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Jää-Aro, Kai-MikaelORCID iD iconorcid.org/0000-0001-5682-3012
Publications (10 of 53) Show all publications
Josefsson, P. & Jää-Aro, K.-M. (2022). The Immeasurable Math Homework: When digital education resources are put to use. In: : . Paper presented at Kasvatustieteen päivät 2022.
Open this publication in new window or tab >>The Immeasurable Math Homework: When digital education resources are put to use
2022 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

This ongoing case study examines the use of a subscription-based digital educational resource for mathematics learning. In this case, the digital resource Skolplus (https://skolplus.se/), is used by over 60% of Sweden's primary schools and contains both exercises, games, and printed material for the primary school year FK-6. In this study, we explore how the application is perceived by teachers, parents, and students (ages 7-8). We are specifically interested in what kind of digital features our user groups perceive as important and useful. Likewise, we want to know which expectations of use were not incorporated and why. Teachers' intentions are compared with parents' descriptions of what children do in Skolplus when they use it at home, as well as where dissonance occurs during use.

While previous research has shown that digital technologies enable for example representation of objects to improve mathematical learning processes, see for example Young (2017), less attention has been paid to the use of subscription-based digital solutions. One of those that has drawn attention specifically to primary schools' use of online platforms for learning mathematics is Darragh and Franke (2021) showing that "...schools face pressure to provide mathematics programs that are at the same time traditional, modern, high-tech and balanced." Based on previous research, as well as data collected during this ongoing case study, preliminary findings include the use of subscription-based solutions for mathematics learning and the role of homework. The study aims to contribute to technology-related mathematics teaching.

Keywords
groupware, digital learning tools
National Category
Learning
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-51388 (URN)
Conference
Kasvatustieteen päivät 2022
Funder
Södertörn University
Available from: 2023-04-25 Created: 2023-04-25 Last updated: 2023-05-02Bibliographically approved
Jää-Aro, K.-M. (2021). Programmeringsspråk. In: Falkenberg Josefsson, Pernilla ; Wiberg, Mikael (Ed.), Introduktion till medieteknik: (pp. 227-247). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Programmeringsspråk
2021 (Swedish)In: Introduktion till medieteknik / [ed] Falkenberg Josefsson, Pernilla ; Wiberg, Mikael, Lund: Studentlitteratur AB, 2021, p. 227-247Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021
National Category
Computer Sciences
Identifiers
urn:nbn:se:sh:diva-49449 (URN)9789144141671 (ISBN)
Available from: 2022-06-30 Created: 2022-06-30 Last updated: 2022-06-30Bibliographically approved
Jää-Aro, K.-M., Josefsson, P., Lundmark, S. & Mutvei Berrez, A. (2020). Professional development for ICT-based teaching. In: Olivia Levrini & Giulia Tasquier (Ed.), Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure ofunderstanding: engaging with contemporary challenges through science education. Paper presented at ESERA conference in Bologna, Italy, August 26-30, 2019 (pp. 1722-1727). Bologna: ALMA MATER STUDIORUM – University of Bologna, Part 14
Open this publication in new window or tab >>Professional development for ICT-based teaching
2020 (English)In: Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure ofunderstanding: engaging with contemporary challenges through science education / [ed] Olivia Levrini & Giulia Tasquier, Bologna: ALMA MATER STUDIORUM – University of Bologna , 2020, Vol. Part 14, p. 1722-1727Conference paper, Published paper (Refereed)
Abstract [en]

Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership.

Place, publisher, year, edition, pages
Bologna: ALMA MATER STUDIORUM – University of Bologna, 2020
Keywords
Teacher Professional Development, ICT Enhanced Teaching and Learning, Technology in Education and Training
National Category
Learning Computer and Information Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39480 (URN)978-88-945874-0-1 (ISBN)
Conference
ESERA conference in Bologna, Italy, August 26-30, 2019
Projects
FICTION
Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2024-07-03Bibliographically approved
Josefsson, P., Jää-Aro, K.-M., Lundmark, S. & Mutvei Berrez, A. (2019). The implementation of digital tools in teaching: A qualitative case study at a swedish primary school. In: EDULEARN19 Proceedings: . Paper presented at 11th International Conference on Education and New Learning Technologies, 1-3 July 2019, Palma, Spain (pp. 2382-2387).
Open this publication in new window or tab >>The implementation of digital tools in teaching: A qualitative case study at a swedish primary school
2019 (English)In: EDULEARN19 Proceedings, 2019, p. 2382-2387Conference paper, Published paper (Refereed)
Abstract [en]

Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].

This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.

In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.

Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.

References:

[1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.

[2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/

[3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.

[4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.

Keywords
primary education, digital teaching, technology integration
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:sh:diva-39453 (URN)10.21125/edulearn.2019.0643 (DOI)978-84-09-12031-4 (ISBN)
Conference
11th International Conference on Education and New Learning Technologies, 1-3 July 2019, Palma, Spain
Note

ISSN: 2340-1117

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2021-10-13Bibliographically approved
Jää-Aro, K.-M. & Engquist, E. (2005). Visualization. In: Andersson, Ulf (Ed.), Introduction to High-Performance Computing—material for the PDC summerschool 2005: . Stockholm: Kungliga Tekniska högskolan
Open this publication in new window or tab >>Visualization
2005 (English)In: Introduction to High-Performance Computing—material for the PDC summerschool 2005 / [ed] Andersson, Ulf, Stockholm: Kungliga Tekniska högskolan, 2005Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Kungliga Tekniska högskolan, 2005
Series
Trita-PDC report, ISSN 1401-2731 ; 2005:1
National Category
Computational Mathematics Human Computer Interaction Computer Sciences
Identifiers
urn:nbn:se:sh:diva-25917 (URN)
Available from: 2015-01-19 Created: 2015-01-15 Last updated: 2018-01-11Bibliographically approved
Jää-Aro, K.-M. & Bowers, J. M. (2004). New Ideas on Navigation and View Control Inspired by Cultural Applications. In: David N. Snowdon, Elizabeth F. Churchill & Emmanuel Frécon (Ed.), Inhabited Information Spaces: Living with your data (pp. 151-180). London: Springer London
Open this publication in new window or tab >>New Ideas on Navigation and View Control Inspired by Cultural Applications
2004 (English)In: Inhabited Information Spaces: Living with your data / [ed] David N. Snowdon, Elizabeth F. Churchill & Emmanuel Frécon, London: Springer London, 2004, p. 151-180Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Springer London, 2004
Series
Computer Supported Cooperative Work, ISSN 1431-1496 ; 29
National Category
Human Computer Interaction Human Aspects of ICT
Identifiers
urn:nbn:se:sh:diva-25920 (URN)10.1007/1-85233-862-8_10 (DOI)978-1-85233-728-5 (ISBN)978-1-85233-862-6 (ISBN)
Available from: 2015-01-19 Created: 2015-01-15 Last updated: 2018-01-11Bibliographically approved
Jää-Aro, K.-M. (2004). Reconsidering the avatar: From user mirror to interaction locus. (Doctoral dissertation). Stockholm: Kungliga Tekniska högskolan
Open this publication in new window or tab >>Reconsidering the avatar: From user mirror to interaction locus
2004 (English)Doctoral thesis, monograph (Other academic)
Place, publisher, year, edition, pages
Stockholm: Kungliga Tekniska högskolan, 2004. p. 170
Series
Trita-NA, ISSN 0348-2952 ; 0403
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:sh:diva-25916 (URN)91-7283-688-1 (ISBN)
Public defence
(English)
Opponent
Supervisors
Available from: 2015-01-22 Created: 2015-01-15 Last updated: 2018-01-11Bibliographically approved
Jää-Aro, K.-M. (2004). Survey of Immersive Visualisation Tools. In: : . Paper presented at Applied Virtual Reality III, Göteborg, May 27-28, 2004..
Open this publication in new window or tab >>Survey of Immersive Visualisation Tools
2004 (English)Conference paper, Oral presentation only (Other academic)
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:sh:diva-25919 (URN)
Conference
Applied Virtual Reality III, Göteborg, May 27-28, 2004.
Note

Presentation at Applied Virtual Reality III, Gothenburg

Available from: 2015-01-19 Created: 2015-01-15 Last updated: 2018-01-11Bibliographically approved
Jää-Aro, K.-M. (2003). Constrained by knowledge: Technology development and avatar design. In: : . Paper presented at HCI Conference - From Pioneering to Established Discipline, Stockholm, November 7, 2003..
Open this publication in new window or tab >>Constrained by knowledge: Technology development and avatar design
2003 (English)Conference paper, Oral presentation only (Other academic)
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:sh:diva-25921 (URN)
Conference
HCI Conference - From Pioneering to Established Discipline, Stockholm, November 7, 2003.
Note

Presentation at HCI Con\-ference—From Pioneering to Established Discipline, Stockholm

Available from: 2015-01-19 Created: 2015-01-15 Last updated: 2018-01-11Bibliographically approved
Jää-Aro, K.-M. (2003). Implementing a CFD steering system for immersive environments. In: CAVE Programming Workshop 2003: . Paper presented at 3rd CAVE Programming Workshop, Espoo, August 27-29, 2003..
Open this publication in new window or tab >>Implementing a CFD steering system for immersive environments
2003 (English)In: CAVE Programming Workshop 2003, 2003Conference paper, Oral presentation only (Other academic)
National Category
Computational Mathematics Human Computer Interaction
Identifiers
urn:nbn:se:sh:diva-25923 (URN)
Conference
3rd CAVE Programming Workshop, Espoo, August 27-29, 2003.
Available from: 2015-01-19 Created: 2015-01-15 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5682-3012

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