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  • 1.
    Gerholm, Tove
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz-Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills2019Ingår i: BMC Psychology, E-ISSN 2050-7283, Vol. 7, artikel-id 59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    During the preschool years, children’s development of skills like language and communication, executive functions, and socioemotional comprehension undergo dramatic development. Still, our knowledge of how these skills are enhanced is limited. The preschool contexts constitute a well-suited arena for investigating these skills and hold the potential for giving children an equal opportunity preparing for the school years to come. The present study compared two pedagogical methods in the Swedish preschool context as to their effect on language and communication, executive functions, socioemotional comprehension, and early math. The study targeted children in the age span four-to-six-year-old, with an additional focus on these children’s backgrounds in terms of socioeconomic status, age, gender, number of languages, time spent at preschool, and preschool start. An additional goal of the study was to add to prior research by aiming at disentangling the relationship between the investigated variables.

    Method

    The study constitutes a randomized controlled trial including 18 preschools and 29 preschool units, with a total of 431 children, and 98 teachers. The interventions lasted for 6 weeks, preceded by pre-testing and followed by post-testing of the children. Randomization was conducted on the level of preschool unit, to either of the two interventions or to control. The interventions consisted of a socioemotional and material learning paradigm (SEMLA) and a digitally implemented attention and math training paradigm (DIL). The preschools were further evaluated with ECERS-3. The main analysis was a series of univariate mixed regression models, where the nested structure of individuals, preschool units and preschools were modeled using random variables.

    Results

    The result of the intervention shows that neither of the two intervention paradigms had measurable effects on the targeted skills. However, there were results as to the follow-up questions, such as executive functions predicting all other variables (language and communication, socioemotional comprehension, and math). Background variables were related to each other in patterns congruent with earlier findings, such as socioeconomic status predicting outcome measures across the board. The results are discussed in relation to intervention fidelity, length of intervention, preschool quality, and the impact of background variables on children’s developmental trajectories and life prospects.

  • 2.
    Frankenberg, Sofia J.
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gerholm, Tove
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Bodén, Linnea
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context2019Ingår i: Journal of Cognition and Development, ISSN 1524-8372, E-ISSN 1532-7647, Vol. 20, nr 2, s. 182-202Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers.

  • 3.
    Palmer, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    En relationell etik i arbetet med digitala verktyg: exempel utifrån två arbetssätt2019Ingår i: Digitalisering i en förskolan på vetenskaplig grund / [ed] Susanne Kjällander, Bim Riddersporre, Stockholm: Natur och kultur, 2019, s. 270-287Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Gerholm, Tove
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Hörberg, Thomas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för allmän språkvetenskap. Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen, Perception och psykofysik.
    Tonér, Signe
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik.
    Kallioinen, Petter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för lingvistik, Avdelningen för fonetik.
    Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Lenz Taguchi, Hillevi
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills2018Ingår i: BMC Psychology, E-ISSN 2050-7283, Vol. 6, artikel-id 29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    During the preschool years, children develop abilities and skills in areas crucial for later success in life. These abilities include language, executive functions, attention, and socioemotional skills. The pedagogical methods used in preschools hold the potential to enhance these abilities, but our knowledge of which pedagogical practices aid which abilities, and for which children, is limited. The aim of this paper is to describe an intervention study designed to evaluate and compare two pedagogical methodologies in terms of their effect on the above-mentioned skills in Swedish preschool children.

    Method

    The study is a randomized control trial (RCT) where two pedagogical methodologies were tested to evaluate how they enhanced children’s language, executive functions and attention, socioemotional skills, and early maths skills during an intensive 6-week intervention. Eighteen preschools including 28 units and 432 children were enrolled in a municipality close to Stockholm, Sweden. The children were between 4;0 and 6;0 years old and each preschool unit was randomly assigned to either of the interventions or to the control group. Background information on all children was collected via questionnaires completed by parents and preschools. Pre- and post-intervention testing consisted of a test battery including tests on language, executive functions, selective auditive attention, socioemotional skills and early maths skills. The interventions consisted of 6 weeks of intensive practice of either a socioemotional and material learning paradigm (SEMLA), for which group-based activities and interactional structures were the main focus, or an individual, digitally implemented attention and math training paradigm, which also included a set of self-regulation practices (DIL). All preschools were evaluated with the ECERS-3.

    Discussion

    If this intervention study shows evidence of a difference between group-based learning paradigms and individual training of specific skills in terms of enhancing children’s abilities in fundamental areas like language, executive functions and attention, socioemotional skills and early math, this will have big impact on the preschool agenda in the future. The potential for different pedagogical methodologies to have different impacts on children of different ages and with different backgrounds invites a wider discussion within the field of how to develop a preschool curriculum suited for all children.

  • 5.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Contradictory Explorative Assessment: Multimodal Teacher/Student Interaction in Scandinavian Digital Learning Environments2018Ingår i: Journal of Education and Training studies, ISSN 2324-805X, E-ISSN 2324-8068, Vol. 6, nr 2, s. 133-148Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Assessment in the much-discussed digital divide in Scandinavian technologically advanced schools, is the study object of this article. Interaction is studied to understand assessment; and to see how assessment can be didactically designed to recognise students´ learning. With a multimodal, design theoretical perspective on learning teachers’ and students’ modes are documented and analysed. Illustrated in the article, is how the subject design aims at an expert level, while formative assessment aims at a novice level leaving students without adequate guidance. Despite this, summative assessment aims at an expert level and is at times contradictory. A concluding suggestion is that assessment in a digital learning environment can be designed exploratory to encompass students’ new knowledge and to embrace their multimodal signs of learning, or much of what is learned will be ignored.

  • 6.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Förord: En praktisk handledning i digital kompetens2018Ingår i: R'app'artyg och spekt'app'el: yrkesprofessionell digital kompetens i förskolan, Lund: Studentlitteratur , 2018Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 7.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Johnsson Frankenberg, Sofia
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    How to design a digital individual learning RCT-study in the context of the Swedish preschool: experiences from a pilot study2018Ingår i: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 41, nr 4, s. 433-446Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article takes its point of departure in the research methodology of a comprehensive and multi-disciplinary innovative intervention study in Swedish preschools with preschoolers aged 3–5, involving two digital learning games focusing early math and executive functions. Based on a combination of video-ethnography, focus groups, field notes and digital progression log data, the analysis of a pilot study of the pedagogical intervention challenges and extends theoretical and methodological perspectives on what it means to undertake an intervention study in this context. The aim is to discuss what a mixed-methods research approach may provide for the understanding of intervention methodology by illustrating how different types of data provide understandings of how and to what extent the intervention components are functional in the pedagogical setting. The conclusion the analysis supports is that unless children’s and preschool teachers’ meaning making of the unfolding actions in the digital interface make them engage in the activity and dynamically fits within the institutional preschool system, the intervention will not be functional. A pilot study can provide detailed understandings of why, how and in what contexts interventions as part of the dynamic preschool systems can be implemented with adherence and fidelity.

  • 8.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Åkerfeldt, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Mannila, Linda
    Parnes, Peter
    Makerspaces Across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic Countries2018Ingår i: Journal of Digital Learning in Teacher Education, ISSN 2153-2974, Vol. 34, nr 1, s. 18-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    For education to provide knowledge reflecting our current and future society, many countries are revising their curricula, including a vivid discussion on digital competence, programming and computational thinking. This article builds an understanding of the maker movement in relationto education in programming, by demonstrating challenges and possibilities in the interface between Makerspaces and teacher education. Three different Nordic initiatives are presented and their designs for learning are analysed. The article illustrates how Makerspaces and teacher education can be transformed by each other; how Makerspaces can be used in programming activities and what challenges and possibilities emerge in the meeting between the two. The results highlight a core aspect of the maker movement: authenticity. Designs for learning have different levels of authenticity, but in all cases authenticity has been a positive factor. These hands-on learning environments are designed to foster collaboration, share ideas and innovation with people from different backgrounds to transform and form multimodal representations together. In the interface between the formal and informal a potential for inclusion and creation of spaces that reach individuals from different backgrounds is found. Mobile learning is a phenomenon that the making movement together with teacher education can make use of, at for example practice schools, university campuses, mobile Makerspaces or“open-door”-approaches. In the digital environment learning is distributed, but collaboration between formaland informal education is so far complicated to establish, meaning that the academy needs to find more creative and flexible ways of making connections outside the academy.

  • 9.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Plattan i mattan! Eller vad händer när digitala verktyg används i förskolan?2018Ingår i: Barn- och ungdomsvetenskap: grundläggande perspektiv / [ed] Thomas Johansson, Emma Sorbring, Stockholm: Liber, 2018, s. 245-259Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Åkerfeldt, Anna
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Programmering: introduktion till digital kompetens i grundskolan2018Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Behöver du mer kunskaper om programmering? Den här boken visar med många illustrativa exempel vad programmering i skolan kan vara, och hur du som lärare, lärarstudent eller fritidspedagog kan komma igång med programmering. På ett enkelt och inspirerande sätt går författaren igenom grundläggande begrepp inom området och visar att du kan börja där du är, oavsett förkunskaper.

  • 11.
    Insulander, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kjällander, SusanneStockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.Lindstrand, FredrikÅkerfeldt, AnnaStockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Didaktik i omvandlingens tid: Text, representation, design2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 12.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Gnistan: entreprenörskap i utbildning2016Rapport (Övrigt vetenskapligt)
  • 13.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Moinian, Farzaneh
    Dorls, Patrick
    Mother tongue language teaching with digital tablets in early childhood education: A question of social inclusion and equity2016Ingår i: He Kupu, ISSN 1179-6812, E-ISSN 1179-6812, Vol. 4, nr 3, s. 19-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Literacy in the twenty-first century is changing to become more multicultural, multilingual and multimodal as people are using more digital technologies in their everyday lives. This article reports on what these changing conceptions of literacy mean for mother tongue teaching by exploring why, how and when mother tongue teachers in preschools use digital technologies. Regarding literacy as a social practice, the article focuses on emerging patterns in the use of digital tablets in a large Swedish municipality, providing empirical data (questionnaires, focus groups, and interviews) from mother tongue teachers working together with hundreds of children aged 1-6 at preschools. The study found significant differences in the levels of digital technologies used among mother tongue teachers. What seems to matter is whether or not the teachers themselves are frequent and engaged users of digital technologies in their own everyday lives. Most of the teachers reported that they are integrating digital technologies in their teaching even though they have officially a restricted access to digital devices. Teachers expressed a desire to use the digital tablet as a tool to access and create knowledge by creating an opportunity for innovation, specifically for language groups that are not represented in the majority context of teaching materials or not suitable for a secularized society due to, for example, religious or political differences. The article concludes by stating that digital tablets are convenient mother tongue teaching tools but that teachers are asking for policies that can point the way as to how to implement digital resources, since tablets offer social inclusion and equity but also involve ethical dilemmas.

  • 14.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Plattan i mattan: Digitala lärplattor och didaktisk design i förskolan2016Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Fil. Dr Susanne Kjällander(Barn och ungdomsvetenskapliga institutionen, Stockholms Universitet)har under 2013-2015 studerat fyra förskolors arbete med surfplattor, sk digitala lärplattor. Resultatet visar att barn, i åldrarna 1-5 år, producerardigital media, snarare än att konsumeraden. De kan med hjälp av plattorna uttrycka sina kunskaper och tankar innan de kan prata, läsa eller skriva. Resultatet visar vidare att förskollärare kreativt och intresserat utforskar det vidgade digitala gränssnittet tillsammans med barnen. Förskollärarna iscensätter och skapar förutsättningar –didaktiskt designar –för barns lärande med de digitala lärplattorna. Barnen utmanar appars och förskollärares syften, mål och didaktiska design för att skapa egna användningsområden och lärvägar. Implementeraringen av digitala lärplattor i förskolan innebär såväl möjligheter som utmaningar och studien visar att det behövs nya metoder för nya tider.

  • 15.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Åkerfeldt, Anna
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Petra, Petersen
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Översikt avseende forskning och erfarenheter kring programmering i förskola och grundskola2016Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Det övergripande målet för denna översikt är att presentera och diskutera aktuell svensk forskning och pågående projekt relaterat till lärande och programmering i svensk förskola och grundskola. Detta görs i relation till internationell forskning. De reflektioner som presenteras ärförfattarnas egna. Översikten, som ett uppdrag från Skolverket inom ramen för att ta fram förslag till nationella it-strategier för skolväsendet, har tagits fram av fil. dr. Susanne Kjällander, fil. dr. Anna Åkerfeldt och fil. lic. Petra Petersen.

  • 16.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    APPKNapp – point, play & learn in preschool2014Övrigt (Övrigt vetenskapligt)
  • 17.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Moinian, Farzaneh
    Digital tablets and applications in preschool – Preschoolers’ creative transformation of didactic design2014Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 7, nr 1, s. 10-33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Little is known about preschoolers and their engagement with digital tablets. This article addresses this gap by drawing on findings from two research projects. The aim is to illustrate how children make meaning, transform and play while engaging with various applications comprised by the materiality of the digital tablets. Empirical video material has been multimodally transcribed and empirical examples are framed by a design theoretical perspective. Findings capture diverse experiences illustrating how preschoolers creatively manipulate and playfully transform didactic designs. The results illustrate how children´s self-initiated play with application’s design shifts the balance of authority that typically exists between adults and children, and the article concludes in a suggestion of how the notion of play can be understood with a design theoretical perspective.

  • 18.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    En dator per elev: Lärande i en digital skolmiljö2014Bok (Övrigt vetenskapligt)
  • 19.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Förskolebarn och digital literacy2014Ingår i: Mediepedagogik på barnens villkor / [ed] Ulla-Karin Lundgren Öhman, Stockholm: Lärarförlaget , 2014, s. 129-142Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Designs for Learning in an Extended Digital Environment: Case Studies of Social Interaction in the Social Science Classroom2011Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources.

    Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed.

    In conclusion the thesis, among other things, indicates that:

    - Social Science acquires informal features and pupils are independently designing their own digital Social Science material.

    - Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility.

    - Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning.

    - Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide.

    - Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface.          

    The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm.

  • 21.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Assessment in the digital divide: Teachers´ and pupils’ multimodal interaction2010Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study concerns assessment in the digital divide (Prensky, 2001) in Sweden’s most technologically advanced schools. It aims at studying interaction to understand assessment and to find how assessment can be didactically designed to recognise pupils´ learning. The study has a multimodal, design theoretical perspective on learning (Kress & Van Leeuwen, 2001, Selander, 2008b), which means that communicative modes are collected, transcribed and analysed. The results show that the subject design aims at an expert level, while formative assessment aims at a novice level (Lindström, 2002). Pupils are thus left without adequate guidance. Despite this, summative assessment aims at an expert level. As a conclusion, assessment should be designed exploratory (Quellmalz & Kozma, 2003) to encompass pupils’ new knowledge. Furthermore, assessment must embrace pupils´ signs of learning, in other modes than just text and speech, or much of what is learned will be ignored in the digital environment.

  • 22.
    Kjällander, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Design för lärande i en digital, multimodal lärmiljö2009Ingår i: Individ, teknik och lärande / [ed] Linderoth, Jonas, Stockholm: Carlsson , 2009, s. 239-263Kapitel i bok, del av antologi (Refereegranskat)
  • 23.
    Kjällander, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Vad blir SO i en digital lärmiljö?2009Ingår i: Didaktisk design i digital miljö - nyamöjligheter för lärande / [ed] Selander, S ; Svärdemo-Åberg, E, Stockholm: Liber , 2009, s. 127-143Kapitel i bok, del av antologi (Refereegranskat)
  • 24.
    Engström, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Eh, they even have a special tool, did you see that?: Affordances in digital learning resource mediated interaction2008Ingår i: Digital Kompetanse: nordic journal of digital literacy, ISSN 0809-6724, Vol. 3, nr 1, s. 5-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article illustrates how the perspective Designs for Learning can improve the understanding of interface interaction in the educational setting. Furthermore the article demonstrates that the digital learning resource does add something to the learning process in a vast amount of affordances, but that only a small fraction is utilized by the users today. The video based research material was collected in Social Science classes of year 7 and 8, and analyzed with the model Learning Design Sequence – LDS.

  • 25.
    Engström, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Åkerfeldt, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Kreativa eller förförda?: Om elevers användning av digitala läromedel2007Ingår i: KRUT: Kritisk utbildningstidskrift, ISSN 0347-5409, Vol. 3-4, nr 123/124, s. 40-53Artikel i tidskrift (Övrigt vetenskapligt)
  • 26.
    Selander, Staffan
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Åkerfeldt, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Engström, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för didaktik och pedagogiskt arbete.
    Resurser för lärande i en digital miljö: - om "Learning Design Sequences"2007Ingår i: Tekst i vekst: Teoretiske, historiske og analytiske perspektiver på pedagogiske tekster, Novus Forlag, Oslo , 2007, s. 11-29Kapitel i bok, del av antologi (Refereegranskat)
  • 27.
    Engström, Susanne
    Stockholms universitet, Lärarhögskolan i Stockholm (LHS), Institutionen för undervisningsprocesser, kommunikation och lärande (UKL).
    The digital learning resource – a tool, content or a peer?: Digital media in Learning Design Sequences2006Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article concerns the use of digital learning resources in the Swedish Social Science classroom. The aim is to find specific patterns in pupils´ subject related interaction and learning when they work with digital learning resources. This is illustrated by means of a Learning Design Sequence - LDS - which is a model for research and analysis developed within the project Digital media and learning design sequences in Swedish schools – user’s perspective, from which the empirical research material derives. The case study has a multimodal perspective on learning and is understood within social semiotic and socio cultural frames, with a focus on didactic design and multimodal analysis. The material consists of multimodally transcribed video recordings from four Learning Design Sequences in Social Science with pupils aged 6 to 11. The result divides the usage into four categories; search for; document, process and present information. Further the result present patterns in pupils´ interaction and learning and tries to understand these specific patterns according to above mentioned theories as well as related research.

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