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Runström Nilsson, Petra
Publications (5 of 5) Show all publications
Lundqvist, J., Franzén, K., Wetso, G.-M., Sandström, M., Larsdotter Bodin, U. & Runström Nilsson, P. (2024). Digitala verktyg och differentierad undervisning i tidiga skolår: Ett storskaligt utvecklings- och forskningsprojekt för lärarprofessionen i framtidens förskola och skola (2019–2021). Västerås: Mälardalens universitet
Open this publication in new window or tab >>Digitala verktyg och differentierad undervisning i tidiga skolår: Ett storskaligt utvecklings- och forskningsprojekt för lärarprofessionen i framtidens förskola och skola (2019–2021)
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2024 (Swedish)Report (Other academic)
Abstract [en]

The development and research collaboration project concerned digital tools and differentiated instruction in early school years. It was conducted in Södermanland, Sweden. By the concept early school years was meant preschool, preschool class, school-age educare, and grades 1 to 3. In the project, knowledge and school development were co-produced by researchers and junior lecturers together with school leaders and teachers in several preschools and schools.By the concept teachers was meant for example preschool teachers, teachers in school-age educare, teachers in school, special needs teachers, special educators, ICT (InformationCommunication-Technology) educators and school librarians. The concept school leaders included headteacher in preschool, headteacher in school and also deans.The aim of the development part of the collaboration project was to develop teachers’ and school leader’s digital and didactic competence. Two lines for co-production of development were used. In first line, researchers and junior lecturers from Mälardalen university arranged day conferences for teachers and school leaders in Södermanland. Sixtyseven teachers and school leaders participated. The day conferences contained popular science lectures, exchange of experiences, research circles, retrospects of previous day conferences and municipality meetings. The day conferences concerned how instruction is made meaningful and interesting for all children in preschool and school, choice and use of digital tools in preschool and school instruction and also evaluations. In second line, the sixtyseven teachers and school leaders spread the contents of the day conferences further to colleagues at their respective workplaces. They also conducted activities with these colleagues, for example implemented a new digital tool in the instruction and also evaluated the use of a digital tool. In total, 243 persons participated.The aim of the research part of the collaboration project was to describe and analysedifferentiated and digitalised instruction in early school years in Södermanland. The collection of data for the project was made in connection with the day conferences in the first line: the research circles and retrospects of previous day conferences were recorded and constituted data for the research part of the collaboration project. Results from the development and research collaboration project were presented for the project participants. Results from the project, two research articles, were also published in ascientific journal and in the present final report. Moreover, results were presented at international research conferences, courses at universities, regional network meetings and kick-off-days in preschool. The final activities for the project were two regional day conferences. Participating teachers and school leaders were invited, and also other persons who were interested in digital tools and differentiated teaching.

Abstract [sv]

Det här utvecklings- och forskningsprojektet handlade om digitala verktyg och differentierad undervisning i tidiga skolår, vilket här innefattar förskola, förskoleklass, fritidshem och skolår 1-3 i Södermanland, Sverige. I projektet samproducerades kunskaper och skolutveckling mellan forskare, adjunkter, och yrkesverksamma lärare och skolledare i förskola och skola i Region Sörmland. Begreppet yrkesverksamma lärare omfattar bland annat förskollärare, lärare i fritidshem, lärare i skola, speciallärare, specialpedagoger, IKT (InformationKommunikation-Teknologi) lär-spridare och skolbibliotekarier. Begreppet yrkesverksamma skolledare innefattar rektor i förskola, rektor i skola samt skolchefer eller motsvarandepersoner.Syftet med projektets utvecklingsdel var att höja lärares och skolledares digitala och didaktiska kompetens, i två led. I det första ledet anordnade forskare och adjunkter från Mälardalens universitet dagkonferenser för totalt 67 lärare och skolledare. De innehöllpopulärvetenskapligt inriktade föreläsningar, erfarenhetsutbyten, forskningscirklar, kommunträffar och återblickar till tidigare dagkonferenser. Ämnet var hur man gör undervisningen meningsfull och intressant för alla barn i förskolan och skolan, hur man väljer och använder digitala verktyg i förskolans och skolans undervisning, och hur man utvärderar verktygen. I det andra ledet spred deltagarna innehållet från dagkonferenserna vidare till sina kollegor. De genomförde även aktiviteter på sina arbetsplatser; de kunde till exempel implementera ett nytt digitalt verktyg i undervisningen samt utvärdera ett verktygs nytta. Totalt deltog 243 personer i första och andra ledet.Syftet med projektets forskningsdel var att beskriva och analysera differentierad och digitaliserad undervisning i regionens tidiga skolår. Datainsamlingen gjordes i samband med dagkonferenserna i det första ledet: forskningscirklarna och återblickarna spelades in och analyserades i projektets forskningsdel.Resultat från utvecklings- och forskningsprojektet har publicerats i en vetenskaplig tidskrift och i den här slutrapporten. Dessutom har resultat presenterats vid internationella forskningskonferenser, kurser på universitet, regionala nätverksträffar och kick-off-dagar i förskola. Även deltagarna själva har fått ta del av resultaten. Projektet avslutades med två regionala dagkonferenser för deltagande lärare och skolledare i Mälardalsregionen samt andra med intresse för digitala verktyg och differentierad undervisning. 

Place, publisher, year, edition, pages
Västerås: Mälardalens universitet, 2024
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-68408 (URN)978-91-7485-676-7 (ISBN)
Available from: 2024-09-11 Created: 2024-09-11 Last updated: 2024-09-11Bibliographically approved
Runström Nilsson, P. (2023). Elevhälsa: främja, förebygga, åtgärda (2ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Elevhälsa: främja, förebygga, åtgärda
2023 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2023. p. 150 Edition: 2
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64416 (URN)9789151108858 (ISBN)
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-03Bibliographically approved
Runström Nilsson, P. (2023). Work-based learning activities and assignment (fältstudier) in vocational training. Högre Utbildning, 13(2), 43-48
Open this publication in new window or tab >>Work-based learning activities and assignment (fältstudier) in vocational training
2023 (English)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 2, p. 43-48Article in journal (Refereed) Published
Abstract [en]

Work-based learning (WBL) activities and assignment (fältstudie) are common in vocational training, for example teacher education, police education and nursing programs. However, it is hard to find a common definition, a theoretical ground for the work-based learning (WBL) activities and how the WBL activities and assignment are constructed and evaluated. In this article Grossman’s framework (2009) is presented as one possible theoretical frame one can use when constructing a work-based learning activity and/or assignment.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2023
Keywords
Grossman’s framework, teacher education, Vocational training, work-based learning, work-based learning activities and assignment
National Category
Learning
Identifiers
urn:nbn:se:mdh:diva-63895 (URN)10.23865/hu.v13.5212 (DOI)2-s2.0-85163636064 (Scopus ID)
Available from: 2023-07-19 Created: 2023-07-19 Last updated: 2023-07-19Bibliographically approved
Lundqvist, J., Sandström, M., Franzén, K., Wetso, G.-M., Larsdotter Bodin, U., Runström Nilsson, P. & Munter, A.-C. (2021). Differentierad undervisning och integrerade digitala verktyg i förskola och skola: En storskalig studie. Utbildning och lärande, 15(3), 9-31
Open this publication in new window or tab >>Differentierad undervisning och integrerade digitala verktyg i förskola och skola: En storskalig studie
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2021 (Swedish)In: Utbildning och lärande, ISSN 1653-0594, Vol. 15, no 3, p. 9-31Article in journal (Refereed) Published
Abstract [en]

In Swedish preschool and school classrooms, all children should be offered an education that includes instruction and digital devices. The instruction should be meaningful and interesting for all children, and the digital devices should facilitate teachers’ work and children’s learning. This study concerns differentiated instruction as well as uses and possible benefits gained by digital devices in Swedish preschools and school classrooms. The study is part of a large-scale co-production project between academy and the surrounding society. Sixty-seven teachers and head-teachers, who value digital devices, participated, and shared their experiences and views on these two matters. A qualitative research approach, including research circles and thematic analyses, was used. The themes prove, for example, the importance of acknowledging children’s interests, joint exploration, provision of parallel support as well as extra challenges, association to children’s previous experiences and integration of digital devices of various kind. The result of the study can form a basis for interesting preschool and school discussions. It has relevance for teachers and head-teachers in training, researchers in special education as well as for those who are interested in differentiated instruction and the integration of digital devices.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2021
Keywords
differentiated education and instruction, digital devices and applications, preschool and school classrooms, special education, thematic analyses
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-59736 (URN)
Available from: 2022-08-15 Created: 2022-08-15 Last updated: 2022-11-25Bibliographically approved
Runström Nilsson, P. (2019). Pedagogisk utredning och kartläggning: att analysera och bedöma elevers behov av särskilt stöd (4ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Pedagogisk utredning och kartläggning: att analysera och bedöma elevers behov av särskilt stöd
2019 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2019. p. 159 Edition: 4
National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-64415 (URN)9789151102351 (ISBN)
Available from: 2023-10-03 Created: 2023-10-03 Last updated: 2023-10-03Bibliographically approved
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