Lärande i förändring : Lärares och elevers uppfattningar om användningen av en-till-en datorer i samhällskunskapsundervisningen
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AbstractThis study focuses on teachers’ and pupils’ experiences of their use of one-to-one computers in civics education in Swedish upper secondary school. The experiences of teachers and pupils will also be put in relation to the content of the formal curriculum. The aim of this study is to investigate whether the access of one-to-one computers has changed teaching and learning within civics. The theoretical approaches used are both Tomas Kroksmark’s theory about traditional versus innovative learning and Ruben Puentedura’s SAMR-model. This study has been accomplished by interviews with teachers and pupils who either teach or study civics in Swedish secondary upper school. The methodical basis of this study is phenomenographic, that is to say, the purpose is to investigate how the informants experience their own use of computers in their teaching and learning respectively. The findings of this study confirm most of previous research concerning the use of one-to-one computers in teaching. One-to-one computers are mainly used by the pupils to search for information on the Internet and to write essays and suchlike. When these findings are put in relation to the wording of the formal curriculum it appears that the use of one-to-one computers needs to be developed to include also criticism of the sources and to encourage active citizenship among the pupils. Furthermore this study shows that the access of one-to-one computers has contributed to a change in teaching and learning. From a traditional, structured and teacher-controlled tuition a change has begun towards a more innovative type of learning and teaching. This innovative learning is evidenced by the students’ increased possibilities to structure and take responsibility for their own learning, because of the never-ceasing stream of available information. The change has only partly been realized and traditional and innovative learning presently co-exist. This is mostly positive as traditional and innovative learning works complementary. Yet problems might occur when there is a discrepancy between which kind of knowledge is assessed and valued and which kind of knowledge is taught and gained.