DIGITALA LÄROMEDEL I PRAKTIKEN En kartläggning av lärares upplevelse av användningen av digitala läromedel i grundskolan
Sammanfattning: The Swedish school is being digitized and the acquisition of digital teaching materials is a part of the process. When the teaching materials begins to be used, it leads to changes in teaching and other work. The changes and their consequences for the school needs to be clarified and the requirements that digital learning materials must meet need to be clarified. An IT strategy and an action plan have been formulated by the concerned authorities to clarify how the school should be digitized. The purpose of the study is to investigate how teachers perceive that the use of digital learning materials works in practice and clarify which factors that are important to ensure a functioning digitization in the educational environment. An important aspect of the study is to examine the technological acceptance and the types of knowledge that are crucial in a technology-based teaching context. To give a holistic view of the actual use and its context, Technology Acceptance Model and Technological Pedagogical Content Knowledge were chosen as framework. The study was conducted in three phases: observation, survey and qualitative semi-structured interviews with teachers. The result shows that pedagogical approach and content knowledge influence the use of digital learning materials. Insufficient technical knowledge also limits the use of the teaching material and affects other factors related to digitization. The result points out properties that are considered important in a digital learning material. It also shows that there is no common picture of how challenges with the digitization of the school should be handled and what role the digital teaching material should play. The conclusion is that the use of digital learning materials works, but not optimally. Additional external technical knowledge may be needed as teachers need to focus on their role.
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