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  • 1.
    Björklund, Elisabeth
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Samlärande barn konstruerar sig själva2003In: Lek, musik, könsroller och centrala begrepp: Fyra exempel på sociala konstruktioner / [ed] Gerhard Arfwedson, Stockholm: HLS Förlag , 2003, p. 7-21Chapter in book (Other academic)
  • 2.
    Bäckman, Kerstin
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Didaktik i förskolan: - förskolans didaktik2020In: Förskola, barn och undervisning: Didaktik i förskolan / [ed] Bäckman, K., Elm, A. & Magnusson, L.O., Stockholm: Liber, 2020, p. 189-196Chapter in book (Other academic)
  • 3.
    Bäckman, Kerstin
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Elm, AnnikaUniversity of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.Magnusson, Lena OUniversity of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Art education and Educational drama.
    Förskola, barn och undervisning: Didaktik i förskolan2020Collection (editor) (Other academic)
  • 4. Danciu, Magda
    et al.
    Clarke, Marie
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Citizenship Education in First Cycle: undergraduate Teacher Education Courses2005Report (Other academic)
  • 5.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    "Det är något i luften!" - barns meningsskapande om luft2017In: Didaktik i omvandlingens tid: Text, representation och design / [ed] Insulander, Eva; Kjällander, Susanne; Lindstrand, Fredrik; Åkerfeldt Anna, Stockholm: Liber, 2017, 1, p. 105-113Chapter in book (Other academic)
    Abstract [sv]

    Barns lärande i förskolan är nära förbundet med ett socialt sammanhang, med en tonvikt på resurser och barns riktande av sitt intresse. Det handlar om lärande som inte är mätbart utifrån universella jämförande måttstockar, men som kan påvisas. det handlar samtidigt om att som förskollärare synliggöra det lärande som hela tiden äger rum då barnen skapar mening om de företeelser som deras uppmärksamhet riktas emot. I kapitlet följer vi förskollärares arbete tillsammans med barnen på en förskoleavdelning då ett naturvetenskapligt innehållsområde om luft behandlas.

  • 6.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Tecken på lärande - att fånga barns meningsskapande inom naturvetenskap2016In: Naturvetenskap i ett förskoleperspektiv / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, 1, p. 171-184Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Bokkapitlet är ett bidrag till att förstå barns lärande inom naturvetenskapliga innehållsområden i förskolan på ett sätt som kompletterar, och kanske utmanar, andra perspektiv. Det designorienterande perspektivet på lärande som presenteras i kapitlet innebär att lärande ses som en social, kommunikativ och teckenskapande aktivitet. Ett antagande i detta synsätt är att barn (och vuxna) hela tiden bearbetar och uttrycker sin förståelse kring naturvetenskapliga innehållsområden genom att skapa egna kombinationer av tecken - med hjälp av olika medier - i en omskapande (eller transformativ) process.

  • 7.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies.
    Johansson, IngeBarn- och ungdomsvetenskapliga institutionen, Avdelningen för förskollärarutbildning och förskoleforskning/Section for Early Childhood Education, Stockholms universitet.
    Professionellt lärande i förskolan - med utgångspunkt i hållbar utveckling2015Collection (editor) (Other academic)
    Abstract [sv]

    Boken handlar om deltagarorienterat och kollaborativt lärande för hållbar utveckling i förskolan. Efter en presentation av de teoretiska utgångspunkterna får läsaren ta del av konkreta exempel på aktiviteter i förskolan. Dessa har fokus på olika aspekter av hållbar utveckling och hur det går att använda såväl språk och kommunikation som IKT, matematik, naturvetenskap och teknik i arbetet.

  • 8.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Liljestrand, Johan
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Documentation between local professionalism and accountability – a case from the Swedish preschool2018In: ATEE, 2018, book of abstracts., 2018Conference paper (Refereed)
    Abstract [en]

    Documentation of pedagogical practise has become a vibrant issue through its relationship with educational policy- and government in many national contexts. Documentation is also regularly used as a tool for local, collegial development, not necessarily driven by the external demands for accounting educational outcomes. Against this background, the practise of documentation could be related to different modes of teacher professionalism; outside-in-professionalism, characterized by teachers as responding to external and standardized demands, and inside-out-professionalism characterized by teachers  as responding to complexity and change, through qualified judgment.   

    Although documentation is regularly employed as a tool for local, collegial development, the responsibility for documentation commissioned by educational authorities remains an assignment, coming with consequences for how to relate this self-initiated local documentation to the demands of the educational authorities. The purpose of this presentation is to investigate the tension, between documentation based in inside-out-professionalism and outside-in-professionalism, by means of a case study from the Swedish preschool.  Our research questions reads: how do external demands of documentation impact on the collegial conditions of documenting practise? How do professional conditions of documenting impact on the external demands of documentation?

    Our analytical point of departure proceeds from the assumption that documentation is shaped from certain positions, interests and perspectives (Vallberg Roth 2012), including the crossing between different interests and logics within educational institutions.  A qualitative case study of one preschool setting in which a long term documentation has been performed, using CoRe (pedagogical content representation) has been adapted as an approach for teaching science, in a practice based research collaboration project, will be related to intentions from the municipality. The gathering of data includes participant observations in preschool and interviews with participating preschool teachers, at municipal briefings, interviews with responsible parties representing the local preschool as educational agency, and by collection of documents. 

    The expected outcomes of our study indicate that preschool teachers are acting between norms of designing documentation from their professional and local interests and that of adapting to the interests of the educational agencies. The first norm is based in their collegial self-defined needs (in collaboration with the researchers) for teaching science in preschool, mainly by teaching science and technology themes, paying attention to preschool children’s responses to science and technology content.  The second norm is characterised by accounting for national goals in the national syllabus, in ways corresponding with the national school system.  The preschool teachers respond to this latter assignment through (professional) deliberations, aiming to deliver material from their everyday work to the agency, while simultaneously keeping the integrity of their own work as separated from the assignment of the agency. These local deliberations and decisions will further be analysed in terms of the dynamic between the two modes of professionalism mentioned above, in light of the local policy context.      

    Our project shed light on conditions shared with several European countries regarding possibilities for sustainable teacher development within broader contexts of demands for accountability impacting on teachers professional work.   

  • 9.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Liljestrand, Johan
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Innovative preschool teachers as educational development leaders: A Swedish case2023In: 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.

  • 10.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Liljestrand, Johan
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Preschool Teachers’ Design for Learning Physics in Early Childhood Science Education2019Conference paper (Refereed)
    Abstract [en]

    This paper reports on an ongoing practice-based research project in which preschool teachers and researchers collaborate on the content in physics. The aim is to contribute to a deeper knowledge of preschool teachers’ design for teaching physics (friction) and how children create meaning of the content. The research questions are: How do the preschool teachers design learning opportunities so that the children can create meaning about friction? How do young children create meaning from the teaching aids that are offered to them? A number of studies have reported on preschool children’s (aged 5-6 years) and older children’s misconceptions in their reasoning about natural phenomena and how this differs from accepted scientific ideas. Previous research has also shown that there is a gap in preschool teachers’ knowledge of natural science and physics. Most of the research in this field has focused on the effect of preschool teachers’ teaching of natural phenomena rather than children´s meaning-making and learning processes. Research on young children´s (aged 3-7) learning often highlights their individual knowledge and emphasises cognitive understanding and conceptual development. The most common methods used are interviews, pre- and post-tests that aim to show cognitive understanding and scientific conceptual development as an effect of the teaching intervention. When it comes to preschool education and young children’s learning, children´s experiences of natural phenomena are seldom verbal, but are instead physical and practical. In this respect, there is a need to use different methods to investigate preschool activities in order to acquire more knowledge about preschool teachers’ teaching and young children’s meaning-making of natural phenomena. In order to deal with these challenges, this study adopts a multimodal design-oriented qualitative approach and makes use of the concepts of representation and transformation. Here, the focus is on preschool teachers’ and children’s creation of symbols as a social activity. The use of symbols combines content and form in order to carry meaning and create and express conditions for meaning-making. The data consists of audiotaped video self-reflection seminars (focusing on children’s verbal, physical and practical actions) and semi-structured interviews with nine preschool teachers. The findings indicate that preschool teachers’ teaching of physics is closely linked with their vision of how the subject will stimulate the children’s learning. They also show how friction is represented in connection with play, outdoor activities and experimental activities. The results of the children’s meaning-making show that they become familiar with friction as a notion in relation to everyday experiences and are in that way introduced to what friction means in scientific terms. Further, the children relate their experiences of play to their own bodies and preferences, for example, by learning that icy slopes are slippery (low friction), that surfaces are slippery or rough (have different friction) and friction has force (over-under effect). These findings address the relevance and implications for science education and research by moving from the idea of focusing on children’s verbal communication and their conceptual understanding of natural phenomena towards an approach that includes their learning processes and physical experien

     

     

     

  • 11.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Liljestrand, Johan
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Preschool Teachers´ Professional Development : Teachers and Researchers in Collaboration2019In: ECER 2019: Abstracts, 2019, article id 468Conference paper (Refereed)
    Abstract [en]

    As in many other European countries early childhood education, including preschool, includes teaching in the area of subject knowledge. In Sweden this is related to a changed policy in order to connect preschool with the school system. Since 2011, “teaching” has been established as a new aspect of the preschool’s mandate and, since 2010, subjects like maths, science have been added to the national syllabus. Earlier, subjects has also been part of a preschool tradition already present in Fröbel’s kindergarten. In this earlier approach the intention was not to prepare for the forthcoming school and its subject content. Today, the national preschool syllabus has subject goals that overlaps with those of the school, often stated in a rather detailed, academic form. In addition, the Swedish school inspectorate has also included the preschools in its evaluations. According to the Swedish education act, practice should be based on scientific knowledge and proven experience. These changed directives comes with increasing expectations and demands on the preschool teacher profession for implementing this assignment. In light of this background we aim to support the preschool teachers to develop a professional and inside-out based (Stanley & Stronach 2013) knowledge for acting as professionals in this changed context. In this contribution we will direct our interest on the subject area of science and technology.

    Previous research has identified possibilities or lack of possibilities for science and technology learning in early childhood environments, with a tendency to a ‘diagnostic’ approach to preschool teacher knowledge. However, this research does not go far enough in investigating programs for developing preschool teachers´ science content knowledge (e.g. Nilsson, 2014; Fleer, 2009; Nilsson & Elm, 2017). Against the background of the need for including preschool teachers experiences and knowledge in a fair way (cf. Berry et al. 2008), while simultaneously recognize the need of further development in subject content, in the institutional frame of the preschool, we will address preschool teachers pedagogic content knowledge (PCK). The latter (PCK) refers to teachers´ understanding of the content and experiences and attitudes towards science. Our research question reads: In what ways can collaboration between preschool teachers´ and researchers contribute to preschool teachers’ professional learning and preschool development with special regard to preschool teachers’ pedagogic content knowledge?

    Our methodological approach is guided by Participatory Action Research (PAR) highlighting the need of a democratic process, developing of practical knowledge related to issues that are of great concern for the participants (Reason & Bradbury 2001). Furthermore, PAR recognizes our partners’ knowledge and experiences as a vital element to be brought into the research process (Brydon-Miller, Greenwood & Maguire, 2003). Thus, an important factor is the interaction between the researcher and the interests within the educational field, in order to promote both researchers and the practitioners work and goals. From this starting point there is initially an explicitly stated drive to meet on equal terms and to support each other to develop.

    The other leg, pedagogical content knowledge (PCK) includes teachers’ understanding of how children learn, or fail to learn; in relation to this specific subject matter has been found to be an important matter. That is, a perspective on professional development that focus on preschool teachers´ understanding of the content, pedagogical content knowledge and attitudes towards science (cf. Schulman, 1987; Van Driel & Berry, 2012). Representation of teacher content knowledge (CoRe) by means of a commonly developed table, is systematically used as a tool to trigger preschool teachers´ ideas of both science and technology content as a tool for development and cooperation.

    Methodology or Methods/ Research Instruments or Sources Used

    9 preschool teachers during 1,5 year (currently ongoing) participates in the research project which includes both indoors- and outdoors activities focusing on technology and science content, paying attention to children’s perspectives. The teachers are meeting in reflective group sessions once a month. For this paper data was collected through a qualitative approach consisting of 23 + 29 hours recorded semi structured interviews with the participating preschool teachers from one preschool unit. The interviews were conducted after the first and third semester of participation. Data was then analysed out from thematic content analysis (Braun & Clarke, 2006).

    As Braun and Clarke (2006) argue, it is a method that requires researchers to be clear about what they do, why they do it and how the analysis is conducted. The analyses of the data in this study were part of an inductive process from a) transcription → b) identifying emergent initial codes → c) searching for themes → d) reviewing and revising themes → e) defining and naming themes → f) formulating the result (with the starting point in identified and named themes). First, the interviews were transcribed verbatim. Some of the statements made in the interviews that did not correspond to the subject were not transcribed. Second, the data was read, and assigned initial codes.

    The third step involved searching for overall themes, based on the initial codes. In this step, the researchers sorted the data under each theme separately. In the fourth step themes were compared, data were reviewed the themes revised. In this process, similarities were identified in the themes that had emerged in the analysis of the interviews. Related examples of the participants’ learning were examined and refined until consensus was reached. Fifth, to establish the validity of the coding and identified themes, the authors worked to finally define and name the themes. The main data was then compared with the themes and provided a critical overview in terms of aspects being overemphasised, under represented, too vague or biased. The final step in the analysis, with a starting point in the themes, was to formulate the results.

    Conclusions, Expected Outcomes or Findings

    Our results from the interview data shows that the use of CoRe:s contribute to focus on the specific content in a more systematic way. Some of the preschool teachers expressed how the use of the CoRe:s and the formulation of ‘Big Ideas’ supported them to establish the fundamental ideas of the topic they were teaching. With documentation in CoRe preschool teachers have been able to make visible aspects of their own practice and to see the educational value of a current situation. In their collegial work, the documentation of CoRe contributes to the preschool teachers distancing themselves from their daily practices and makes them evaluate their actions and activities. Further, the use of CoRE seems to provide a different point for innovative change in the preschool development. In this way, the collective knowledge of a team becomes qualitatively different to that of a single individual. In addition, other themes also comprises: improved knowledge of processes for planning; visibility of different aspects in the daily practice and in children's learning processes; a broader view connected to international and national development in preschool and society, and a practice on scientific basis.

     Our research contributes with how “teachers and other professionals on the field of education learn and develop throughout their professional career” in the developing field of early childhood education and its rising expectation of subject knowledge. We also attempt to show how teacher development and the research process is dependent on their reciprocal development in order to be accomplished. In a time characterized by rapid policy changes in the educational systems in Europe, the need for practitioner-researcher collaborations supporting professionalism based on conscious professional agency is of great concern.

    References

    Berry, A., Loughran, J. & van Driel, J.H. (2008) Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30:10, 1271-1279.

    Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, vol. 3. (2). p. 77-101.

    Brydon-Miller, M., Greenwood, D. & Maguire, P. (2003). Why action research? Action Research, vol. 1. (1). p. 9-28.

    Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in ‘a Roundabout Way’ in play-based contexts. International Journal of Science Education, 31(8), p. 1069–1089.

    Nilsson, P. (2014). When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study. International Journal of Science Education, 36(11), 1794-1814.

    Nilsson, P. & Elm, A. (2016). Capturing and developing early childhood teachers´ science Pedagogical Content Knowledge (PCK) through CoRes. International Journal of Science Education, 28 (5), 406-424.

    Reason, P & Bradbury, H (2001). Introduction: Inquiry and participation in search of a world worthy of human aspiration. Peter Reason & Hilary Bradbury (eds.) Handbook of Action Research. London: SAGE.

    Skolverket (2011). Curriculum for the preschool Lpfö98. www.skolverket.se

    Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

    Stanley, E. and, & Stronach, I. (2013) Raising and doubling ‘standards' in professional discourse: a critical bid. Journal of Educational Policy, 28(3), pp. 291-305.

    van Driel, J. H., & Berry, A. K. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26 - 28.

  • 12.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Framgångsfaktorer för funktionella förskolelokaler: Delrapport 20212022Report (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.

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  • 13.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Framgångsfaktorer för funktionella förskolelokaler: Slutrapport FOU-fonden för kommunens fastighetsfrågor2024Report (Other academic)
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    Framgångsfaktorer för funktionella förskolelokaler Slutrapport FOU-fonden för kommunens fastighetsfrågor
  • 14.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Morberg, Åsa
    Proceedings of the 43rd Annual ATEE Conference 2018 A Future for All - Teaching for a Sustainable Society2019Conference proceedings (editor) (Refereed)
    Abstract [en]

    The 43rd annual conference A Future for All – Teaching for a Sustainable Society focused on critical questions concerning changes in society.  The conference theme emphasized teacher education and education as the solution to broad societal problems. The urgent need to understand the past for building tomorrow with new approaches in education puts important questions in focus regarding human wellbeing, social inclusion, environmental protection and globalization. These perspectives and approaches in research and practice in teaching and teacher education calls for a rethinking of what the educational sciences now consist of and how they are characterised. The central focus of the conference was the relevance of those rethinking perspectives. 

  • 15.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Nordqvist, Ingrid
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    The research circle - a tool for preschool teachers’ professional learning and preschool development2019In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 42, no 5, p. 621-633Article in journal (Refereed)
    Abstract [en]

    The article explores a professional learning programme, a research circle, in which preschool teachers and researchers collaborate on content relating to sustainable development, science and technology. It investigates how collaborations between preschool teachers and researchers can contribute to professional learning and preschool development. The research focuses on experiences of participation in research circles and makes use of Participatory Action Research (PAR). The data consists of twelve preschool teachers’ written documentation as preparation for seminars in the research circle and semi-structured interviews with eight preschool teachers. The analysis explores three bodies of social and educational change: individuals, teams and organisations. The overall conclusion is that participation in a research circle support preschool teachers to become more aware of their own practices, address issues and challenges and make improvements in a collaborative and reflective way, it is a useful tool for preschool teachers’ professional learning and preschool development. 

  • 16.
    Elm, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Stake-Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.
    Björkman, Annica
    University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.
    Sjöberg, Jeanette
    School of Education, Humanities and Social Sciences, University of Halmstad, Halmstad, Sweden.
    Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case2023In: Cogent Education, E-ISSN 2331-186X, Vol. 10, no 2, article id 2237329Article in journal (Refereed)
    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.

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  • 17.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Attention, please!2009In: Human Rights and Citizenship Education / [ed] Peter Cunningham, London: London Metropolitan University , 2009Conference paper (Refereed)
  • 18.
    Elm Fristorp, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. Stockholms universitet, Institutionen för pedagogik och didaktik.
    Design för lärande: barns meningsskapande i naturvetenskap2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study was to describe and analyse the design of learning environments and how children in preschool, preschool class and primary school create meaning and learn from the teaching aids offered to them in scientific activities planned by teachers.

    The theoretical reference frame was obtained from multimodal and design-oriented theory, with its focus on the creative dimensions of learning and detailed aspects of how learning takes place. The study is based on video-observations and constituted an in-depth study of a limited number of occasions spent in preschool, preschool classes and the first year of primary school when science lessons were in progress. Four children’s groups, thirty-six children and five teachers took part in the study, from different schools and municipalities. The children are aged between three and seven. The video-observations have been transcribed as text and analysed with analytical concepts found within the theoretical framework.

    The results show that considering the number of children in the children’s groups, relatively few children take part in the scientific learning contexts. Changes in the balance of power were evident in the learning settings and followed the interaction patterns that were identified in the children’s groups.  The results also show that children create representations – both individually and corporately – in new or different ways that are made up of analogies expressed in terms of equivalent, existential, expressive and figurative analogies. The children’s verbal expressions that corresponded with the responses expected by the teachers were highly valued, were paid attention to and were recognised as know-how. This meant that many of the potential meanings that exist in children’s meaning-making in science become invisible. The results have educational implications for teachers’ work at the local level and for teacher training.

  • 19.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Interaction in pre-school science education2007Conference paper (Refereed)
  • 20.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Interaktion och naturvetenskap i en förskola och en förskoleklass2008Licentiate thesis, monograph (Other academic)
  • 21.
    Elm Fristorp, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Making meaning in Early Years Science Education2010Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss how early years science teaching and learning can be understood as a process of meaning making. From a social semiotic perspective focus of interest is on signs and sign making in early years science teaching and learning. The emphasis is on young children and their teacher as sign-makers and their situated use of modal resources. The discussion is based on authentic examples from an on-going Swedish study. The main object is to describe and analyze the signs young children make in concrete learning situations in science. How do children and their teacher, use different semiotic resources and how do they invent new ways to combine the recourses in science learning as a multimodal meaning making process? I will discuss how this process is semiotically designed by children and their teacher during a couple of small group situations. Secondly the analyse and discussion will focus possible effects of frequent patterns of communication on children´s possibilities to learn. The study is based on micro level analysis of the multiplicity of modes of communication that are active in the learning situations. The analysis focuses on a number of modes including: gesture, speech, gaze and movement as well as the teacher and children’s use of artifacts.

  • 22.
    Elm Fristorp, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Meaning making in Early Years Science Education2010Conference paper (Refereed)
    Abstract [en]

    Lida sits on the floor together with her three friends and a teacher. She holds a little plastic bowl in her hand and gaze at a bowl with water, which is placed on the floor in the middle of the group. Her friends fill the bowl with different kind of toys. They are laughing and shouting while they throw toys in in the bowl whith wide gestures. When the bowl on the floor is full of toys they start to pick up the toys again. Meanwhile, Linda leans forward and fills the little plastic bowl she holds in her hand with water. She leans back and waits while her friends fill the bowl on the floor with toys again. When the bowl is full with toys she leans forward and pours back the water from the little plastic bowl in the bowl on the floor. The same procedure continues over and over again.

    This  paper starts with a concrete science learning situation in a Swedish pre-school. The purpose is to discuss how early years science teaching and learning can be understood as a process of meaning making. From a social semiotic perspective focus of interest is on signs and sign making in early years science teaching and learning. The emphasis is on young children and their teacher as sign-makers and their situatde use of modal resources. The discussion is based on authentic examples from an on-going Swedish study. The main object is to describe and analyze the signs young children make in concrete learning situations in science. How do four chlidlren and their teacher use different semiotic resources and how do they invent new ways to combine the resources in science learning as a multimodal meaning making process? The study is based on micro level analysis of the multiplicity of modes of communication that are active in the learning situations. The analysis focuses on a number of modes including: gesture, speech, gaze and movement as well as the teacher and children´s use of artifacts.

  • 23.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Tattoo. The Analytic Transcription Tool2007In: Citizenship Education in Society: Proceedings of the Ninth Conference of the Children's identity and Citizenship in Europe / [ed] Alistair Ross, London: London Metropolitan University , 2007Conference paper (Refereed)
  • 24.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Young Children´s Concerns for the Future2006In: Citizenship Education: Europe and the world: proceedings of the eighth conference of the Children's Identity and Citizenship in Europe Thematic Network / [ed] Alistair Ross, London: CiCe , 2006Conference paper (Refereed)
  • 25.
    Elm Fristorp, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Johansson, Inge
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Hållbar utveckling i förskolan: Förskollärares professionella utveckling inom hållbar utveckling, energi och klimatfrågor2013Report (Other academic)
    Download full text (pdf)
    fulltext
  • 26.
    Elm Fristorp, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Lindstrand, Fredrik
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Design för lärande i förskolan2012 (ed. 1)Book (Other academic)
    Abstract [sv]

    Hur ser vi på barns lärande? Vad säger deras nyfikenhet oss? Och hur bekräftar vi den kunskap de själva kommit fram till?Hur kan vi tolka barns uttryck så att de hjälper oss förstå hur vi ska vägleda dem i deras spontana sökande efter kunskap? De konkreta exemplen i Design för lärande i förskolan är inriktade på språk och kommunikation, naturvetenskap och matematik. Genom inspirerande analyser som är kopplade till exemplen, ger boken en inblick i allt det lärande som ständigt pågår i barns vardag.För att ta vara på de oändliga möjligheterna som finns i förskolan, behöver vi förstå hur lärande går till och hur det kommer till yttryck. På samma sätt måste vi uppmärksamma vår egen roll i barnens lärande - hur interaktion med barnen, vårt utformande av resurser, miljöer och aktiviteter får betydelse för barnens möjligheter att engagera sig, lära och förstå.Design för lärande i förskolan vänder sig till blivande och verksamma förskollärare och förskolechefer.

  • 27.
    Elm Fristorp, Annika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Persson, Anita
    Förskola – lärande och yrkesprofession. Ett kommunnätverk som länk mellan utbildning och forskning2011Conference paper (Other academic)
    Abstract [sv]

    Fil. lic Annika Elm-Fristorp, Högskolan i Gävle, och skolformschef Anita Persson, Sandviken, presenterar arbetet i det regionala kommunnätverket Förskola – lärande och yrkesprofession som representeras av företrädare för förskolans verksamhet, skolledare och projektledare i samarbete med Nationellt resurscentrum i fysik (NRCF), Lunds universitet och Högskolan i Gävle. Under presentationen diskuteras frågor om förskollärares utbildningsbehov inom naturvetenskap. En tonvikt läggs vid hur ett nätverksarbete kan verka som en länk mellan forskning och förskollärares vidareutbildning. En fråga i sammanhanget blir hur forskare, företrädare för kommuner och fristående förskolor kan mötas och samarbeta för att bidra till förskolans verksamhetsutveckling inom naturvetenskap.

  • 28. Engström, Anna
    et al.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Magnusson, Lena O
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Förskolans lärmiljöer: möjligheter och begränsningar2022Report (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 29.
    Holmberg, Jörgen
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Masoumi, Davoud
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Westelius, Claes
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Björkman, Annica
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Stake-Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Toratti-Lindgren, Monique
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Teachers’ and students’ understanding and use of ICT for teaching and learning – Combining different perspectives and methodologies in research on technology-enhanced learning2017Conference paper (Refereed)
    Abstract [en]

    More than half of the 14,000 students currently studying at the University of Gävle (HiG) are enrolled in courses that are totally or partly online based.  In 2015, a university-wide project on technology enhanced learning (TEL) (Steffens et al 2015) was initiated. The project focuses on course and programme development and is divided into four sub-projects, all of which contribute to the overall goals of project.

    AIMS of the project

    The aims of the project are to: (a) restructure teaching facilities and integrate digital technologies, (b) develop technology supported teaching methods, (c) integrate campus and distance education, (d) enhance teachers' and students' digital skills and (f) increase collaboration with relevant external actors.

    These aims are achieved through the work of four project groups.

    The digital environment group's (1) main focus is on digital tools for learning and the physical arrangement of learning spaces. The collaboration group's (2) main focus is on the maintenance and development of collaborative relationships and connections with communities in higher education for e-learning. The education and professional development group (3) focuses on issues such as professional development, learning design and the implementation of ICT in different courses and subjects. The research group (4) focuses on different issues connected to TEL.

    One of the main principles of the project is that the above areas are interlinked and interdependent and that the different experiences and skills of each group and its members contribute to a broader perspective of TEL.

    This poster focuses on the research conducted by the project's research group. Taking a multidisciplinary approach, the research focuses on issues and aspects of teaching and learning in higher education that contribute to multifaceted knowledge. The overall aim of the research is to generate knowledge about how conditions for teaching and learning change when the use of technology increases. The four research studies that are initiated are described below.

    Study 1: Lecturers’ and students’ agency in encounters with digital media in higher education

    This research study focus on issues related to lecturers’ digital teaching practices and students’ digital technological use in their everyday lives and for learning purposes.

    Digital practices are defined as the different contexts in which lecturers teach and students participate in digital media (such as learning management systems, forums, communities etc.). Previous research shows that students’ own digital practices are not always made use of in higher education (Buzzard et al., 2011; Kelm, 2011).

    A controversial issue in the Swedish higher education context is the discourse on students as customers. The perception of students as customers and “buyers” of ready-packaged content from lecturers is problematic. This view of what higher education stands for clashes with traditional academic views emphasizing critical thinking, reflection, self-directed learning, collaborative and individual learning etc.

    In this study, the concept of agency is important in that it reflects “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer & Mische, 1998, p. 971). In the different perceptions of students’ and lecturers’ tasks and roles in teaching and learning, especially in TEL, all the actors have to display agency in order to manoeuvre in the educational and digital contexts. Notably, agency is not something that people have, but is something that people achieve (Biesta & Tedder, 2006).

    Aim

    The aim of the research project is to study: (a) students’ use of digital technology in their everyday practices and in relation to teaching situations and (b) how lecturers’ agency is played out in teaching and learning when trying to facilitate TEL.

    Methodology

    In spring 2017 an online survey involving up to 200 students will be conducted in order to generate knowledge about (a) students’ everyday experiences of digital practices and how these are utilized in higher education and (b) how higher education challenges and develops students’ digital skills and knowledge. In the same period, interviews with lecturers at the university will be conducted in order to generate knowledge about lecturers’ (c) everyday teaching practices with digital technologies and (d) the perceived challenges and development of teaching in relation to their use.

    Study 2: Teachers’ understanding and enactment of practice in online and blended educational contexts

    The knowledge that teachers need to develop is referred to as a ‘didaktik’ knowledge in the German/European tradition (cf. Kansanen 2009) and as pedagogical content knowledge (PCK) in the Anglo-Saxon literature (Shulman 1986; 1987). However, in what Castells (2011) describes as a network society, teachers are faced with new challenges and opportunities. Koehler et al (2014) argue that teachers’ development and integration of a new knowledge domain is not simply a matter of adding this “technology knowledge” to existing knowledge, but involves a reframing and reconceptualization of their existing professional practices and knowledge. They refer to this amalgam knowledge as technological pedagogical content knowledge (TPACK). The TPACK framework has been widely accepted as a useful theoretical construct. However, there is a need for research on the development and manifestation of TPACK in different disciplinary contexts (Koehler et al 2014).

    Aim

    The aim of this sub-project is to study: a) how teachers reframe and reconceptualize their practices and the kind of knowledge that is needed in online contexts b) how teachers practices are manifested when ICT is used to create (intended) added pedagogical values in educational designs c) the characteristics of educational designs regarded as adding pedagogical value

    Methodology

    Three higher education teachers of different courses and subjects in three different departments participate in the study. A design-based research approach is applied, where one of the participating researchers engages in so-called design conversations with the teachers. As is characteristic of DBR, this researcher does not only observe and interview, but also acts as a “co-designer” on the understanding that the teachers are the context experts and the final decision makers (McKenney & Reeves 2012; Plomp & Nieveen 2013).

    The data consists of recorded design conversations, educational designs and the artefacts used in the educational designs, the researcher’s/co-designer’s field notes and recorded “field-note conversations” between the researcher/co-designer and the other researcher.

    Expected outcomes

    The study is expected to contribute knowledge about how teachers’ knowledge and practices are understood and manifested in online and mixed higher educational contexts.

    Study 3: Researching and developing student nurses’ drug calculation skills in an explorative design comprising digital technologies

    This study is partly experimental in nature. It focuses on the challenges involved in student nurses’ development of accurate drug calculation skills. Challenges like this are not specific to nurse education at the University of Gävle, but appear to be universal (cf. Wright, 2009). However, it has also been claimed that written drug calculation tests do not accurately evaluate the skills involved in drug calculation, in that they are decontextualized from healthcare settings (Wright, 2005; 2012). It has also been claimed that this problem is more imaginary than factual, given that in practice nurses have been shown to handle drug calculation well (Wright, 2009).

    Aim

    The aims of this sub-project are to: (a) deepen the understanding of the challenges and mistakes that student nurses make in drug calculation exams, why they occur and how they might be prevented, (b) explore how the teaching and examination of drug calculation can be made more effective and contextualized and whether digital technologies can help in this.

    Methodology

    A multiple design method is employed using empirical data from written examinations, analyses of the set tasks and interviews with student nurses.

    Expected outcomes

    It is expected that the study will contribute knowledge about why (some) student nurses find it difficult to pass exams and that sufficient knowledge will be developed to facilitate the exploration of an experimental design for teaching and learning that includes digital technologies.

    Study 4: Situating ICT in teacher education programmes at the University of Gävle

    Integrating ICT as an integral part of teacher education programmes has been addressed as the most significant factor in determining the future level of ICT use in teaching and learning practices (Davis, 2010). According to the Swedish Higher Education Act, ICT should be embedded across entire educational practices in teacher education programmes (Government Bill, 2009/10:89). Numerous teacher educationprogrammes have made extensive efforts to prepare and empower teacher education students’ ICT competences so that ICT-based technologies are seamlessly woven into the teaching and learning process. Most schools try to enhance teachers’ digital competences by in-service education and expect newly qualified teachers to be adequately trained to use digital technologies in their educational practices. However, in reality it would seem that many newly qualified teachers do not have the necessary skills for this (see Chigona, 2015; Koehler, Mishra, Akcaoglu, & Rosenberg, 2013). 

    Aims

    This study focuses on understanding why a large number of the newly qualified teachers in teacher education institution remain underprepared to use digital technologies in their educational practices, despite an increased investment in the provision of digital technologies in these institutions.

     Methodology

    In order to explore how digital technologies are integrated into teacher education in higher education institutions, a sequential explanatory multiple sources design consisting of two distinct phases will be implemented (Creswell, 2012). In this design, a number of course syllabi in a programme will be analyzed. Interviews with key actors, including students, teacher educators and gatekeepers, will be conducted in order to contextualize and deepen the analysis of the syllabi.

    Expected outcomes

    The study is expected to deepen the understanding of how student teachers are pedagogically trained in ICT in teacher education institutions.

    Concluding remarks

    The four research studies in the project investigate how students and teachers understand and use educational ICT. This is done by using different methodologies and from different perspectives. It is expected that the research studies will contribute to the broader and more inclusive project perspective by their specific aims and generate knowledge that will contribute to the multifaceted field of TEL.

    References

    1. Biesta, G. & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5, Learning Lives: Learning, Identity and Agency in the Life Course, University of Exeter, England.
    2. Buzzard, C., Crittenden, V.L., Crittenden, W.F. & McCarty, P. (2011). The Use of Digital Technologies in the Classroom: A Teaching and Learning Perspective. Journal of Marketing Education. 33 (2), 131-139.
    3. Buzzard, C., Crittenden, V.L., Crittenden, W.F. & McCarty, P. (2011). The Use of Digital Technologies in the Classroom: A Teaching and Learning Perspective. Journal of Marketing Education. 33 (2), 131-139.
    4. Castells, M. (2011) The Rise of the Network Society: The Information Age: Economy, Society, and Culture, 2nd edn (Vol. 1). Malden, MA: John Wiley & Sons. 
    5. Chigona, A. (2015). Pedagogical shift in the twenty-first century: Preparing teachers to teach with new technologies. Africa Education Review, 12(3), 478-492. doi:10.1080/18146627.2015.1110912
    6. Davis, N. (2010). Technology in Preservice Teacher Education. In P. Editors-in-Chief:  Penelope, B. Eva, E. B. Barry McGawA2 - Editors-in-Chief:  Penelope Peterson, & M. Barry (Eds.), International Encyclopedia of Education (Third Edition) (pp. 217-221). Oxford: Elsevier.
    7. Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023.
    8. Kansanen, P. (2009). The curious affair of pedagogical content knowledge. Orbis Scholae, 3(2), 5-18.
    9. Kelm, R. (2011). Social Media. It’s what students do. Business Communication Quarterly. 74, (4), 505-520.
    10. Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. In R. Thyagarajan (Ed.), ICT integrated teacher education: A resource book. New Delhi, India: CEMCA.
    11. Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J.M. Spector, M.D. Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer New York.
    12. McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.  
    13. Plomp, T. & Nieveen, N. (Eds.). (2013) Educational Design Research: Introduction and Illustrative Cases.  Enschede, Netherlands; SLO Netherlands Institute for Curriculum Development.
    14. Regeringens proposition, (2009/10:89) Regeringens proposition 2009/10:89 om lärarutbildning m.m. [Government Bill, 2009/10:89 regarding teacher education etc.]  (Stockholm, Gotab) (in Swedish).
    15. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
    16. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.  
    17. Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A. R., Esteve-González, V., & Cela-Ranilla, J. M. (2015). Recent Developments in Technology- Enhanced Learning: A Critical Assessment. RUSC. Universities and Knowledge Society Journal, 12(2). pp. 73-86.
    18. Wright, K. (2005). An exploration into the most effective way to teach drug calculation skills to nursing students. Nurse Education Today, 25, 430–436. 
    19. Wright, K. (2009). The assessment and development of drug calculation skills in nurse education – A critical debate. Nurse Education Today, 29, 544–548. Doi: 10.1016/j.nedt.2008.08.019 
    20. Wright, K. (2012). Editorial. Drug calculation skills – Are we running scared? Nurse Education Today, *. Doi: 10.1016/j.nedt.2011.06.001 
  • 30.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Developing TPACK awareness in Teacher Education2021Conference paper (Refereed)
  • 31.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    (Re)imaging Teacher Education to Enable the Development of Innovative Teachers: International Perspectives and Insights2021Conference paper (Refereed)
  • 32.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    The enactment of preschool curriculum in municipal quality work2022Conference paper (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.

  • 33.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Johansson, Urban-Andreas
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Mårtensson, Kristina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Introducing and exploring student teachers use of digital tools – preliminary results from a development project2019Conference paper (Refereed)
    Abstract [en]

    In Sweden, as well as in other countries, the digital revolution has impacted society profoundly (Brynjolfsson & MacAffe, 2015). The digital evolution, or revolution, has created a need of new digital competences for both teachers in preschools, elementary school, secondary school, upper secondary school and higher education (Ministry of Enterprise and Innovation, 2017). These digital competences both include technological and pedagogical knowledge in order to teach successfully in the digital society (e.g. Davies et al 1997; Granberg 2010; Instefjord & Munthe 2016).

    There is a need to develop TE in order to meet this challenge. The aim of our development project, running during one semester (autumn 2018) was to contribute to innovation in teacher education through a conscious use of digital technology. The concept of TPACK is employed as a tool to explore the ways in which technology impacts on what is learned in TE. The following research questions are formulated: In what ways does the use of ICT contribute to student teachers planning and reflecting regarding their teaching in school? What added pedagogical values in teacher education practice can be discerned from the perspective of the student teachers in this project?   

    Our theoretical framework is based on Koehler & Mishra’s (2009) concept of technological content knowledge, TPACK. The notion of TPACK is bringing together 1) content knowledge and 2) pedagogical content knowledge with the impact of technology on these two dimensions. Furthermore, TPACK-analysis involves consideration about the contextual conditions contributing to how these three key dimensions interacts.

    The students were introduced to the project. Research ethical considerations were made in accordance with The Swedish Research Council’s guidelines. Data comprises anonymized course materials without any information about the students; course evaluations and course assignments, the former anonymized by origin and the latter anonymized in retrospect. In the surveys, data is collected through open-question, individual surveys distributed to student teachers in three different courses at different levels in the TE-program for primary school. The open questions are highlighting possible new experiences of using digital resources as a resource in teacher education and for teaching in school. We have also analysed TE-students course assignments in which students describe their lesson plans, including the digital design, involved in their teaching design. Both the course assignments and the course evaluations has been coded according to qualitative content analysis focussing on the dimension of TPACK. The written documents was read several times in order to discern recurrent themes. After this stage of qualitative analysis, overall patterns of frequencies will be taking into account in order to relate to earlier comparable studies.

    Our preliminary results (further results will be presented in August 2019) shows that student teachers tend to focus on the tools themselves and their inherent qualities. However, there are also indications of how the digital technology enables representations that highlight spatial dimensions of teaching content such as the movement of animal bodies, or three-dimensional representations of planets. One contextual setting shaping these student approaches is related to the structure and progression of the TE-program, with both possibilities and limitations for digital learning.

    Our results are pointing to the need of focussing on critical aspects, i.e. the framing of teaching content and added pedagogical values, through introducing the work with digital tools and their implications for teaching content, systematically and early in the TE-programme.  The TPACK-concept involves challenges but also provides an important resource for this purpose. Our exploration intend to shed light on how this could be done in TE as earlier research also seem to confirm this challenge (Voogt & McKenney 2017).   

  • 34.
    Magnusson, Lena O
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    The Entangled Intersection of Children’s and Educators’ Engagement in the Educational Environment of a Preschool2023In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed)
    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. 

  • 35.
    Morberg, Åsa
    et al.
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Löfmark, Anna
    University of Gävle, Department of Caring Sciences and Sociology, Ämnesavdelningen för vårdvetenskap.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Andersson, Monica
    University of Gävle, Department of Caring Sciences and Sociology, Ämnesavdelningen för socialt arbete.
    Norlén, Agneta
    Fransson, Göran
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Öhlund, Lennart S
    University of Gävle, Department of Education and Psychology.
    Anledning till handledning: ett tvärprofessionellt samarbete kring den verksamhetsförlagda delen i lärarutbildningen, den klinisk/praktiska delen i sjuksköterskeutbildningen och den praktiska delen i sociala omsorgsutbildningen2001In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 11, no 3-4, p. 213-337Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Nilsson, Pernilla
    et al.
    aDepartment of Teacher Education, Halmstad University, Halmstad, Sweden.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Capturing and Developing Early Childhood Teachers’ Science Pedagogical Content Knowledge Through CoRes2017In: Journal of Science Teacher Education, ISSN 1046-560X, E-ISSN 1573-1847, Vol. 28, no 5, p. 406-424Article in journal (Refereed)
    Abstract [en]

    During the past decade, early childhood teachers have been faced with new needs to develop their content knowledge and pedagogical content knowledge (PCK) for different science subject areas. In order to meet these challenges there is a strong need for professional learning programmes for early childhood teachers that focus on the development of knowledge, and skills to work with science activities in their own context. In this article, 46 early childhood teachers participated in a professional development programme aimed at helping teachers capture and further develop their content knowledge and PCK for teaching science through the use of content representations (CoRes). A CoRe is a holistic reflective tool for making explicit the different dimensions of, and links between, knowledge of content, teaching, and learning about a particular topic. The aim of the project was to investigate in what ways the use of the CoRe helped the teachers in planning and reflecting on their science teaching and in developing their PCK. Thus, the project was based on opportunities for teachers to develop and reframe their knowledge of science teaching in ways that stimulated children's curiosity for scientific phenomena. The result indicates that with its content-specific focus, the CoRe helped the teachers to highlight the science content in their activities, not only the general pedagogical knowledge. The use of the CoRes also helped the preschool teachers to establish the fundamental ideas of the topic they were teaching and to develop confidence in what they were teaching, why, and how.

  • 37. Rami, Justin
    et al.
    Lalor, John
    Berg, Wolfgang
    Lorencovic, Jan
    Lorencovicova, Eva
    Concha, Maiztegui
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Competencies for educators in citizenship education and the development of identity in first and second cycle programmes. Volume 12006Report (Other academic)
    Abstract [en]

    These two booklets are structured as Volumes 1 & 2. The working team responsible for researching and writing them come from five member states within the European Union: Czech Republic, Germany, Ireland, Spain & Sweden. This book explores which specific competencies in Citizenship Education and Identity might be included in 1st & 2nd cycle courses that educate/train professionals who will work with children/young people. A secondary aspect of the booklets was to show how the ‘Tuning Principles’1 could be applied to develop Specific Competencies for undergraduate and graduate cycle programmes that relate to Citizenship Education & Identity with respect to young people. Volume One takes a wider, theoretical and more sociological perspective primarily relating to the Bologna Process and the Tuning Principles in a European and National context. It also examines the broader concepts of Teacher Education relating to Citizenship and Identity.

  • 38. Rami, Justin
    et al.
    Lalor, John
    Berg, Wolfgang
    Lorencovic, Jan
    Lorencovicova, Eva
    Maiztegui, Concha
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Competencies for educators in citizenship education and the development of identity in first and second cycle programmes. Volume 22006Report (Other academic)
    Abstract [en]

    These two books are structured as Volumes 1 & 2. The working team responsible for researching and writing them come from five member states within the European Union: Czech Republic, Germany, Ireland, Spain & Sweden. This book explores which specific competencies in Citizenship Education and Identity might be included in 1st & 2nd cycle courses that educate/train professionals who will work with children/young people. A secondary aspect of the booklets was to show how the ‘Tuning Principles’1 could be applied to develop Specific Competencies for undergraduate and graduate cycle programmes that relate to Citizenship Education & Identity with respect to young people. Volume Two relates closely to specific country contexts and examines comparables and competencies generated from the research data as well as discussion about the research process. Each Volume can be read independently, but for a greater understanding of the themes and key concepts it is advised that both are read together.

  • 39.
    Stake-Nilsson, Kerstin
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.
    Almstedt Jansson, Malin
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Masoumi, Davoud
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Toratti-Lindgren, Monique
    University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.
    Björkman, Annica
    University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Science, Caring Science.
    Medication dosage calculation among nursing students: does digital technology make a difference? A literature review.2022In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 21, no 1, article id 123Article in journal (Refereed)
    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.

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  • 40.
    West, Tore
    et al.
    Stockholms universitet.
    Johansson, Björn
    Södertörns högskola.
    Elm Fristorp, Annika
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för didaktik.
    Videoanalyzer2006Conference paper (Refereed)
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