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Elm, A. & Magnusson, L. O. (2024). Framgångsfaktorer för funktionella förskolelokaler: Slutrapport FOU-fonden för kommunens fastighetsfrågor. Stockholm: Sveriges Kommuner och Regioner
Open this publication in new window or tab >>Framgångsfaktorer för funktionella förskolelokaler: Slutrapport FOU-fonden för kommunens fastighetsfrågor
2024 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: Sveriges Kommuner och Regioner, 2024. p. 80
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-43842 (URN)978-91-8047-242-5 (ISBN)
Funder
Swedish Association of Local Authorities and Regions
Available from: 2024-02-29 Created: 2024-02-29 Last updated: 2024-03-04Bibliographically approved
Elm, A., Stake-Nilsson, K., Björkman, A. & Sjöberg, J. (2023). Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case. Cogent Education, 10(2), Article ID 2237329.
Open this publication in new window or tab >>Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case
2023 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 10, no 2, article id 2237329Article in journal (Refereed) Published
Abstract [en]

This article presents a Swedish study on the potential of technology to transform teaching and learning practices in higher education. Sweden is at the forefront of technological innovation and digitalization and when it comes to technology in education this is not an exception. Technology Enhanced Learning (TEL) has emerged as an important pedagogical aspect within higher education in recent years. The term TEL is used to demonstrate teaching experiences that intend to improve such support. Previous research has recognized bottom-up initiatives from academic staff with specialists in technology often addressed by individual enthusiasts. Also, most internal processes regarding digitalization are identified as top-down initiatives driven by policy rather than influenced teachers. Hence, the main aim of this study is to analyse academic teachers´ experiences with digital technologies that support students’ learning in higher education. To support this aim, following research questions are posed: 1) What factors facilitate TEL in teaching in higher education and why? 2) What factors limit TEL in higher education and why? Focus group interviews with 36 academic teachers from two Swedish universities were conducted. Results show that on the one hand teachers experience both benefits and limitations with TEL. On the other hand, important organisational aspects of using TEL are highlighted. The choices that academic teachers face and give expression to do not appear to be a matter of individual choice or stance in teaching situations. These results have relevance globally for all involved in teaching and learning in higher education.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
academic teacher, agency, higher education, teaching, technology, enhanced learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-43319 (URN)10.1080/2331186x.2023.2237329 (DOI)001035411800001 ()2-s2.0-85165934749 (Scopus ID)
Available from: 2023-11-23 Created: 2023-11-23 Last updated: 2023-11-23Bibliographically approved
Elm, A. & Liljestrand, J. (2023). Innovative preschool teachers as educational development leaders: A Swedish case. In: Kay Livingston, Carol O'Sullivan & Karl Attard (Ed.), Characteristics and Conditions for Innovative Teachers. International Perspectives: . Taylor & Francis
Open this publication in new window or tab >>Innovative preschool teachers as educational development leaders: A Swedish case
2023 (English)In: Characteristics and Conditions for Innovative Teachers. International Perspectives / [ed] Kay Livingston, Carol O'Sullivan & Karl Attard, Taylor & Francis , 2023Chapter in book (Refereed)
Abstract [en]

This chapter addresses a Swedish case with a focus on conditions for innovative preschool teachers so called educational development leaders (EDL), with a special assignment to contribute to innovation and development of preschool practice. Reforms put preschool teachers and preschool leaders in a position to rethink former practices. Expectations for preschool teachers involves being innovative and to take a leading role to develop practice in a changing context. Our question reads: What conditions are required for educational development leaders (EDL) in Swedish preschools to act as innovative preschool teachers in a distributed leadership? This distributed role includes the other preschool teacher’s leadership and innovative work. The contribution of the study emphasises a strong relationship between the conditional and personal level of the conceptual model in chapter 1. By taking a holistically view, this chapter contributes to knowledge about innovative preschool teachers in their role as EDL.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41586 (URN)10.4324/9781003216902-5 (DOI)2-s2.0-85169408029 (Scopus ID)9781032107608 (ISBN)
Note

kommande

Available from: 2023-04-12 Created: 2023-04-12 Last updated: 2023-09-11Bibliographically approved
Magnusson, L. O. & Elm, A. (2023). The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool. Early Childhood Education Journal
Open this publication in new window or tab >>The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool
2023 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Epub ahead of print
Abstract [en]

The study presented in this article shows some aspects of how children between the ages of three and five and their educators perceive and describe the educational environment in early childhood education in Sweden. The data is generated using pedagogical walk-throughs with the educators and camera tours together with the children. The study is conducted as a case study with three municipalities as cases and shows how materiality, places and relationships appear in the intersection of the educators’ and children’s verbal and visual descriptions of the indoor educational environment. We put diffractive readings to work to follow the entangled inter-connections and the intra-acting agency of the sociomaterial assemblages (Barad, 2007; Fenwick et al., 2011). These assemblages consist of different types of materiality, spatial conditions, the educators’ verbal descriptions, the children’s photographs and their verbal and bodily actions when using the cameras. The findings suggest that children and educators use, engage in and relate to the educational environment and materiality in both different and similar ways. Moreover, the children transform the educational setting organised by the educators as place changers, while materiality constructs places as placemaking materiality. 

Place, publisher, year, edition, pages
Springer, 2023
Keywords
camera tour, diffractive analyses, pedagogical walk-throughs, place changers, placemaking materiality, sociomaterial assemblages
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-42687 (URN)10.1007/s10643-023-01533-4 (DOI)001022497300004 ()2-s2.0-85163941983 (Scopus ID)
Funder
Swedish Association of Local Authorities and Regions
Available from: 2023-07-05 Created: 2023-07-05 Last updated: 2023-09-05Bibliographically approved
Elm, A. & Magnusson, L. O. (2022). Framgångsfaktorer för funktionella förskolelokaler: Delrapport 2021. Stockholm: Sveriges Kommuner och Regioner
Open this publication in new window or tab >>Framgångsfaktorer för funktionella förskolelokaler: Delrapport 2021
2022 (Swedish)Report (Other academic)
Abstract [sv]

En stor del av dagens kommunala förskolelokaler är byggda för traditionella förskoleavdelningar om 18-24 barn. Det saknas dock relevanta forskningsresultat till stöd för kommunernas nybyggnation, vad gäller erfarenheter och framgångsfaktorer i att bygga förskolelokaler som stödjer samverkan mellan mindre barngrupper i enlighet med Skolverkets rekommendationer.

Därför har FoU-fonden för kommunernas fastighetsfrågor finansierat projektet ”Framgångsfaktorer för funktionella förskolelokaler”. Projektet studerar tre kommuners erfarenheter av framgångsfaktorer för att skapa och använda funktionella förskolelokaler som stödjer förskolans uppdrag och dagliga arbete. Denna delrapport utgör en första redovisning av projektets delstudie 1. Projektet planeras att slutföras under 2023 och då redovisas i en slutrapport.

Primär målgrupp för delrapporten är alla professioner som är involverade i processen att planera, bygga och använda lärmiljöer.

Place, publisher, year, edition, pages
Stockholm: Sveriges Kommuner och Regioner, 2022. p. 46
Keywords
utbildningsmiljö, förskolelokaler, funktionsförskola
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-38376 (URN)978-91-8047-007-0 (ISBN)
Funder
Swedish Association of Local Authorities and Regions
Available from: 2022-04-06 Created: 2022-04-06 Last updated: 2024-02-14Bibliographically approved
Engström, A., Elm, A. & Magnusson, L. O. (2022). Förskolans lärmiljöer: möjligheter och begränsningar. Gävle
Open this publication in new window or tab >>Förskolans lärmiljöer: möjligheter och begränsningar
2022 (Swedish)Report (Refereed)
Abstract [sv]

I denna rapport redovisas resultat från ett delprojekt med anknytning till forskningsstudien Framgångsfaktorer för funktionella förskolelokaler (FRAFFÖR). Studien genomfördes inom ramen för Mastersprogrammet i Utbildningsvetenskap med inriktning verksamhetsutveckling vid Högskolan i Gävle. Studien undersöker förskolans lärmiljöer och belyser faktorer som tillskrivs möjligheter och begränsningar för förskolans uppdrag i befintliga och nybyggda förskolelokaler. Med utgångspunkt i rumslig teori undersöks förskolans lokaler utifrån fysiska, föreställda och sociala dimensioner. För att söka svar på studiens frågeställningar genomfördes en kvalitativ fallstudie i ett förskoleområde. I studien ingår tre förskolor. Genom användandet av intervjuer tillsammans med pedagogiska gåturer undersöks personalens och barnens erfarenheter av lärmiljöerna i det studerade fallet. Studiens resultat visar att de fysiska rummens representation påverkar barnens föreställningar om vilka aktiviteter som kan äga rum. Ett annat resultat utifrån studien är att fysiska-materiella faktorer, flexibilitet och pedagogiska idéer och värderingar framträder som betydelsefulla aspekter vid utformning av förskolans lärmiljöer. En övergripande slutsats utifrån denna undersökning är att delaktighet och samarbete i flera led är en viktig framgångsfaktor i utvecklandet av lärmiljöer.

Abstract [en]

This report presents results from a graduate project related to the research project Success Factors for Functional Preschool Environments. The study was carried out within the master's program in Educational Sciences, focusing on school development, at the University of Gävle. The study is implicated as a case study in three different preschools, examines the preschool's learning environments, and sheds light on factors attributed to opportunities and limitations for the preschool's mission on preschool premises. Based on spatial theory, the preschools are examined based on physical, mental, and social dimensions. The three preschools are (1) a temporary modular, (2) a rebuild, and (3) a newly built preschool. The voices of the staff and the children about the learning environments are examined through interviews and pedagogical walkthroughs. The study results show that the physical spaces influenced the children's perceptions of which available activities could take place. Another result of the study is that physical-material factors, flexibility, pedagogical ideas, and values emerge as essential aspects in the design of learning environments. An overall conclusion based on this study is that participation and collaboration at several levels are critical success factors in developing learning environments.

Place, publisher, year, edition, pages
Gävle: , 2022. p. 28
Series
RD-report, ISSN 1403-8749 ; 58
Keywords
learning spaces, physical learning environment, preschool learning environments, preschool premises, pedagogical walkthrough, spatial perspective, fysisk lärmiljö, förskolans lärmiljöer, förskolans lokaler, pedagogisk gåtur
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-40626 (URN)
Projects
Framgångsfaktorer för funktionella förskolelokaler (FRAFFÖR)
Available from: 2022-12-22 Created: 2022-12-22 Last updated: 2023-09-05Bibliographically approved
Stake-Nilsson, K., Almstedt Jansson, M., Fransson, G., Masoumi, D., Elm, A., Toratti-Lindgren, M. & Björkman, A. (2022). Medication dosage calculation among nursing students: does digital technology make a difference? A literature review.. BMC Nursing, 21(1), Article ID 123.
Open this publication in new window or tab >>Medication dosage calculation among nursing students: does digital technology make a difference? A literature review.
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2022 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 21, no 1, article id 123Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Patient safety is a major part of nursing care and following patients' medication orders is considered one of the greatest responsibilities of individual nurses and nursing Failure to make safe drug calculations poses serious risks to patient safety. It is therefore important to strengthen nursing students' numeracy skills and conceptual abilities during their education. Research suggests that digital technologies play an increasingly important role in promoting nursing students' knowledge and medication dosage calculation (MDC) skills. The present review aims to identify and critically evaluate research investigating how the use of digital technologies informs the development of nursing students' MDC skills.

METHODS: A systematic literature review was performed within Scopus (Elsevier), Academic Search Elite (Ebsco), Cinahl (Ebsco), ERIC (Ebsco), Web of Science and PubMed. Research papers on MDC using digital technologies were considered for inclusion. Starting from 2843 sources, eighteen research articles met the inclusion criteria.

RESULTS: The results show that use of digital technologies can reduce nursing students' medication errors. Interestingly, web-based courses were the most commonly used digital technologies aimed at developing nursing students' MDC skills. However, such courses had limited impacts the development of these skills.

CONCLUSION: The present review concludes by mapping the current knowledge gaps and making suggestions for further research.

Place, publisher, year, edition, pages
BMC, 2022
Keywords
Digital technology, Medication dosage calculation
National Category
Health Sciences
Research subject
Health-Promoting Work, Digital shapeshifting
Identifiers
urn:nbn:se:hig:diva-38632 (URN)10.1186/s12912-022-00904-3 (DOI)000798594000001 ()35599313 (PubMedID)2-s2.0-85130387891 (Scopus ID)
Available from: 2022-05-30 Created: 2022-05-30 Last updated: 2023-09-15Bibliographically approved
Liljestrand, J. & Elm, A. (2022). The enactment of preschool curriculum in municipal quality work. In: : . Paper presented at Nordisk läroplansteoretisk konferens: Education between hope and happening, Linnéuniversitet, 2022, 20-21/10..
Open this publication in new window or tab >>The enactment of preschool curriculum in municipal quality work
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Swedish municipals have a mission to adapt the national curriculum to local conditions. This process is multifaceted and involves several levels. The purpose of our paper is to elucidate how preschool curriculum is enacted and transformed between these levels and to discuss consequences for pedagogical work. Interviews with key players and collection of documents comprises data for our paper. We approach our material through the lens of curriculum theory and policy enactment theory to shed light on how “quality” are enacted into preschool curriculum, with consequences for what is possible to achieve for preschool teachers on the operative level. Our results indicates that this process in not straight-lined; e.g. the transformation from qualitative data in preschools, to quantitative software data on higher municipal levels. Our paper contributes with knowledge regarding how government by goals is implemented in Nordic preschools.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-40267 (URN)
Conference
Nordisk läroplansteoretisk konferens: Education between hope and happening, Linnéuniversitet, 2022, 20-21/10.
Available from: 2022-10-15 Created: 2022-10-15 Last updated: 2023-08-14Bibliographically approved
Liljestrand, J. & Elm, A. (2021). Developing TPACK awareness in Teacher Education. In: : . Paper presented at ATEE2020-2021 Annual Conference held on September 9-12, 2021 in Warsaw, Poland.
Open this publication in new window or tab >>Developing TPACK awareness in Teacher Education
2021 (English)Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-34210 (URN)
Conference
ATEE2020-2021 Annual Conference held on September 9-12, 2021 in Warsaw, Poland
Available from: 2020-11-04 Created: 2020-11-04 Last updated: 2023-08-14Bibliographically approved
Liljestrand, J. & Elm, A. (2021). (Re)imaging Teacher Education to Enable the Development of Innovative Teachers: International Perspectives and Insights. In: : . Paper presented at ATEE 2021 Annual Conference, Warsaw, Poland, September 9-11 (Online).
Open this publication in new window or tab >>(Re)imaging Teacher Education to Enable the Development of Innovative Teachers: International Perspectives and Insights
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-37020 (URN)
Conference
ATEE 2021 Annual Conference, Warsaw, Poland, September 9-11 (Online)
Note

Available from: 2021-09-13 Created: 2021-09-13 Last updated: 2023-08-14Bibliographically approved
Projects
Framgångsfaktorer för funktionella förskolelokaler (FRAFFÖR); University of Gävle; Publications
Elm, A. & Magnusson, L. O. (2024). Framgångsfaktorer för funktionella förskolelokaler: Slutrapport FOU-fonden för kommunens fastighetsfrågor. Stockholm: Sveriges Kommuner och RegionerMagnusson, L. O. & Elm, A. (2023). The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool. Early Childhood Education JournalElm, A. & Magnusson, L. O. (2022). Framgångsfaktorer för funktionella förskolelokaler: Delrapport 2021. Stockholm: Sveriges Kommuner och RegionerEngström, A., Elm, A. & Magnusson, L. O. (2022). Förskolans lärmiljöer: möjligheter och begränsningar. Gävle
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4696-4142

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