IKT på fritidshemmet : En kvalitativ studie om pedagogers uppfattningar och erfarenheter om IKT på fritidshemmet

• Main Author: Skoglund, Viktoria
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2014
• Subjects: Informations- och kommunikationsteknik (IKT); socialsemiotik; multimodalitet; design för lärande – design i lärande; literacy
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-24137

Information and communication technologies (ICT) are constantly evolving in today's information society. The school uses ICT as a teaching tool and it begins to be included at the leisure-time in school by the educators. Aim of this study is to examine how educators describe their perceptions and experiences of using ICT in the leisure activities. The questions is about how the educators use ICT, what they believe children learn of ICT, and which advantages and disadvantages they see with ICT at leisure-time in school. Through a qualitative approach, I have had my questions answered by six trained educators, five of whom are recreational educators and one who is a preschool teacher. These have individually answered my interview questions as an interview took place over a phone call, while the others answered the same questions by e-mail. The interview questions were open-ended questions that were formulated so the educators could respond so freely and fulfilling as possible. The survey shows that teachers use ICT in multimodal approach at leisure-time in school, both in informing parents and in activities with the children. The children use ICT tools as Smartboards, computers and Ipads. With these tools, they listen to music, play games and use various utility programs, which are helping them to develop in different knowledge topics. They also developed in interaction with each other as they learn to work together, take into account and listen to each other and to wait for their turn. The educators see benefits of ICT as it doubles as a great and practical support, both for the children and for themselves. The drawbacks they see with ICT are that the activities are mostly sedentary, and that schools have poor access to equipment.