Införandeav programmering i grundskolan : - ett multiintressentperspektiv

Sammanfattning: As the world changes, the European Parliament   and the Swedish Government have decided to digitize the school system. The   implementation of digitalization in the Swedish school system is supposed to   take place in a short period of time. In the subjects of mathematics and   technology, the teachers are supposed to use programming in their teaching.   Programming is a subject in which most teacher lack knowledge and they are   the ones who will ultimately introduce programming into their classes. This   report examines the needs of the teachers in relation to the plans of the   school management and the plans of the municipality, regarding the   introduction of programming in mathematics and technology education.     The report is based on a qualitative   cross-sectional study during the time period for the introduction in the   Swedish school. The information was obtained via semi-structured interviews   with three teachers and a school leader at one school, as well as a   digitization strategist, in a local municipality to Stockholm. The school and   municipalities were chosen by stratified selection combined with the   proximity principle and the material was analyzed by deductive thematic   analysis.   The study shows that many interacting factors   affect the teachers' introduction of programming in teaching. These factors   are external influencing factors such as government decisions, curricula and   the municipality's digitization strategies, but also school management   decisions, functioning technology and infrastructure. Tools such as teaching   aids, concerns about lack of time through the introduction of another element   in teaching and the need for competence development are also important   factors that influence the introduction of programming in mathematics and   technology teaching. The teachers are largely dependent on competence   development as they are now expected to teach in what they feel to be an   almost entirely new topic.   The following factors that, according to this   study, will benefit the teachers in their introduction of programming in   teaching is as follows. An opportunity to get education in programming and   time for teachers to joint reflection and discussion about teaching in   programming, preferably both in the municipality and in their own school.   Clear information on how the teachers 'continuing education should go and   what requirements are placed on them, but also help in relation to the   increased amount of content in the teaching could also improve the teachers'   opportunities. Finally, support in finding tools which can help teachers to   use programming in mathematics and technology teaching would be helpful to   the teachers.