Browsing by Subject "digital kompetens"
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Att behärska det digitala klassrummet : högskolelektorers uppfattningar om digitala lärplattformar (2018)The purpose of this work was to clarify how lecturers and university lecturers in Finland's third-stage educational institutions experience the use of learning platforms in their education work. I wanted to investigate if there is a connection between perceived control of data and openness for learning new skills, trust in authority and experienced stress levels at work. The subject is relevant because the use of digital aids in support of teaching has expanded in recent years, but the consequences of this have remained obscure as few scientists in the past have been sufficiently involved in research of digital teaching to successfully produce objective knowledge of the phenomenon. This survey was quantitative and aimed at describing Finnish university lecturers’ experiences using digital learning platforms in teaching. Learning platforms are tools for designing, producing and managing online courses. Data was collected by a questionnaire sent to the lecturers in four different colleges. The questionnaire contained 31 multiple choice questions in perceived openness, stress, trust and subjective control. The collected material was analyzed using SPSS. The results indicated that universities need more specific training programs in using learning platforms. Non-commercial platforms were used more often than commercial ones. The frequency of use and time of commercial learning platforms was less than for non-commercial ones. Lecturers seem to prefer to use non-commercial platforms. This can be linked to data security and the trust that authorities handle data carefully was high in all reference groups investigated. Openness and stress correlated positively and the more open the informant was towards the platforms the more they used different platforms actively, which increased the stress. It is important to remember that the stress can also be perceived as positive. Another interesting find was that there were no statistically significant differences between any of the background variables in terms of subjective control.
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(2023)Background and goal. The aim of this study is to examine which technical challenges teachers in elementary school experience while using digital tools, aswell as how the challenges affect their work. Teachers’ experience with the education for using digital tools is also a focus for this study. Earlier research suggest that network-, storage- and login difficulties are usual in the classroom, while the administrative programmes are difficult to use. These challenges mainly affect the teachers timewise and are a cause for frustration. Studies also suggest that teachers aren´t always properly educated or knowleadgable with the use of digital tools. Methods. This study is of qualitative nature. I have interviewed six elemntary school teachers (year 1-6), from two different schools in southern Finland. The answers have been analyzed with thematical analysis. Results and conclusions. Teachers experience different kinds of technical challenges with digital tools. Network-, storage- and login difficulties were common challgenes. The teachers put more emphasis on the difficulty of using the different administrative programmes, and pointed to several issues with them. Waste of time and frsutration became apparent as two main outcomes of teachers experiencing technical challenges. Regarding teacher education, most of the teachers felt quite comfortable with the use of digital tools, but pointed out some weaknesses in their knowledge, i.e. the Smartboard was a digital tool many teachers felt a bit unfamiliar with. The teachers felt the need for more education. Support was a theme that came up in many oft he interviews, where the teachers pointed out that the supporting network for technical difficulties is a bit lacking. First and foremost it isn´t easy to know who to contact with which problems, which led to the collegial support being the first choice. My study show that teachers still experience different kinds of technical challenges with digital tools. Some of my results confirm earlier studies, which show that things haven´t necessarily improved or changed, while teachers feel the need for a change in the administrative side of the work. Teacher educationwise there is a need for more availible eduaction and courses, that offer learning on different knowledge levels, aswell as the support structures may need a closer look. The support structures may need renewing or changing to reliev the teacher´s work.
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(2023)Goal. The purpose of the thesis is to identify, analyze and describe the underlying impact of digitalisation on equality and inequality between students in elementary schools. In addition, the relationship between democracy, participation and digitalisation is researched. Previous studies have shown that there are differences in teachers' and students' digital competence, technological equipment, digitalisation between different cities/schools. Studies have also shown that students' digital equipment and socio-economic background affect students’ academic success. Digital competence is a central part of the curriculum and relevant in today's changing society, as are equality matters. The remote-studies during the covid-19 pandemic and the number of digital tools in everyday life have also increased the need for digital tools in teaching. Methods. The study is a qualitative interview study within the framework of the research project "Digital literacy in development", DigiLi. The project started in the year 2021 and the research process is still active in 2022. The material received includes interviews with teachers in Swedish-speaking schools in Finland. The study uses ten semi-structured in-depth interviews with teachers in grades 5–9. In the interviews the topic of discussion was distance learning and digi-talisation, with a focus on digital resources, changes in teaching content and student participa-tion, student (in)equality, language awareness and collegial work. The audio recordings and transcriptions were analyzed using content analysis. Results and conclusions. The teachers feel that students have access to different digital tools among themselves. The economic situation of families can for example lead to weak internet connection and digital tools. The teachers also gave varying answers to questions about partici-pation in the digital environment; digitalisation and the use of digital tools can both promote democracy and participation in education as well as hinder or suppress it. The conclusions are that students have access to different teaching methods with digital tools between them, which is due to differences in the teachers' digital competence, the school's/municipality's resources and the student's (socio)economic status. The digitalisation of teaching can thus expand the already existing inequalities in society.
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