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Hur kan skola och förälder underlätta inlärning för barn med dyslexi?
2004 (Swedish)Independent thesis Basic level (professional degree)Student thesis
Abstract [en]

This survey shows the usage of computers among grade 2 and 3 students at an upper secondary school in Säffle. Students and teachers at the theoretical and vocational programmes have answered the questions which are the basis of the conclusions that have been drawn. The students use computers in most subjects to write and look for information on the Internet. Theoretical students also use computers in “additional languages” to learn with the aid of pedagogical programmes, in “natural science subjects” to calculate and in “technical subjects” as well as in “computer/economical subjects” to calculate and to learn how to use new programmes. The lesser number of students in the vocational programmes who have answered that they use the computer within the vocational subject, learn with the aid of pedagogical programmes. Internet-search does hardly occur at all. The theoretical students devote more time on the computer than vocational students both during the lessons as well as during recess and gaps. Most teachers wish that the students would employ the computer more during lessons, while vocational teachers want their students to be engaged at the computer also during recess and gaps. Most students agree with the teachers about using the computer during lessons, but only theoretical students wish to use it more for schoolwork during recess and gaps. Half of all the students want to use the computers for private matters, e.g. to participate in lunarstorm.se. Vocational students choose to look at sites regarding sales, e.g “blocket.se”, whereas theoretical students choose to read newspapers, conduct their private e-mail and other private subjects. Pedagogical programmes are not being used to the extent wished by most of the teachers, who look upon them as a positive complement to the ordinary teaching methods. The time for finding and evaluating good pedagogical programmes seems to be lacking for most teachers, as well as learning them. Both teachers and students consider the access of computers incomplete. More vocational than theoretical teachers are critical to the organizing arrangements of computers. Both teachers and students have answered that computers and network have failed. Some students do not want teachers to look at them while working with the computer and some students lack motivation for using computers at all. A third of the students say that no teacher requires them to use computers during the schoolday. Most of the teachers use the system of e-mail partly. Very few of them have a contact with students via e-mail, but many would appreciate a system where every student and teacher used it. Generally all the students are more negative to the e-mail system of the school and many teachers and most students consider the information about the system being insufficient

Place, publisher, year, edition, pages
2004. , 59 p.
Identifiers
URN: urn:nbn:se:kau:diva-62305Local ID: GL-86OAI: oai:DiVA.org:kau-62305DiVA: diva2:1127119
Educational program
Primary Education Programme, 240 hp
Available from: 2017-07-13 Created: 2017-07-13

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf