Lärares digitala kunskapsbas (TPACK) och kompetensutveckling : En studie av läs- och skrivundervisningen i F –3 i en verksamhet med goda digitala grundförutsättningar

Sammanfattning: There are big differences when it comes to access to digital teaching resources between Swedish school units. Previous research indicates that the digital resources that are available in schools are not always integrated into the teaching practice. A lack of resources will affect the teachers’ ability to, as stipulated in the curriculum, integrate digital resources into their teaching. It is therefore of interest to examine teaching practice in a school with good access to digital resources. The aim of this study is to develop an understanding of a few teachers’ attitudes and opinions of digital resources within the context of reading and writing acquisition in primary school. Additionally, the teachers’ knowledgebase in relation to digital resources will be examined. Lastly the study aims to provide ample examples of how digital resources can be integrated into teaching practice. The study used a combination of data collection methods namely observation and semi-structured interviews and the teacher knowledgebase was analysed using the TPACK-model. The results show that all teachers in the study have strong positive attitudes towards the use of digital resources in their teaching practice and that their TPACK knowledge is at a high level when it comes to teaching practices concerning reading and writing acquisition at a primary school level. Courage to implement digital resources into teaching practice and the teacher’s personal interest in technology are identified as key components for effective development of digital competence in the context of teaching. Hands on examples of how digital resources are used in teachers everyday work life are also presented.