sh.sePublications
Change search
Link to record
Permanent link

Direct link
Publications (10 of 20) 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
Falkenberg Josefsson, P. & Wiberg, M. (Eds.). (2021). Introduktion till medieteknik. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Introduktion till medieteknik
2021 (Swedish)Collection (editor) (Refereed)
Abstract [sv]

Introduktion till medieteknik är boken för dig som vill få en introduktion till ämnet medieteknik. Vi vänder oss till dig som är intresserad av hur teknologier och dess användning möts − från ett fokus på mediekonsumtion, till hur medier formar vårt moderna samhälle. Boken ger en introduktion till medieteknikens olika former, ­kanaler, och uttryckssätt, och vi ger även en inblick i hur medieteknik skapas. Med en utgångspunkt i design, programmering och medieteknikens visuella och audiella uttryck ges en vidare introduktion till medieteknikens tillämpnings­om­­­råd­en − från speldesign till interaktiva medier. Boken berör också angreppssätt för att arbeta användarcentrerat med digital medieutveckling och design, samt berör projektledning för utveckling av digital medieteknik. Med denna intro­duktion till medieteknik som ämne visar boken på ett antal framväxande områden för vidare forskning inom medieteknik.

Introduktion till medieteknik är sammansatt så att den med fördel kan ­användas som kurslitteratur i utbildning inom områden som medieteknik, ­medie­­produktion, design för digitala medier eller motsvarande. Boken kan läsas som en helhet, alternativt som fristående kapitel.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021. p. 296
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:sh:diva-48992 (URN)9789144141671 (ISBN)
Available from: 2021-10-25 Created: 2022-05-06 Last updated: 2022-05-06Bibliographically 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. & Landwehr Sydow, S. (2020). Tackling Digital Competence - Probing Toolkits in Teacher Education. In: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020. Paper presented at INTED2020: 14th International Technology, Education and Development Conference, Valencia, Spain, 2-4 March, 2020 (pp. 3606-3613). Valencia: International Association for Technology, Education and Development
Open this publication in new window or tab >>Tackling Digital Competence - Probing Toolkits in Teacher Education
2020 (English)In: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020, Valencia: International Association for Technology, Education and Development, 2020, p. 3606-3613Conference paper, Published paper (Other academic)
Abstract [en]

This study presents results from a programming day initiative that was developed to increase digital competence among teacher students. The results show an increased understanding of materials and toolkits available, but also gather data on the teacher students own perceived digital competence and how it changed through a hands-on workshop setting. The presented case exemplifies how even a limited deployment of toolkits in teachers’ education can help problematize complex issues and provide a low threshold entry to demands around digitization.

Place, publisher, year, edition, pages
Valencia: International Association for Technology, Education and Development, 2020
Keywords
digital competence, teacher education, toolkits, education technology
National Category
Learning
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-41630 (URN)10.21125/inted.2020.1014 (DOI)9788409179398 (ISBN)
Conference
INTED2020: 14th International Technology, Education and Development Conference, Valencia, Spain, 2-4 March, 2020
Available from: 2020-07-29 Created: 2020-07-29 Last updated: 2022-11-03Bibliographically approved
Josefsson, P. & Eishow, C. (2019). Primary school teachers experience of the digitalisation of teaching. In: : . Paper presented at ESERA, the 13th Biennial Conference of the European Science Education Research Association, Bologna, Italy, August 26-30, 2019.
Open this publication in new window or tab >>Primary school teachers experience of the digitalisation of teaching
2019 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

The aim of this study is to understand primary school teachers' experience of the ongoing process of digitalisation of teaching. The study is done in the Swedish context and includes eight interviews with teachers from six different municipal schools. The results showed that the teachers were positive toward integration of technology and that several of the teachers did perceive an increased use of digital teaching, which is in line with the recently revised school curriculum. However, they reveal a lack of prerequisites for digital teaching that can hinder the goals to be fully achieved, these are both internal and external character. Emphasizes among other things, the need to increase the elements of digital teaching in the teacher education programs, as well as offer competence development courses for active teachers.

Keywords
ICT enhanced teaching and learning, Primary school, Educational reform
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39454 (URN)
Conference
ESERA, the 13th Biennial Conference of the European Science Education Research Association, Bologna, Italy, August 26-30, 2019
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2021-10-13Bibliographically approved
Josefsson, P., Green, A. & Normark, M. (2019). Students' perception of feedback using peer review as a pedagogical method to increase academic writing skills in higher education. In: : . Paper presented at INTED2019, the 13th International Technology, Education and Development Conference, 11-13 March, 2019, Valencia, Spain. (pp. 513-519).
Open this publication in new window or tab >>Students' perception of feedback using peer review as a pedagogical method to increase academic writing skills in higher education
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This study explores how students within higher education perceive different types of peer review feedback and how that feedback affects their learning. The study builds on a previous paper [1] where the Blackboard peer assessment tool was used, and compared three feedback conditions: positive, mixed, and negative. The findings strongly indicated that students preferred negative feedback, corresponding to earlier research showing that experienced students seem to benefit from negative feedback [2].

To explore the students perception on feedback, we designed an academic course to incorporate peer review assessment. The course was held during autumn 2018 and included 75 bachelor students. Students were required to individually complete a set of four review assignments using the school’s learning management system, ITs learning (ITs). Each of the four peer review assignments were designed to represent a different approach to feedback. The first assignment instructed the students to only give positive feedback in the review process; e.g., “choose three things that are positive”. The second assignment had instructions without suggesting valence in the feedback and asked the students to “examine how the argumentation is included in the text”. The third assignment instructed the students to provide negative feedback, by asking them to “point towards at least three areas for improvement”. The fourth assignment instructed the students to validate the feasibility of a written research proposal by their study peer, again without suggesting a valence of positive or negative. By consciously designing the four peer review assignments to produce specific kinds of feedback, we aimed to learn more about how the students experience such different types of peer review.

Based on focus group interviews, we have so far found that the students perceive it harder to give positive compared than negative feedback. They also perceive giving feedback, rather than receiving feedback, as a more important experience in learning. The latter will be especially interesting when compared against earlier research [3] which showed that providing peer feedback had several potential learning benefits for the provider. A preliminary finding of our study is that the transition from earlier levels of design critique during digital development projects to academically founded criticism and review requires careful instructions and pedagogic considerations. In order to further evaluate the students' experience, a questionnaire will be distributed at the end of the course (end of Oct. 2018).

The findings presented in this study aim to work as a backdrop for future discussions about how to design peer-review assignments in higher education to increase students’ academic literacy.

References:

[1] Kidd, J., Hankins, M., “The effects of peer review in students learning: a comparison of positive and negative feedback.”. 10th International Technology, Education and Development Conference, Valencia, Spain, March 7-9, 2016.

[2] Fishbach, A., Eyal, T., & Finkelstein, S. R., “How positive and negative feedback motivate goal pursuit.” in Social and Personality Psychology Compass, 4(8), 517-530, 2010.

[3] Van Popta, E., Kral, M., Camp, G., Martens, R. L., & Simons, P. R. J., “Exploring the value of peer feedback in online learning for the provider.” in Educational Research Review, 20, 24-34, 2017.

Series
INTED2019 Proceedings, ISSN 2340-1079
Keywords
peer review, higher education, feedback
National Category
Computer and Information Sciences Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39452 (URN)10.21125/inted.2019.0202 (DOI)978-84-09-08619-1 (ISBN)
Conference
INTED2019, the 13th International Technology, Education and Development Conference, 11-13 March, 2019, Valencia, Spain.
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2021-10-13Bibliographically 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
Josefsson, P., Baltatzis, A., Bälter, O., Enoksson, F., Hedin, B. & Riese, E. (2018). Drivers And Barriers For Promoting Technology Enhanced Learning In Higher Education. In: Chova, LG Martinez, AL Torres, IC (Ed.), INTED2018 Proceedings: 12th International Technology, Education and Development ConferenceValencia, Spain. 5-7 March, 2018. Paper presented at 12th International Technology, Education and Development Conference (INTED), MAR 05-07, 2018, Valencia, SPAIN (pp. 4576-4584). Valencia: International Association for Technology, Education and Development
Open this publication in new window or tab >>Drivers And Barriers For Promoting Technology Enhanced Learning In Higher Education
Show others...
2018 (English)In: INTED2018 Proceedings: 12th International Technology, Education and Development ConferenceValencia, Spain. 5-7 March, 2018 / [ed] Chova, LG Martinez, AL Torres, IC, Valencia: International Association for Technology, Education and Development, 2018, p. 4576-4584Conference paper, Published paper (Refereed)
Abstract [en]

The paper presents a study were drivers and barriers for increased use of Technology Enhanced Learning in higher education were identified. The method included focus groups with Faculty Pedagogical Developers at KTH Royal Institute of Technology, followed by a Force Field Analysis. Ten drivers and ten barriers were identified, and are presented in this paper. The most significant drivers found were: collegial discussions, increased automatization, Technology enhanced learning support for the teachers (to assist exploration), tech savvy students and engagement among faculty. The most significant barriers identified were: unclear return on time investment, insufficient funding for purchases and lack of central decisions. The analysis also revealed that some drivers and barriers could act both ways. One example is locally developed systems which are understood to be drivers when it comes to solving (local) problems and encouraging experimentation with IT systems, but when these local systems are cancelled due to lack of funding, or for example replaced by centralized systems, they discourage use and development. The findings constitute a foundation for future discussions about change processes to increase utilization of technology enhanced learning in higher education.

Place, publisher, year, edition, pages
Valencia: International Association for Technology, Education and Development, 2018
Series
INTED Proceedings, ISSN 2340-1079
Keywords
Technology Enhanced Learning, Higher Education, Drivers, Barriers
National Category
Learning
Identifiers
urn:nbn:se:sh:diva-39460 (URN)10.21125/inted.2018.0896 (DOI)000447408804092 ()978-84-697-9480-7 (ISBN)
Conference
12th International Technology, Education and Development Conference (INTED), MAR 05-07, 2018, Valencia, SPAIN
Available from: 2018-11-14 Created: 2019-11-28 Last updated: 2021-10-13Bibliographically approved
Romero, M. & Josefsson, P. (2018). Facebook i en visualiseringskurs (1ed.). In: Stefan Hrastinski (Ed.), Digitalisering av högre utbildning: (pp. 55-62). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Facebook i en visualiseringskurs
2018 (Swedish)In: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, 1, p. 55-62Chapter in book (Other academic)
Abstract [sv]

Detta kapitel beskriver implementeringen av Facebook som alternativ kommunikations- och informationskanal i en visualiseringskurs för ingenjörer. Via enkäter och intervjuer redogör studenterna för hur användningen av en Facebookgrupp har underlättat för dem att ta del av och dela innehåll med lärare och klasskamrater. Studenterna framhåller också den ökade möjligheten att synliggöra sina studieresultat utanför klassen vilket de anser vara motiverande och prestationshöjande.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
digitalisering, högre utbildning
National Category
Other Engineering and Technologies Media and Communications Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39451 (URN)978-91-44-11972-4 (ISBN)
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2021-10-13Bibliographically approved
Bälter, O., Riese, E., Enoksson, F., Hedin, B., Baltatzis, A. & Josefsson, P. (2018). The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning. In: The 11th Pan-Hellenic and International Conference: ICT in Education. Paper presented at The 11th Pan-Hellenic and International Conference (pp. 283-290).
Open this publication in new window or tab >>The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning
Show others...
2018 (English)In: The 11th Pan-Hellenic and International Conference: ICT in Education, 2018, p. 283-290Conference paper, Published paper (Refereed)
Abstract [en]

The potential of technology enhanced learning (TEL) can have both pedagogical and administrative benefits. In a previous study, we investigated the drivers and barriers for TEL in higher education using Force Field Analysis (FFA). In this follow-up study, we collected new data through a questionnaire to a group of pedagogical developers and at a presentation at a university internal conference for teachers. A Kruskal Wallis test was carried out to test if the groups filling out questionnaire deviated from each other in their ranking. A comparison was also done to the scores in the previous study. As a result of this triangulation, deviations were found between ratings for seven of the 20 identified forces. While the assessments of strengths in FFA is debated, we argue that each group’s view is an important component to understand the situation, and triangulation of data is helpful in understanding the different views.

Keywords
Technology Enhanced Learning, Teachers as Designers of TEL, Force Field Analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-39456 (URN)978-618-83186-2-5 (ISBN)
Conference
The 11th Pan-Hellenic and International Conference
Note

QCR 20190211

Available from: 2019-11-28 Created: 2019-11-28 Last updated: 2021-10-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5407-0667

Search in DiVA

Show all publications