Datorn i läs- och skrivinlärningen : en jämförande studie av olika inlärningsmetoder

Sammanfattning: Thinking of the wide spread use of computers in today’s society, should it not be a matter of course to use computers in school as well? What can possibly be the reason to why so many teachers have their doubts in using the computer while teaching, especially in lower grades? With the aim of finding out in what way a teachers’ cognitive approach, or the pedagogical perspective, decides which method he or she prefers, I have interviewed some teachers who teaches in how to learn to read and write. My intention has also been to investigate what consequences the use of computers in the teaching may have for both teachers and pupils. I have examined one method more closely, that assumes the usage of the computer when teaching how to read and write. When Arne Trageton at first introduced his method Att skriva sig till läsning (To write oneself to reading) into the Norwegian schools he attracted criticism. But, it has been proved that pupils, by using a keyboard instead of a pen the very first three years at school, experiences their read- and write learning process as creative and full of pleasure. Despite the slight use of a pen these pupils show a better result at the national tests given in fourth grade, than the others. The trend of letting the pupils write their selves to reading is increasing in Norwegian; let us get inspired and introduce the method into our Swedish schools! This essay explains that there is a lot to win pedagogically and when it comes to the challenge for the schools to keep up with the sprit of the time there are certain advantages to gain.