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Fleischer, Håkan
Publications (8 of 8) Show all publications
Fleischer, H. (2013). En elev - en dator: kunskapsbildningens kvalitet och villkor i den datoriserade skolan. (Doctoral dissertation). Jönköping: Högskolan för lärande och kommunikation
Open this publication in new window or tab >>En elev - en dator: kunskapsbildningens kvalitet och villkor i den datoriserade skolan
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
One student – one computer : The quality of and conditionsfor knowledge formation in the digitalised school
Abstract [sv]

Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.

Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet ”stretchad kunskap”.

Abstract [en]

The thesis deals with the introduction of computers to each student and teacher in school, called one-to-one. The aim is to contribute with knowledge about how one-to-one affects learning. Particular focus is on the quality and character of knowledge formation in the Swedish school. A further aim is to bring reflections and create knowledge about how one-to-one, as a product of the knowledge society, affect the conditions for learning. In addition, in the light of the special conditions of the knowledge society, the goal is to bring insights on the developmental possibilities for the term knowledge in relation to one-to-one.

The basis for the thesis is the knowledge society and the conditions of knowledge production, and in how Sweden has chosen to focus on the need to provide students with digital skills. The theoretical approach is in phenomenology as ontological stance, and in phenomenography in terms of perspective on learning. The thesis is based on four studies: a narrative research review focusing on what research tells us about pupils respective teachers in one-to-one projects. Further included is a theoretical article with a focus on developing an alternative understanding of the conditions for the formation of knowledge on the social web, based on Martin Heideggers’ phenomenology. An interview study about the students’ perceptions of their learning in one-to-one is also included as well as a phenomenographic analysis of a knowledge task focusing on critical dimensions and knowledge depth. The results are discussing whether the strong focus on digital skills arising from the knowledge formation in one-to-one is consistent with the performative knowledge that is assumed to be of importance in the knowledge society. The thesis also discusses how one-to-one affects students’ ways of experiencing their learning in a one-to-one setting, and the effects upon quality and character of knowledge. Finally the thesis also discusses a possible way to develop the concept of knowledge in the light of the results presented in the four studies by formulating the concept of “stretched knowledge.”

Place, publisher, year, edition, pages
Jönköping: Högskolan för lärande och kommunikation, 2013. p. 118
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 21
Keywords
One-to-one, knowledge formation, knowledge qualities, phenomenology, phenomenography, knowledge society, stretched knowledge, performative knowledge, En-till-en, kunskapsbildning, kunskapskvalitet, fenomenologi, fenomenografi, kunskapssamhälle, stretchad kunskap, performativ kunskap
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-22561 (URN)978-91-628-8853-4 (ISBN)
Public defence
2013-12-06, Hb116, Högskolan för lärande och kommunikation, Jönköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2013-11-11 Created: 2013-11-11 Last updated: 2017-01-12Bibliographically approved
Ordqvist, A., Falkmer, M., Parsons, R., Leung, D., Dahlman, J., Fleischer, H., . . . Falkmer, T. (2013). Information and repetition change children's visual strategies when viewing magic tricks with and without gaze cues. Perceptual and Motor Skills, 116(1), 144-162
Open this publication in new window or tab >>Information and repetition change children's visual strategies when viewing magic tricks with and without gaze cues
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2013 (English)In: Perceptual and Motor Skills, ISSN 0031-5125, E-ISSN 1558-688X, Vol. 116, no 1, p. 144-162Article in journal (Refereed) Published
Abstract [en]

Gaze cues and direct gaze attract visual attention. However, few studies have explored visual cues in children within realistic contexts. The effect of information and repetitive stimulus presentation has not been thoroughly studied with dynamic stimuli. The aim of the present study was to investigate how information affects the visual strategies of children measured by the number of fixations on certain areas of interest and their durations. Furthermore, this study examined the effect of gaze cues and direct gaze. In two consecutive experiments, children’s visual strategies when viewing magic tricks were measured by an eye tracker. Gaze cues were only present in Experiment 1.The results showed that repetitive stimulus presentation and information caused children to change their visual strategies when viewing magic tricks with and without gaze cues. However, the effect was larger when the gaze cues were not present. These findings in children were similar to those in adults.

National Category
Humanities
Identifiers
urn:nbn:se:hj:diva-21274 (URN)10.2466/10.24.26.PMS.116.1.144-162 (DOI)000318791400014 ()HHJCHILDIS, HLKSkolnäraIS (Local ID)HHJCHILDIS, HLKSkolnäraIS (Archive number)HHJCHILDIS, HLKSkolnäraIS (OAI)
Available from: 2013-05-29 Created: 2013-05-29 Last updated: 2017-12-06Bibliographically approved
Fleischer, H. (2012). What is Our Current Understanding of One-to-one Computer Projects: A Systematic Narrative Research Review. Educational Research Review, 7(2), 107-122
Open this publication in new window or tab >>What is Our Current Understanding of One-to-one Computer Projects: A Systematic Narrative Research Review
2012 (English)In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 7, no 2, p. 107-122Article, review/survey (Refereed) Published
Abstract [en]

The aim of this article is to review cross-disciplinary accumulated empirical research on one-to-one computer projects in school settings as published in peer-reviewed journals between 2005 to 2010, particularly the results of teacher- and pupil-oriented studies. Six hundred five research articles were screened at the abstract and title level, 36 were full-text mapped, and 18 of those were further analysed. The final analysis revealed two main themes of narration, which guided the further descriptions. The first theme, Pupil-Related Results, deals with classroom activities and learning experiences and the outcomes of one-to-one projects. The second theme, Teacher-Related Results, deals with how teachers comprehend and relate to one-to-one computer projects. The results show that the research field has not developed substantially since the previously published reviews. This paper discusses the reasons for this lack of development, as well as the need for political, scholarly and epistemological awareness when researching questions of one-to-one computer projects.

Keywords
one-to-one, ubiquitous computing, laptop, systematic narrative research review
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-16694 (URN)10.1016/j.edurev.2011.11.004 (DOI)000305108800002 ()
Available from: 2011-11-11 Created: 2011-11-11 Last updated: 2017-12-08Bibliographically approved
Fleischer, H. (2011). Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation. Education Inquiry, 2(3), 535-549
Open this publication in new window or tab >>Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation
2011 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, p. 535-549Article in journal (Refereed) Published
Abstract [en]

The article aims to illuminate the character of web 2.0 out of a reading of Martin Heidegger in order to provoke new epistemological questions about web 2.0 and knowledge formation. The article applies the ontological grounds on which Heidegger described being-in-world and worldliness, out from the phenomenon of web 2.0. The article states that web 2.0 could both be considered to be a thing (in Heideggerian terms), but also as not being a thing. A thing, according to the character of equipment, the feature of self-sameness and by the fact that it is organized in equipmental nexus which makes it recognizable as a thing from different perspectives. However, it does seem to have unthingly features because of its lack of spatio-temporal fixation, the fact that there is no original and no copies of it, and that it lacks timely orientation. The article further discusses the way the world reveals itself while using web 2.0, and is proposing a new term for this kind of revelation, namely a stretched world. It finally discusses web 2.0 as a place for dwelling, and the epistemological consequences of these features of web 2.0 for knowledge formation. It proposes that research questions should be asked from the perspective that web 2.0 used for knowledge formation is something to act upon while stepping into it.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2011
Keywords
phenomenology, epistemology, web 2.0, knowledge formation, Martin Heidegger
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-16693 (URN)
Available from: 2011-11-14 Created: 2011-11-11 Last updated: 2017-12-08Bibliographically approved
Fleischer, H. & Segolsson, M. (Eds.). (2008). Forskande lärare i praktiken: Vol. 4 (ed.). Jönköping: Högskolan för lärande och kommunikation
Open this publication in new window or tab >>Forskande lärare i praktiken: Vol. 4
2008 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Jönköping: Högskolan för lärande och kommunikation, 2008. p. 352
Identifiers
urn:nbn:se:hj:diva-8356 (URN)
Note
Uppsatser inom masterprogrammet Lärande som riktar sig till yrkesverksamma lärare inom för-, grund- och gymnasieskolan och andra professionella grupper som arbetar med lärande.Available from: 2009-04-07 Created: 2009-04-07 Last updated: 2009-04-14Bibliographically approved
Fleischer, H. & Segolsson, M. (Eds.). (2008). Forskande lärare i praktiken: Vol. 5 (ed.). Jönköping: Högskolan för lärande och kommunikation
Open this publication in new window or tab >>Forskande lärare i praktiken: Vol. 5
2008 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Jönköping: Högskolan för lärande och kommunikation, 2008. p. 351
Identifiers
urn:nbn:se:hj:diva-8365 (URN)
Note
Uppsatser inom masterprogrammet Lärande som riktar sig till yrkesverksamma lärare inom för-, grund- och gymnasieskolan och andra professionella grupper som arbetar med lärande.Available from: 2009-04-07 Created: 2009-04-07 Last updated: 2009-04-14Bibliographically approved
Fleischer, H. & Segolsson, M. (Eds.). (2007). Forskande lärare i praktiken: Vol. 1 (ed.). Jönköping: Högskolan för Lärande och Kommunikation
Open this publication in new window or tab >>Forskande lärare i praktiken: Vol. 1
2007 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Jönköping: Högskolan för Lärande och Kommunikation, 2007. p. 297
Identifiers
urn:nbn:se:hj:diva-5321 (URN)
Note
Uppsatser inom masterprogrammet Lärande som riktar sig till yrkesverksamma lärare inom för-, grund- och gymnasieskolan och andra professionella grupper som arbetar med lärande. Available from: 2008-01-31 Created: 2008-01-31 Last updated: 2009-04-07Bibliographically approved
Fleischer, H. & Segolsson, M. (Eds.). (2007). Forskande lärare i praktiken: Vol. 2 (ed.). Jönköping: Högskolan för Lärande och Kommunikation
Open this publication in new window or tab >>Forskande lärare i praktiken: Vol. 2
2007 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Jönköping: Högskolan för Lärande och Kommunikation, 2007. p. 236
Identifiers
urn:nbn:se:hj:diva-5322 (URN)
Note
Uppsatser inom masterprogrammet Lärande som riktar sig till yrkesverksamma lärare inom för-, grund- och gymnasieskolan och andra professionella grupper som arbetar med lärande. Available from: 2008-01-31 Created: 2008-01-31 Last updated: 2009-04-07Bibliographically approved
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