framgång och hinder - en studie av skolprojekt i yrkespraktik och utbildningspraktik2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 34-53Article in journal (Refereed)
    Abstract [en]

    Information technology (IT) is a current development area in preschool and school, and in within the teacher training. This article presents a study of local school project in a Swedish context, with the aim to stimulate and develop teacher's information technology competence as a resource in teaching practice. These projects have been implemented in collaboration with a university and teacher training. The aim of the study is to create knowledge about the relationship between the conditions that higher education and academic practice make possible (in this case IT and scientific competence), and the professional practice the student teacher participates in and relates to. Two types of projects are identified; the strategic project and the practice related project. The study shows that the project has given the teacher possibility and mandate to develop and study technology resources in teaching practice and in activities related to teaching. The effects are however local without formal evaluation and dissemination. Academic practice as resource for planning, implementing, analyzing or documentation is missing. Proposed teachers have not been involved in local projects during their school placed practice. Those obstacles average teacher's professional practice and academic practice in connection with school development need to be discussed and studied furthermore.

  • 12.
    Hernwall, Patrik
    Södertörns högskola.
    Att ta i anspråk det okända - mot en flexible digital grammatik2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 98-112Article in journal (Refereed)
    Abstract [en]

    As the notion of ‘text’ is so much wider than the typographical text, there is an urgent need for the pedagogical practice to embrace to affordances of Information and Communication Technologies [ICT], as these open up for a broader set of communicative modes. Consequently, to be able to make use of the potential of ICT within the framework of the pedagogical practice of the school, a developed understanding for the relation between tools as resources for human action and meaning making is necessary. Based on the assumption that tools carry with them an emancipatory potential, creating new opportunities for human action where the intertwined relation between tools and human action is emphasized need to be recognized. Nevertheless, it is important to consider that the affordances of ICT are inseparable from power differentials and identity markers, which stresses the notion that the relation between the affordances of the technology and human interpretative creativity creates unique user positions. The article ends with a discussion on what could be a flexible grammar of digital media.

  • 13.
    Herrman, Margaretha
    Högskolan Väst.
    Utbildade för filmproduktion - hinder och möjligheter för etablering2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 30-49Article in journal (Refereed)
    Abstract [en]

    Workers who desire employment inside film production come from a variety of experience levels. In Sweden, the opportunities to obtain work in the film production industry are limited and depend on situations and norms defined by the industry itself. The goal of this article is to identify challenges faced by a relatively unknown group of industry workers: those students representing industrial intellectuals who have received higher educational training in film production work, to identify the difficulties and opportunities they face in their transition from education to employment in the industry. This study is a qualitative one, based on interviews with four young adults who are recent graduates of an educational training program for film production work. The respondents were asked to identify levels of uncertainty and competitiveness prevailed and what opportunities and threats existing as important factors in terms of obtaining work. The findings demonstrate that students who are transitioning into careers are met by an environment with high demands for networking and expectation to adapt their performances and lifestyles to the demands of the job. An aptitude for work is often measured by how well workers adapt to the industry’s culture and values.

  • 14.
    Herrman, Margaretha
    et al.
    Högskolan Väst.
    Nilsson, Lena
    Högskolan Väst.
    Att bygga gemensamma miljöer - delaktighet och lärande genom dialogplanering2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 12-29Article in journal (Refereed)
    Abstract [en]

    The aim is to investigate how dialogue planning can provide users and professionals with tools for learning and be a path to organizational development in the context of design and construction of a town square and a sports hall adjacent to a K-9 school. Design and construction was carried out in collaboration between a municipality, a building contractor, school staff and students. A model for dialogue planning using artistic practice and collaboration with an artist was applied to develop an authentic dialogue. An architect and an artist were project managers. Their role was to support students to formulate interests, needs and creative solutions. Awareness of the complexity of planning was developed. Students’ participation had major impact on the design of the town square. With support, students can give a qualified contribution, significant for design of physical environment. Students’ involvement contributes to the learning of professional partners. Learning takes place primarily at the horizontal level around the students. Learning can be seen vertically among representatives of the school and community. Among building producers horizontal learning can be seen with entrepreneurs directly facing students.

  • 15.
    Holmberg, Per
    Göteborgs universitet.
    Digital argumentation - datorskrivandets transformering av skolans genrearbete2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 34-57Article in journal (Refereed)
    Abstract [en]

    This article investigates how the use of computers with internet access transforms the conditions of writing in the school context. The case study focuses on a class in Swedish Upper secondary school (16 years old) writing argumentative texts that the students may send to a local newspaper for digital publishing. The video recorded work in one writing group is analyzed in detail in order to show how the group struggles with two sets of demands; on the one hand the well known demands of the school task is met (specified text length and text outline, etc.), and on the other the new demands of the public debate. By the use of Systemic Functional Linguistics the analysis uncovers how during the writing process the students interpersonally orient themselves towards different readers, sometimes writing just for their teacher, but sometimes for the readers of the internet paper. The analysis shows how their writing task quickly gets unexpectedly complex. As a consequence of the controversial proposal that the students want to publish, they need for strategic reasons to not “express their own opinion” as they are supposed to do according to the curriculum. They are also pushed by the situational context of public debate to not choose for the text they are writing the thesis argument outline recommended by their teacher. Instead they elaborate a pattern that makes their thesis a solution for a problem formulated in the introductory part. The study is a part of the research project “Text activities and the development of knowledge in school”, funded by the Swedish Research Council.

  • 16.
    Johansson, Lars-Erik
    Högskolan i Skövde.
    Nygamla textvärldar - genrer och skärmbaserad textanvändning i skola och samhälle2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 58-77Article in journal (Refereed)
    Abstract [en]

    The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation constituted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?

  • 17.
    Lindblom, Jessica
    et al.
    Högskolan i Skövde.
    Alklind Taylor, Anna-Sofia
    Högskolan i Skövde.
    Rambusch, Jana
    Högskolan i Skövde.
    Svensson, Henrik
    Högskolan i Skövde.
    Pedagogisk digital kompetens för nätbaserat lärande inom högskolan2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 54-73Article in journal (Refereed)
    Abstract [en]

    The rapid development of information technology and the Internet has important academic implications, which in the long run will have far reaching consequences for teaching and learning on university level. With this in mind, five different success factors for the development of digital literacy and competence in higher education in general, and online courses in particular, are being identified and discussed in this article. These factors are: a shared view on learning and teaching, teamwork, a collaborative teaching culture, a positive attitude towards technology, as well as administrative, pedagogical and technical support resources. The discussion is largely based on theories on learning and e-learning, and many examples draw from the authors’ own experiences and observations.

  • 18.
    Mattus, Maria
    Jönköping University, School of Education and Communication, HLK, Media and communication science.
    Wikipedia som lärkontext - ett resonemang om hur engagemanget i wikiproduktionen bidrar till det livslånga lärandet2014In: Utbildning och lärande, ISSN 1653-0594, Vol. 8, no 1Article in journal (Refereed)
  • 19.
    Nilsson, Ingrid
    et al.
    Högskolan i Halmstad.
    Wictor, Ewa
    Högskolan i Halmstad.
    Att undersöka processhandledning av lärares handledning2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 68-79Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to study voluntary process supervising, with seven subject teachers during ten occasions at Higher Education. The study is inspired by models in Gjems (2007) and in Franke, Arvidsson and Gustafsson (2007), and the method of observation and analysis used is based on concepts from Wenger (2000) and Scollon and Scollon (2003). The results show that questions and discussions that are being actualized in the supervising practice vary between general and specific topics and between process and content. During the supervising activity the teachers mainly take their starting point in practice and less in science, but in the written examination the teachers link their experiences from practice to different theories and scientifically oriented concepts in the supervising activity.

  • 20.
    Nordänger, Ulla Karin
    et al.
    Linnéuniversitetet.
    Lindqvist, Per
    Linnéuniversitetet.
    Att skärpa den praktiska blicken - handledares erfarenheter av försök att stärka kvalitet i VFU2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 80-97Article in journal (Refereed)
    Abstract [en]

    The article describes supervisors’ experiences of attempting to improve quality in student teaching by focusing attention on their own expertise. We discuss if and how practical knowledge can be formulated and present the three methods – Delphi method, stimulated recall and dialogue seminars – used in a design experiment to develop the supervisors’ capability to, individually as well as collectively, identify and articulate such knowledge. The central question is if the ability to direct attention to the practical and tacit parts of teachers’ expertise increases the quality of the supervision and the assessment of the teacher student skills or not. The results indicate that the supervisors experience that their practical sight has been sharpened and that their standards have been raised.

  • 21.
    Reneland-Forsman, Linda
    Linnéuniversitetet.
    Problematisk frånvaro av digital kompetens i lärarutbildning2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 16-33Article in journal (Refereed)
    Abstract [en]

    Teachers as a profession share a responsibility that future generations develop a sustainable digital competence being able to criticize and analyse consequences of living and participating in a contemporary and future knowledge society. This study suggests that certain academic disciplinary cultures execute a buffering effect on the introduction of technology in the educational sphere and interferes with the question of responsibility. Ways to avoid such negative buffering effects could be to: (i) skip the use of the terms IT/ICT as associated with the handling of technology which give a mandate for academic disciplines not to consider other aspects of the growing information society for its related academic and professional practices, and (ii) to focus the internal practice in terms of the everyday work of university teachers. University teachers in this study hardly ever use digital media for didactical purposes. ICT destined projects instead often focus training teachers in their training practices. The gained knowledge and experience thereby follow the students out of higher education.

  • 22.
    Svenning, Maria
    et al.
    Örebro universitet.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vilka betydelser har internet för organiserade kvinnor inom kvinnorörelsen i Ecuador?: Kommunikationsteknologi, kunskap och kvinnors organisering i ljuset av den globala digitala klyftan2014In: Utbildning och lärande, ISSN 1653-0594, Vol. 8, no 1, p. 12-28Article in journal (Refereed)
    Abstract [en]

    In large parts of the world Internet is used on a daily basis, whereas in others many people don’t have access to the required technology. This inequality in Internet access is usually referred to as the ”digital divide”. In this study we draw attention to marginalized voices in relation to this divide. Our aim has been to gain an understanding of the perspectives on, and experiences of, Internet among organized women in Ecuador, a country where very few have access. The study is based on interviews with eight women, organized within the women’s movement. Results show that their main purpose in using Internet is to communicate, primarily with international organizations, and to find inspiration from other distant women’s groups. The limited access leads to frustration, since the women experience that they, compared to their international counterparts, have not the resources to utilize the potential of the Internet. They also share a vision for the future where more women are included in the network society.

  • 23.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Unga elever med egen dator - några lärares tankar om hur deras undervisning påverkas2011In: Utbildning och lärande, ISSN 1653-0594, Vol. 5, no 1, p. 74-91Article in journal (Refereed)
    Abstract [en]

    This article, based on a case study in a One-to-One school, draws attention to how teachers perceive that their teaching is influenced when their pupils get a laptop. The result shows that when digital learning resources are used it creates new opportunities, as well as new and problematic situations. The teaching can be organized in new ways and the subject content could be presented in other ways, but this also takes time for teachers to prepare and learn to teach in this way. The study confirms what other studies of One-to-One-schools have found, for example, that the pupils become more motivated and it is calmer in the classroom. When pupils get a laptop, it will change teachers’ roles, to more of planning and flexible teaching and less of traditional teaching.

  • 24.
    von Schantz Lundgren, Ina
    et al.
    Dalarna University, School of Education, Health and Social Studies, Education.
    Lundgren, Mats
    Dalarna University, School of Education, Health and Social Studies, Education.
    Verksamhetsförlagd utbildning (VFU) - en arena för lärarstudenter att utveckla sin ledarskapsförmåga?2012In: Utbildning och lärande, ISSN 1653-0594, Vol. 6, no 1, p. 50-67Article in journal (Refereed)
    Abstract [en]

    Placement studies are a part of teacher training where student teachers can be given the opportunity to develop their leadership skills. In a case study placement teachers were asked about their opinion as to what possibilities student teachers actually have to develop their leadership ability. The results show that student teachers in many cases were perceived to be unsure in their leadership role in the classroom. Since leadership also involves tacit knowledge, the student teachers have to practice and get responses from their placement teachers. This requires skills that have to be developed in co-operation between university teachers and placement teachers in a way other than what is usual today.

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