Detta är en Magister-uppsats från Institutionen för tillämpad informationsteknologi

Sammanfattning: This case study has studied the implementation of a new learning management system (LMS) in a Swedish Secondary High school. The purpose has been to examine how teacher at this school have perceived how the implementation process has been done. Further the purpose was to study how and by whom the decision to change LMS was taken. The research questions were:• How much has the new LMS been used and for what purposes?• Which factors have influenced the usage of the new LMS?• Which factors of success can be found making teachers to use the LMS?• Which factors of hindrance can be found in the implementation process?• Has the digital teacher work changed due to the implementation?• Is it possible to find support for applying the chosen models of implementation?The study was partly a longitudinal case study overlooking one year of preparation and implementation. Two theories have been used in the analysis of the result, namely the Technology Acceptance Model (TAM) and the theory of Diffusion and Social capital.Through statistical analysis and interpretation of interviews we conclude that previous usage of an LMS has affected the implementation. Partly due to previous knowledge, partly in the conclusion that the way of working not has changed significantly. Main source of knowledge on the new LMS is trial and error but is supplemented by present ICT-pedagogues and colleagues.Factors of success that the respondents think have been crucial are clarity from the school management and the fact that no alternatives were given.The conclusions are that a implementation is a drawn out process which should be pursued continuously and on a level close to the end-users, but also completed with distinct guidance from a school management. When an organization changes system at the same time, this can facilitate an implementation by all staff is on the same level and can help each other to embrace the novelty.

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