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  • 1.
    Svedäng, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att lära och kommunicera naturvetenskap med hjälp av IKT2015Conference paper (Other academic)
  • 2.
    Svedäng, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att utveckla scientific literacy tillsammans med hjälp av IKT2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 89-108Chapter in book (Other academic)
  • 3.
    Svedäng, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utomhuspedagogik i fritidshemmet2015In: Fritidshemmet och skolan: det gemensamma uppdraget / [ed] Pihlgren, Ann S., Lund: Studentlitteratur AB, 2015, p. 269-286Chapter in book (Other academic)
  • 4.
    Svedäng, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Collaborative Work and ICT Tools Enabling Science Teaching and Learning in a Cross-Border Context2015In: The European Conference on Technology in the Classroom 2015: Official Conference Proceedings, 2015, p. 125-137Conference paper (Other academic)
    Abstract [en]

    The collaboration and cross-border communication of 14–16-year-old students from Sweden and Denmark working with various science assignments using ICT was followed in an action-influenced project. The students collaborated in a complex learning context, including searching for information, planning, executing, and reporting experiments, posing questions, collecting facts, and communicating, using the Internet, shared documents and presentations, Blog, Skype, and Adobe Connect. The asynchronousICT communication tools used in the project enabled the teachers to include information and instructions for the students in the documents as well as following the students work online. The synchronous communication tools were importantfor the students to get to know each other and make friends.Most of the student groupswere successful in using the ICTs provided, in executing the experiments, communicating, and sharing information. Generally the students appreciated the possibility ofworking with fellow students from another country; they showed good ability to work autonomously, collaborate, and communicate about science issues. The ICT tool that were most popular among the students were Google docs and Skype.The complex learning situations created within the project enabled the students to interact regardless of physical borders and to trainin important key competencessuch as using scientific methods, developing digital skills, and communicating in the mother tongue as well as in foreign languages.

  • 5.
    Svedäng, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Doing cross-border science experiments using ICT for co-planning, documentation and evaluation as a method for increased motivation to participate in and learn about science experiments2014In: Society for Information Technology & Teacher Education International Conference / [ed] M. Searson & M. Ochoa, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 2332-2340Conference paper (Refereed)
    Abstract [en]

    Two ninth grade classes – one Swedish and one Danish worked together doing chemistry experiments. Their assignment was to seek out and choose an experiment to perform, then plan for and execute the experiment while making a videotape of the experiment to upload onto their mutual blog, and finally, to give feedback on the videos. Analysis of the students’ activities and the material they produced indicated that they attained the goals in relation to planning and documenting a science experiment. Their level of enthusiasm was deemed to be high, and they were apparently motivated by working with students from another school in another country. However, a deeper analysis of the experimental content showed that the specifically scientific learning was rather superficial, and would have benefitted from greater teacher guidance during the experiment.

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