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En elev - en dator: kunskapsbildningens kvalitet och villkor i den datoriserade skolan
Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media.
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
One student – one computer : The quality of and conditionsfor knowledge formation in the digitalised school (English)
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. , 118 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 21
Keyword [en]
One-to-one, knowledge formation, knowledge qualities, phenomenology, phenomenography, knowledge society, stretched knowledge, performative knowledge
Keyword [sv]
En-till-en, kunskapsbildning, kunskapskvalitet, fenomenologi, fenomenografi, kunskapssamhälle, stretchad kunskap, performativ kunskap
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-22561ISBN: 978-91-628-8853-4 (print)OAI: oai:DiVA.org:hj-22561DiVA: diva2:663330
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
List of papers
1. What is Our Current Understanding of One-to-one Computer Projects: A Systematic Narrative Research Review
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, 107-122 p.Article, 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.

Keyword
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: 2016-09-19Bibliographically approved
2. Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation
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, Vol. 2, no 3, 535-549 p.Article 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
Keyword
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: 2013-11-11Bibliographically approved
3. Students’ experiences of their knowledge formation in a one-to-one computer initiative
Open this publication in new window or tab >>Students’ experiences of their knowledge formation in a one-to-one computer initiative
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed) Epub ahead of print
Abstract [en]

The research on one-to-one computer learning settings shows what students do while using computers and how much they use them. It is believed that students are highly motivated by having computers of their own and show improved grades, but few studies can confirm this belief. This study investigated the experience of knowledge formation amongst pupils in upper secondary school in Sweden during a one-to-one computer-based task. The theoretical and methodological framework stems from Interpretative Phenomenological Analysis, IPA. The analysis generated eight categories of statements, grouped into two themes: “Experience of processing the knowledge formation” and “Experiences of tool-handling. The article concludes with a proposal for how to expand on the students’ experiences, allowing for deeper learning from one-to-one computer-based paradigms.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keyword
One-to-one, learning experience, IPA, knowledge formation
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:hj:diva-34673 (URN)10.1080/20004508.2016.1275190 (DOI)
Available from: 2016-09-30 Created: 2017-01-12 Last updated: 2017-02-09

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