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Skogh, Inga-Britt, ProfessorORCID iD iconorcid.org/0000-0003-3973-3466
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Publications (10 of 50) Show all publications
Fahrman, B., Norström, P., Gumaelius, L. & Skogh, I.-B. (2019). Experienced technology teachers' teaching practices. International journal of technology and design education
Open this publication in new window or tab >>Experienced technology teachers' teaching practices
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Epub ahead of print
Abstract [en]

Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
technology education, experienced teachers, teachers' practice, PCK, lower secondary school
National Category
Didactics
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-246074 (URN)10.1007/s10798-019-09494-9 (DOI)2-s2.0-85060727852 (Scopus ID)
Note

QC 20190318

Available from: 2019-03-12 Created: 2019-03-12 Last updated: 2019-05-10Bibliographically approved
Gumaelius, L., Hartell, E., Svärdh, J., Skogh, I.-B. & Buckley, J. (2018). Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention. International journal of technology and design education, 29(4), 739-758
Open this publication in new window or tab >>Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention
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2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 4, p. 739-758Article in journal (Refereed) Published
Abstract [en]

In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.

Place, publisher, year, edition, pages
Springer, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-235780 (URN)10.1007/s10798-018-9470-3 (DOI)000483645100007 ()2-s2.0-85054537034 (Scopus ID)
Note

QC 20181008

Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-09-27Bibliographically approved
Leino Lindell, T., Hrastinski, S. & Skogh, I.-B. (2016). Exploring students’ multimodal mobile use as support for school assignments. Computers in Education Journal, 16(3)
Open this publication in new window or tab >>Exploring students’ multimodal mobile use as support for school assignments
2016 (English)In: Computers in Education Journal, ISSN 1069-3769, Vol. 16, no 3Article in journal (Refereed) Published
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-198473 (URN)2-s2.0-85052827143 (Scopus ID)
Note

QCR 20170125

Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2019-10-10Bibliographically approved
Hartell, E. & Skogh, I.-B. (2015). Criteria for Success: A study of primary teachers' assessment of e-portfolios. Australasian Journal of Educational Technology
Open this publication in new window or tab >>Criteria for Success: A study of primary teachers' assessment of e-portfolios
2015 (English)In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554Article in journal (Refereed) Published
Abstract [en]

Transparency regarding criteria for success in assessment processes is challenging for most teachers. The context of this study is primary school technology education. With the purpose to establish what criteria for success teachers put forward during the act of assessment, think-aloud protocols were collected from five primary teachers during an assessment act. Results are based on content analysis of think-aloud protocols and quantitative measures of reliability in order to ascertain teachers’ motives for decision-making when assessing Year 5 pupils’ multimodal e-portfolios.

Findings show consensus among these teachers, focusing on the execution of the task in relation to the whole, rather than to particular pieces of student work. The results confirm the importance of task design, where active learning in combination with active tutoring is an integral part, including provision of time and space for pupils to finish their work.

Place, publisher, year, edition, pages
Waikato: University of Waikato, 2015
Keywords
Assessment, technology education, primary school, e-portfolio, adaptive comparative judgments, teachers, bedömning, e-portföljer, digitalt lärande, grundskola, teknik, parvisa jämförelser, teknikdidaktik, teknikundervisning, lärares bedömning, betygssättning
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-160094 (URN)10.15663/ajte.v2i1.27 (DOI)
Note

QC 20150901

Available from: 2015-02-13 Created: 2015-02-13 Last updated: 2017-12-04Bibliographically approved
Leino Lindell, T., Hrastinski, S. & Skogh, I.-B. (2015). Exploring students’ Multimodal mobile use as support for school assignments. In: ASEE Annual Conference and Exposition, Conference Proceedings: . Paper presented at 2015 122nd ASEE Annual Conference and Exposition; Washington Convention CenterSeattle; United States. , 122(122nd ASEE Annual Conference and Exposition: Making Value for Society)
Open this publication in new window or tab >>Exploring students’ Multimodal mobile use as support for school assignments
2015 (English)In: ASEE Annual Conference and Exposition, Conference Proceedings, 2015, Vol. 122, no 122nd ASEE Annual Conference and Exposition: Making Value for SocietyConference paper, Published paper (Refereed)
Abstract [en]

This paper engages with how students use multimodality on mobile devices as support for school assignments. The broader aim of this pilot study is to explore understanding of teachers’ and students’ expressed experiences of students’ multimodal mobile use. Focus group interviews and multimodal analysis have allowed investigation of the following research questions: - What experiences do teachers and students express from students’ multimodal mobile use related to school assignments? - Which advantages and disadvantages have teachers and students expressed concerning students’ multimodal mobile use as support for school assignments? The results show that students and teachers have many different experiences of students’ multimodal mobile use related to school assignments. However, the use is limited in several ways. To a large extent teachers and students have expressed that multimodal mobile resources can be used advantageously by students to support school assignments for several purposes. Among disadvantages identified mobile device multimodality in some respects can be disruptive. The result also indicates that different multimodal mobile media have specific possibilities for supporting students’ learning as it is related to school assignments.

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-174736 (URN)2-s2.0-84941996019 (Scopus ID)
Conference
2015 122nd ASEE Annual Conference and Exposition; Washington Convention CenterSeattle; United States
Note

QC 20151013

Available from: 2015-10-13 Created: 2015-10-07 Last updated: 2017-02-08Bibliographically approved
Edvardsson Björnberg, K., Skogh, I.-B. & Strömberg, E. (2015). Integrating social sustainability in engineering education at the KTH Royal Institute of Technology. International Journal of Sustainability in Higher Education, 16(5), 639-649
Open this publication in new window or tab >>Integrating social sustainability in engineering education at the KTH Royal Institute of Technology
2015 (English)In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 16, no 5, p. 639-649Article in journal (Refereed) Published
Abstract [en]

Purpose - The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach - Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators. Findings - The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability. Practical implications - The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date. Originality/value - There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work - programme leaders and teachers - define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.

Keywords
Social sustainability, Integration, Sustainable development, Curriculum design, Engineering education
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-174000 (URN)10.1108/IJSHE-01-2014-0010 (DOI)000360573000003 ()2-s2.0-84938375596 (Scopus ID)
Note

QC 20150930

Available from: 2015-09-30 Created: 2015-09-24 Last updated: 2017-12-01Bibliographically approved
Skogh, I.-B. (2015). Student 69 - i en brytningstid (1:aed.). In: Lennart Ragnvaldson (Ed.), Från avveckling till utveckling: Nya Elementar 1950-2015 (pp. 64-66). Stockholm: Föreningen Nya Elementarare
Open this publication in new window or tab >>Student 69 - i en brytningstid
2015 (Swedish)In: Från avveckling till utveckling: Nya Elementar 1950-2015 / [ed] Lennart Ragnvaldson, Stockholm: Föreningen Nya Elementarare , 2015, 1:a, p. 64-66Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Föreningen Nya Elementarare, 2015 Edition: 1:a
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-182440 (URN)978-91-971199-9-3 (ISBN)
Note

QC 20160404

Available from: 2016-02-18 Created: 2016-02-18 Last updated: 2016-04-04Bibliographically approved
Skogh, I.-B. (2015). Uppdrag: Teknikmedvetna barn (1:aed.). In: Ann S. Pihlgren (Ed.), Fritidshemmet och skolan: Det gemensamma uppdraget (pp. 303-321). Studentlitteratur AB
Open this publication in new window or tab >>Uppdrag: Teknikmedvetna barn
2015 (Swedish)In: Fritidshemmet och skolan: Det gemensamma uppdraget / [ed] Ann S. Pihlgren, Studentlitteratur AB, 2015, 1:a, p. 303-321Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Kapitlet Uppdrag: teknikmedvetna barn beskriverhur fritidshem och skola kan samarbeta tematiskt för att utveckla elevers förtsåelse av och kunskap om teknik.Teknikförståelse hos svenska barn är inte så utvecklad och teknikämnet får lätt en undanskymd plats i undervisningen trots dess vikt. Med utgångspunkt i temaområdet Hållbar utveckling ger författaren läsaren teoretiska redskap att förstå vad som är viktigt i teknikundervisningen genom att omsätta teorier i praktik på fritidshemmet och i skolan.

Place, publisher, year, edition, pages
Studentlitteratur AB, 2015 Edition: 1:a
Keywords
Teknikundervisning, fritidshem, skola, hållbar utveckling
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-182423 (URN)978-91-44-10093-7 (ISBN)
Note

QC 20160226

Available from: 2016-02-18 Created: 2016-02-18 Last updated: 2016-02-26Bibliographically approved
Gumaelius, L. & Skogh, I.-B. (2015). Work plans in technology: A study of technology education practice in Sweden. In: Chatoney, M. (Ed.) Plurality and Complementarity of Approaches in Design and Technology Education: . Paper presented at 29th PATT Conference. Marseille, France. 7-10 April, 2015..
Open this publication in new window or tab >>Work plans in technology: A study of technology education practice in Sweden
2015 (English)In: Chatoney, M. (Ed.) Plurality and Complementarity of Approaches in Design and Technology Education, 2015Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206438 (URN)
Conference
29th PATT Conference. Marseille, France. 7-10 April, 2015.
Note

QC 20170508

Available from: 2017-05-03 Created: 2017-05-03 Last updated: 2017-05-08Bibliographically approved
Hartell, E. & Skogh, I.-B. (2014). Criteria for Success Emphasized by Primary Technology Teachers. In: Howard Middleton (Ed.), Technology Education: Learning for life. Volume One. Paper presented at 8th Biennial International Conference on Technology Education Research Sydney, Australia, 26-29 November 2014 (pp. 113-122). Sydney Australia: Griffith University
Open this publication in new window or tab >>Criteria for Success Emphasized by Primary Technology Teachers
2014 (English)In: Technology Education: Learning for life. Volume One / [ed] Howard Middleton, Sydney Australia: Griffith University , 2014, p. 113-122Conference paper, Published paper (Refereed)
Abstract [en]

Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios. 

Place, publisher, year, edition, pages
Sydney Australia: Griffith University, 2014
Keywords
Technology education, criteria for success, teacher-based assessment, adaptive comparative judgement, feedback, primary education, e-portfolios, teknikdidaktik, bedömning, parvisa jämförelser, klassrumsbedömning, e-portföljer, grundskola
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-157739 (URN)978-0-9942027-0-3 (ISBN)
Conference
8th Biennial International Conference on Technology Education Research Sydney, Australia, 26-29 November 2014
Note

QC 20141215

Available from: 2014-12-14 Created: 2014-12-14 Last updated: 2015-03-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3973-3466

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