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Digitala verktyg i svenskundervisningen: En kvalitativ studie kring lärares användning av digitala verktyg i svenskundervisningen samt hur användningen av digitala verktyg upplevs påverka elevers motivation till lärande
Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Digital tools in teaching the subject of Swedish : A qualitative study of teachers' use of digital tools in the subject of Swedish and how the use of digital tools is perceived to influence pupils' motivation for learning (English)
Abstract [sv]

Syftet med studien är att undersöka hur lärare beskriver att de använder digitala verktyg i svenskundervisningen samt hur lärarna upplever att elevernas motivation till lärande påverkas vid arbete med digitala verktyg i undervisningen. Studien har utgångspunkt i en kvalitativ fenomenologisk forskningsansats. Insamling av data har skett genom en enkätundersökning på Internet vilken besvarats av verksamma lärare i grundskolans årskurs 4-6 som undervisar i ämnet svenska och använder sig av digitala verktyg i undervisningen varje dag. Resultatet visar en tydlig bild av att digitala verktyg används på flertalet olika sätt i svenskundervisningen. Främst används digitala verktyg i undervisningen till arbete med olika texter men också till att exempelvis blogga, visa filmer och ge feedback på elevarbeten. Resultatet visar även att lärarna upplever att användningen av digitala verktyg påverkar elevernas motivation till lärande mestadels positivt. En respondent beskriver exempelvis att datorn bidrar till att textbearbetning blir enklare vilket gör att eleverna blir mer motiverade till att göra om och ändra. Det enda fall då elevers motivation till lärande har upplevts som negativ kan kopplas till att digitala verktyg använts som särskilt stöd i undervisningen och respondenten beskriver att elevernas känsla av att vara utpekade är främsta anledningen.

Abstract [en]

The purpose of the study is to examine how teachers describe their use of digital tools in teaching the subject of Swedish and how the teachers’ perceive that pupils' motivation for learning is affected when working with digital tools in the classroom. The study is based on a qualitative phenomenological research approach.  The collection of data has been done through a questionnaire on the Internet, which was answered by teachers that work in elementary school grades 4-6, teaching the subject of Swedish, and using digital tools in their every day teaching. The result clearly shows that digital tools are used in several different ways in the subject of Swedish.  Mostly, digital tools are used when working with different types of texts, but also for example to blog, show films and to give feedback on pupils’ work. The result also shows that digital tools have a manly positive impact on the pupils’ motivation. For example, one respondent describes that the computer contribute to easier text editing, which makes the pupils more motivated to redo and change in their work. The one case, when pupils’ motivation for learning has been perceived as negative can be linked to the use of digital tools as special support in teaching and the respondent describes that the pupils' sense of being singled out is the main reason.

Place, publisher, year, edition, pages
2017. , p. 36
Keywords [en]
digital tools, motivation, ICT, teaching the subject of Swedish
Keywords [sv]
digitala verktyg, motivation, IKT, svenskundervisning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-36470ISRN: JU-HLK-JU-2-20170390OAI: oai:DiVA.org:hj-36470DiVA, id: diva2:1116996
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Available from: 2017-06-29 Created: 2017-06-28 Last updated: 2017-06-29Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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More styles
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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