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iPad som kommunikationspraktik: En studie av hur sjundeklasselever i Lillhagaskolan kommunicerar digitalt
Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
2014 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Användandet av tekniska artefakter som verktyg i undervisningen har ökat drastiskt de senaste åren i Sverige. Trots det finns det få undersökningar om ursprungskällans perspektiv på den nya vardagen, det vill säga elevernas upplevelser. Studiens syfte är att undersöka på vilka sätt eleverna kommunicerar i Lillhagaskolan efter införandet av Apples iPad och en-till-en metoden, det vill säga en teknisk artefakt per elev i undervisningen, samt vilka sammanhang som formar kommunikationspraktikerna. För att undersöka området använde vi oss av en kvalitativ metod, genom semistrukturerade intervjuer med några utvalda elever i årskurs sju.

Datainsamlingen från vår studie har sedan analyserats med hjälp av Wengers teori om socialt lärande det vill säga praktikgemenskap. Den beskriver relationerna mellan praktiker, sociala gemenskaper, meningsskapande och utvecklingen av identitet vilka anses vara grundläggande aspekter för lärande. Det visade sig bland annat att praktikgemenskaper i stor utsträckning kunnat växa fram bland skoleleverna på grund av elevernas ömsesidiga engagemang kring användandet av iPad och dess applikationer. Valet av kommunikationsväg baserades bland annat på vilka applikationer kompisarna använde, tekniska aspekter samt kontexten. 

Abstract [en]

The use of technical artifacts as working tools in the school environment has increased dramatically over the past years in Sweden. But despite that, there is not that much research about the pupils perspective, i.e. the students experiences and daily knowledge.

This study's aim is to investigate the different communication channels the students utilize since Lillhagaskolan introduced Apples iPad and the one-to-one method, in other words one device per pupil in education, and the contexts that shape its use. To investigate the area this study used qualitative methods and semi structured interviews on a few students in seventh grade.

The data from the study was analyzed through Wenger ́s theory of social learning “Community of Practice”. It describes the relation between practices, communities, meaning and identity, which are considered fundamental components of learning. It turned out that a Community of Practice developed because of the mutual engagement between the pupils because the pupils mutual engagement around the use of their iPads and applications. The common communication practices emerged based on for example what applications friends used, technical aspects and the context. 

Place, publisher, year, edition, pages
2014. , 33 p.
Keyword [en]
iPad, Community of Practice, communication, one-to-one method
Keyword [sv]
iPad, praktikgemenskap, kommunikation, en-till-en metoden
National Category
Media and Communication Technology
Identifiers
URN: urn:nbn:se:sh:diva-26390OAI: oai:DiVA.org:sh-26390DiVA: diva2:787799
Subject / course
Media Technology
Uppsok
Technology
Supervisors
Examiners
Available from: 2015-02-12 Created: 2015-02-11 Last updated: 2015-02-12Bibliographically approved

Open Access in DiVA

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Nykvist, Sebastian
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf