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Enochsson, Ann-BrittORCID iD iconorcid.org/0000-0001-7214-1716
Publications (10 of 75) Show all publications
Enochsson, A.-B., Kilbrink, N., Andersén, A. & Ådefors, A. (2020). Connecting school and workplace with digital technology: Teachers’ experiences of gaps that can be bridged. Nordic Journal of Vocational Education and Training, 10(1), 43-64
Open this publication in new window or tab >>Connecting school and workplace with digital technology: Teachers’ experiences of gaps that can be bridged
2020 (English)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 10, no 1, p. 43-64Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to gain more knowledge about the gaps vocational teachers identify between school and workplaces in upper secondary vocational education, and their experiences of using digital technology as boundary objects to bridge these gaps. This study builds on theories of boundary crossing and is carried out through in-depth interviews with six vocational teachers. For the analysis, a model is used, where the concept learning mechanisms is borrowed from Akkerman and Bakker. In our model, the learning mechanisms coordination, reflection and transformation represent three levels to which all the gaps identified by the teachers relate. The teachers’ pedagogical aims are qualitatively different on the different levels. At the basic level, coordination; gaps with the aim to control and to keep in touch with students in their workplaces, are identified, whereas at the next level, reflection; the gaps that need to be bridged, concern creating better conditions for the students to reflect on and connect with what they have learned in the different learning arenas. Those teachers identifying gaps on the most elaborated level, transformation, want to create a complete educational experience for their students, as they try to find a seamless way of crossing the boundaries between school and the workplace.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2020
Keywords
vocational education, vocational teachers, boundary objects, educational technology, boundary crossing
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-76745 (URN)10.3384/njvet.2242-458X.2010143 (DOI)
Available from: 2020-02-14 Created: 2020-02-14 Last updated: 2020-02-14
Kilbrink, N., Enochsson, A.-B. & Söderlind, L. (2020). Digital technology as boundary objects: Teachers’ experiences in Swedish vocational education. In: Carmela Aprea, Viviana Sappa & Ralf Tenberg (Ed.), Konnektivität und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung / Connectivity and Integrative Competence Development in Vocational and Professional Education and Training: (pp. 233-251). Franz Steiner Verlag
Open this publication in new window or tab >>Digital technology as boundary objects: Teachers’ experiences in Swedish vocational education
2020 (English)In: Konnektivität und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung / Connectivity and Integrative Competence Development in Vocational and Professional Education and Training / [ed] Carmela Aprea, Viviana Sappa & Ralf Tenberg, Franz Steiner Verlag, 2020, p. 233-251Chapter in book (Refereed)
Abstract [en]

Abstract: Digital technology can work as boundary objects in connecting learning in different learn- ing arenas within vocational education . However, there is a lack of research on how teachers can work with digital technology as boundary objects to help students in their learning processes . In this study, we therefore focus on teachers’ experiences of using digital technology, such as apps, blogs and videos, as boundary objects in Swedish upper-secondary vocational education . Narrative in-depth interviews with five teachers who had already been using digital technology to connect learning at school and workplaces were conducted . The results show that there are different learning mechanisms related to digital technology as boundary objects present in the empirical material . Moreover, although all the participating teachers had already been working with digital technologies in connecting learning at school and learning at workplaces in vocational education, their focus and experiences were very different .

Abstract [de]

Kurzfassung: Digitale Technologien können als Grenzobjekt dienen, um das Lernen in verschiede- nen Lernkontexten der beruflichen Bildung zu verbinden . Bislang fehlt es jedoch an Forschung dazu, wie Lernpersonen mit digitalen Technologien als Grenzobjekte arbeiten können, um die Lernprozesse ihrer Schülerinnen und Schüler zu unterstützen . In dieser Studie konzentrieren wir uns daher auf die Erfahrungen von Lehrpersonen, welche digitale Technologien wie Apps, Blogs und Videos als Grenzobjekte in der schwedischen Berufsbildung der Sekundarstufe II einzusetzen . Es wurden narrative Interviews mit fünf Lehrkräften geführt, die bereits digitale Technologien verwendet haben, um das Lernen in der Schule und am Arbeitsplatz zu verbinden . Die Ergebnisse zeigen, dass es unterschiedliche Mechanismen des Lernens mit digitalen Technologien als Grenzobjekte gibt, die sich im empirischen Material wiederfinden . Obwohl alle teilnehmenden Lehrkräfte bereits mit digi- talen Technologien gearbeitet haben, um das berufliche Lernen in Schule und Betrieb miteinander zu verbinden, waren ihre Schwerpunktsetzungen und Erfahrungen sehr unterschiedlich .

Place, publisher, year, edition, pages
Franz Steiner Verlag, 2020
Series
Zeitschrift für Berufs- und Wirtschaftspädagogik – Beihefte (ZBW-B), ISSN 0174-0830 ; 29
Keywords
boundary objects, digital technology, learning mechanisms school and workplace inte- gration, teachers’ experiences, vocational education, Grenzobjekte, digitale Technologien, Lernmechanismen, integratives Lernen in Schule und Betrieb, Lehrerfahrung, berufliche Bildung
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-77781 (URN)978-3-515-12687-8 (ISBN)
Available from: 2020-05-16 Created: 2020-05-16 Last updated: 2020-05-26Bibliographically approved
Enochsson, A.-B., Ådefors, A., Andersén, A. & Kilbrink, N. (2020). Multimodal logbooks as boundary objects in vocational teacher education. In: : . Paper presented at NERA 4-6 mars 2020 Turku, Finland.
Open this publication in new window or tab >>Multimodal logbooks as boundary objects in vocational teacher education
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
vocational teacher education, boundary objects, digital technology
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-77498 (URN)
Conference
NERA 4-6 mars 2020 Turku, Finland
Available from: 2020-04-18 Created: 2020-04-18 Last updated: 2020-04-24Bibliographically approved
Andersén, A., Enochsson, A.-B., Kilbrink, N. & Ådefors, A. (2020). Rethinking by linking: Teacher educators learning by bridging gaps between university and student teachers’ practicum. In: : . Paper presented at NERA 2020 4-6 mars, Turku Finland.
Open this publication in new window or tab >>Rethinking by linking: Teacher educators learning by bridging gaps between university and student teachers’ practicum
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
vocational teacher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-77499 (URN)
Conference
NERA 2020 4-6 mars, Turku Finland
Available from: 2020-04-18 Created: 2020-04-18 Last updated: 2020-04-27Bibliographically approved
Enochsson, A.-B. (2019). Digitalisation in Preschool - Part of Democracy Foundation?. In: : . Paper presented at NERA 2019. Uppsala
Open this publication in new window or tab >>Digitalisation in Preschool - Part of Democracy Foundation?
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Uppsala: , 2019
Keywords
democracy, preschool, digital technology
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-76746 (URN)
Conference
NERA 2019
Available from: 2020-02-14 Created: 2020-02-14 Last updated: 2020-02-14
Enochsson, A.-B. & Löfdahl Hultman, A. (2019). Ethical issues in child research: Caution of ethical drift. In: Margrain, Valerie & Löfdahl Hultman, Annica (Ed.), Challenging Democracy in Early Childhood Education: Engagement in changing global contexts (pp. 27-39). Singapore: Springer
Open this publication in new window or tab >>Ethical issues in child research: Caution of ethical drift
2019 (English)In: Challenging Democracy in Early Childhood Education: Engagement in changing global contexts / [ed] Margrain, Valerie & Löfdahl Hultman, Annica, Singapore: Springer, 2019, p. 27-39Chapter in book (Refereed)
Abstract [en]

The background for this study is the last decades emphasised ethical considerations in child research. We have found ethics to be more and more acknowledged and regulations to be strengthened. Based on this, the aim of the study is to review the ethical issues in child research to find out how ethical considerations are dealt with in this respect. Four important journals, representing three important editors were selected. Through reading 707 abstracts from volumes 2016 and 2017, empirical studies focusing on children under the age of 8 were found in 95 articles and were further analysed regarding ethical issues. The result shows that regardless of requirements in journal guidelines, about one third of the articles lack any ethical reflection. Further, it is also shown that just over half of the articles merely stated compliance with regulations and standards, and just a few of articles presented a deeper reflection on the ethical considerations including occurring dilemmas. The shift towards stronger ethical regulations is discussed as if it might encourage the tendency of just doing what is necessary according to laws and when doing so, the risk of ethical drift is elaborated.

Place, publisher, year, edition, pages
Singapore: Springer, 2019
Series
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746, E-ISSN 2468-8754 ; 28
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-74204 (URN)10.1007/978-981-13-7771-6_3 (DOI)978-981-13-7770-9 (ISBN)978-981-13-7771-6 (ISBN)
Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2019-08-26Bibliographically approved
Enochsson, A.-B. (2019). Hur talet om källkritik kan motverka sitt syfte. Kapet (elektronisk), 15(2), 5-10
Open this publication in new window or tab >>Hur talet om källkritik kan motverka sitt syfte
2019 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 15, no 2, p. 5-10Article in journal (Other academic) Published
Abstract [sv]

Att söka information på nätet är en aktivitet som de flesta av oss gör dagligen. Enligt Skolverkets rapporter är informationssökning den aktivitet som digitala enheter används till allra mest i svenska skolor. När elever får skatta sin förmåga att söka information på nätet uppger de flesta att kan det här med att söka och hitta bra. Det är också den allmänna uppfattningen hos de flesta lärare, men vad innebär det egentligen att kunna söka information? I den föreläsning jag gav i samband med min professorsinstallation den 11 oktober 2019 valde jag att prata om informationssökning och kritiskt tänkande. Det är en del av det jag forskar om och dessutom något som många kan relatera till. Jag problematiserar också den vardagliga användningen av ordet källkritik, och tar i korthet upp varför den frekventa användningen av verbetgoogla kan vara bekymmersam.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75989 (URN)
Available from: 2019-12-16 Created: 2019-12-16 Last updated: 2019-12-16Bibliographically approved
Enochsson, A.-B., Kilbrink, N., Andersén, A. & Ådefors, A. (2019). Teachers’ work with digital technology as boundary objects in vocational education. In: NERA 2019 Abstract Book: . Paper presented at NERA 6-8 March Uppsala Sweden son2019 (pp. 440).
Open this publication in new window or tab >>Teachers’ work with digital technology as boundary objects in vocational education
2019 (English)In: NERA 2019 Abstract Book, 2019, p. 440-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-71541 (URN)
Conference
NERA 6-8 March Uppsala Sweden son2019
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-03-22Bibliographically approved
Enochsson, A.-B. (2019). Teenage pupils searching for information on the internet. Paper presented at ISIC 2018 Krakow Poland 9-11 Oct. Information research, 24(1)
Open this publication in new window or tab >>Teenage pupils searching for information on the internet
2019 (English)In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, ISSN 1368-1613, Vol. 24, no 1Article in journal (Refereed) Published
Abstract [en]

Introduction. Quantitative studies measuring skills related to the Internet are mainly based on self- reports. The aim of this paper is to study how Swedish teenagers, in their last year of compulsory school, carry out different information searching tasks on the Internet, by using a performance test. The test measures teenagers’ searches for information on the Internet from different points of view, such as medium-related and content-related aspects as well as operational and strategic aspects.Methods. The test was performed on the Internet in an open environment, without predefined solutions. During the test, some screens were recorded to obtain information about aspects not covered by the given test answers.Analysis. The test outcome was analysed in relation to curriculum goals, which correspond to the European framework DigComp2.1.Results. Reading long texts to find information was the easiest part but many failed to solve assignments because they did not master the digital environment.Conclusion. The result differed in the participating classes, which points to the importance of covering all aspects of the area when teaching, not forgetting the holistic approach.

Keywords
Information literacy, critical thinking, secondary school
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-71540 (URN)000461468700006 ()
Conference
ISIC 2018 Krakow Poland 9-11 Oct
Note

Proceedings of ISIC, The Information Behaviour Conference, Krakow, Poland, 9-11 October: Part 2

Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-04-05Bibliographically approved
Walan, S. & Enochsson, A.-B. (2019). The potential of using a combination of storytelling and drama, when teaching young children science. European Early Childhood Education Research Journal, 27(6), 821-836
Open this publication in new window or tab >>The potential of using a combination of storytelling and drama, when teaching young children science
2019 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 27, no 6, p. 821-836Article in journal (Refereed) Published
Abstract [en]

Based on a sociocultural perspective, this study explores the outcome of using a model that combines storytelling and drama to teach young children science. The research question is: How is children’s learning affected when using a combination of storytelling and drama to explain a complex scientific concept?. Two preschools and one primary school were visited. Altogether 25 children aged 4–8 years participated. Each group listened to a story about The Rhinovirus Rita. No pictures were shown during storytelling. After the story was told, a play was performed with the children, telling the same story they just had listened to, and the children also made drawings. At a second visit to the schools, each child was interviewed individually and their drawings were used to stimulate recall. The results show that many of the children had learnt the names of immune system cells and how they work when someone has a cold. Moreover, they had also learnt that viruses cause colds. There were also a small number of children who did not show any learning development related to this specific content. Still, we argue that the combination of storytelling and drama is an instructional strategy that has positive potential when it comes to teaching children science.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Science, storytelling, drama, instructional strategy, socio-cultural perspective, aesthetic approach
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-75396 (URN)10.1080/1350293X.2019.1678923 (DOI)2-s2.0-85074326810 (Scopus ID)
Available from: 2019-10-15 Created: 2019-10-15 Last updated: 2020-05-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7214-1716

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