DIGITALISERINGSPROCESSEN I VUXENUTBILDNINGEN En empirisk studie om lärares resonemang kring digitaliseringsprocessen i den kommunala vuxenutbildningen
Sammanfattning: The background to this study lies in the social development taking place in the field of digita-lization. Today, the discussion is no longer if or how people will use digital tools and resources in their learning, but in what ways they are used in learning and what skills are therefore developed. Spokespersons for school digitalization argue that technology brings radical changes to teaching as well as to learning. From the perspective of adult education, digitalization is a major challenge.The purpose of this study is to identify and analyze the digitalization process in municipal adult education. Teachers’ perceptions are analyzed in relation to the requirements of steering documents concerning digitalization at school in order to show the discrepancy between policy and practice. By adopting a theoretical perspective of looking at digital technology as mediating artifacts embedded in various social contexts and activities, processes that occur at school in the implementation of the new technology can be understood.The essay is an empirical study based on the method triangulation where both quantitative and qualitative surveys have been applied. Combining different methods provides broader data bases and a safer basis for interpretation. In total, 95 respondents answered to a web-based survey and four teachers participated in semi-structured interviews. The analysis of the empirical material was based on the contexts that were formed according to the study’s questions: Digital tools/resources/activities, digital competence and steering documents. I consider these contexts relevant to investigate in order to achieve the purpose of the study and respond to the study’s questions.The results show that teachers in municipal adult education have a good access to digital technology, while there are big differences when it comes to students’ access. Digital activities are difficult to implement in practice, since it is wrong to assume that all students have access to digital tools and resources. In addition, adult students are a heterogeneous group with different school backgrounds and work experience, and their digital competence varies significantly. This becomes more challenging because each teacher-student interaction leads to different outcomes and creates new opportunities.The requirements made in the steering documents regarding digitalization in adult education provide conceivable scenarios that are to a degree somewhat unrealistic. Due to costs and organizational obstacles, it is going to be difficult to implement some of the requirements which will affect equality between schools.
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