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  • 1.
    Lagergren, Anniqa
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Barns musikkomponerande i tradition och förändring2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on education at Swedish community music and arts schools and at primary schools. The aim of the study is to contribute to knowledge formation within the field of music education by examining how children make music in an institutional context and how the development of new approaches in teaching and learning affect how children practise music. This is studied by observing what happens when children aged 9 to 12, compose music when they have access to digital tools in a community music and arts school and in a primary school – with specific focus on how composing tasks take shape under varying contextual and interpersonal conditions. 13 children from a community music and arts school and 21 children from a primary school participated in the study. In order to gather material for this study a survey was undertaken to examine the children’s experiences of music, instruments and digital tools. In order to observe and examine composing activities and the music the children had composed, these sessions were recorded on video. The theoretical framework for the study is based on a sociocultural perspective. The results indicate contextual-related differences between the activities in the community music and arts school and the primary school. The differences are observed in the activities and the music the children compose. By addressing interpersonal-related differences the reason why some groups of children undertake the task of composing and some groups of children do not undertake this task can be examined further.

  • 2.
    Lagergren, Anniqa
    Göteborgs Universitet, Konstnärliga fakulteten, Högskolan för scen och musik.
    What and how do children negotiate in a creative music-making task?2009In: NNMPF conference in Örebro 21th-23rd of January, 2009, 2009Conference paper (Other academic)
  • 3.
    Lagergren, Anniqa
    Academy of Music and Drama, University of Gothenburg, Gothenburg, Sweden.
    Who designs video documentations in research with children; the researchers or the children themselves?2010In: NNMPF Malmö, April 21–23, 2010, 2010Conference paper (Other academic)
  • 4.
    Lagergren, Anniqa
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Learning in new perspectives – entanglement of children, teachers and digital technology2017In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book, 2017, p. 230-230Conference paper (Refereed)
    Abstract [en]

    This paper is based on preliminary results of an on-going study. The aim is to investigate entanglements of children, teachers and digital technology, where humans as well as materiality are considered as actors. Learning is a main concept in the research field of didactics and preschool practice. Research is also highly dominated by a deterministic and dialectic approach. Instead, this study investigates the becoming of an entangled child, where the child continuously is in intra-actions with other humans and digital technology. In this setting Barads (2007) agential realism becomes a way to problematise widespread beliefs about the learning child. In this study, the concept intra-action (Barad, 2007) is used to analyse the becoming of the digital child. Preschool children 4-5 years old, preschool teachers and preschool teacher students participated. They explored a digital App (Toontastic 3D) and created a story with sound and moving images in a Digital Laboratory Centre (DLC). Field notes and video registrations were used for documentation. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Results show that children together with digital technology are strongly bound to each other during the activities. In these entangled becoming actions is reliant both of the children and the technology. Also, the spectrum of action possibilities increases during the process. It is interesting to further discuss the concept of learning in an agential realism perspective as learning emerges without any involvement of teacher students or preschool teachers.

  • 5.
    Lagergren, Anniqa
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Learning “Theory and Methodology of Science” in Professional Education – A Case Study2017In: INTED2017 Proceedings: 11th International Technology, Education and Development Conference: March 6th-8th, 2017 — Valencia, Spain: Conference Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, IATED , 2017, p. 6924-6929Conference paper (Refereed)
    Abstract [en]

    The aim of the project is to study students’ learning in a transformed course in Theory and Methodology of Science (TMS), a compulsory course in all teacher education programs in Sweden.

    The students perceive the course TMS as difficult and abstract. At the same time it offers an important foundation for their continued education such as their final thesis and other research-related courses. Hereby it’s important for students to successfully pass, not only for the course itself, but also for subsequent courses. In a wider perspective, it is also sigificant for the development of the educational field, and to the students’ future workplaces. Our students should be able to understand and apply research for years to come. Heavy courses can also be problematic for economic reasons. Since few students are passing, they do not generate as much money as courses that many students pass. There are also examples where teachers are asked by the management to lower the requirements to increase the pass rate.

    As teachers we have put a lot of effort into the course to support and help students learning. Despite this, only 35% passed the exam in spring 2016, which gave rise to the learning experiment we designed and studied this fall. The pedagogical idea is based on a problem-oriented learning, participatory learning and self-organized learning. This means that the students themselves are largely responsible for the organization of their learning. Teachers work with lectures and seminars, as well as coaching and scaffolding. The course is designed as an authentic empirical research project where both quantitative and qualitative data is used as a starting point. Students work in teams. They organize their work in the project by them selves and write a common research rapport. Through the reformed course, learning is combined with a great student responsibility, where students meaning making, socialization and co-learning are central. Hence, the most important research group work takes place is the project-office-rooms where the students’ main course work is performed. The organization of the course involves that students themselves designates project managers and that they take responsibility for their joint work, week by week. They can also request extra support from the teachers, if necessary.

    The result of the study shows that 86% of the students received a passing grade. The aspects that matter most to the success are: 1) common spaces, the project office, which creates opportunities to exchange knowledge and experience IRL, 2) problem-oriented learning, participatory learning and self-organized learning, increasing participation and motivation, 3) Collective responsibility for knowledge formation during the project period, and 4) Authentic approach of the course, which by its design as closely as possible should simulate real research projects.

  • 6.
    Lagergren, Anniqa
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Children’s actorship in activities with digital media in preschool settings – play or learning?2015In: 25th EECERA Annual Conference "Innovation, Experimentation and Adventure in Early Childhood": Abstract Book, 2015, p. 291-291Conference paper (Refereed)
    Abstract [en]

    The aim is to highlight what kind of play and learning is constituted in situations where preschool children are involved in activities with digital media. This paper presents the results from a research project of children encountering computer tablets in preschool settings. The study is located in a contextual perspective on play (Edwards, 2013), building on earlier studies of digital play and learning (Plowman, McPake & Stephen, 2008) and of digital media and popular culture (Gutnick, Robb, Takeuchi & Kotler, 2011). The theoretical framework for this study draws upon a sociocultural perspective on play and learning (Vygotsky, 1933; Wertsch, 1998), as well as the perspective on participation as a process where both activity and to join in a social practice are components (Lave & Wenger, 1991; Wenger, 1998). Two Swedish preschools with a total of 35 children aged 3- 5 years old participated. The material consists of video recordings followed by interaction analysis. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Main findings show that within this specific context both play and learning takes place in parallel in relation to closeness and distance: on one hand in form of joint activities and mutual enjoyment, and on the other in form of struggle of power and strategies for cheating. Finally, in the children's activities with digital media, popular culture is abundantly present as a facilitator for play and learning, hence should be taken into account in the didactical practice.

  • 7.
    Sjöberg, Jeanette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Seen but not heard?! Children's participation in research about digital technology in preschool2017In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book, 2017, p. 45-45Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to investigate norms and constructions of children in previous research concerning preschool children and digital technology. Digital technology is an important part of preschool activities. The number of children and preschool teachers who have access to computer tablets and clever boards in their everyday practice has increased in recent years (e.g. Couse & Chen, 2010, Edwards, 2013). This development has led to the need of extended knowledge concerning the critical contextual factors of digital technology use in preschool context (e.g. Lindahl & Folkesson, 2012). In the analysis of the material, social constructionism and discursive psychology (Wheterell & Potter, 1992, Potter, 1996) were used. This paper is based on a critical integrative literature review (Torraco, 2005) regarding research on preschool children and digital technology. The review draws from a number of scholarly research articles conducted between 2000-2015. Ethical considerations were met by showing respect and responsiveness to other researchers work (e.g. codex.vr.se). Preliminary results indicate that children often are marginalised in research and focus is more likely to be on an adult's point of view (such as the teacher or the parent). In this sense, children have a weak "voice" in research regarding digital technology use in preschool, therefore, the lack of the child's perspective is evident. The results, we argue, have important implications for researchers, preschool teachers and teacher educators in further discussions of how, when and for what purposes digital technology should be used in preschool children's activities.

  • 8.
    Sjödén, Björn
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool2016In: 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”: Abstract Book, 2016, p. 76-76Conference paper (Refereed)
    Abstract [en]

    We aimed to investigate how young children's interactions with computer tablets (iPads) in preschool may constrain or scaffold collaborative and individualistic behaviour. Drawing from a contextual perspective on play (Edwards, 2013), our study combined perspectives on joint participation (Lave & Wenger, 1991, Wenger, 1998) and content analysis of apps based on learning science (Hirsh-Pasek et al., 2015) in order to analyse how certain app characteristics (e.g. 'playful' vs 'learning' apps, apps supporting 'social interaction' vs 'minds-on activity') related to children's peer interactions. In our view, apps differ from other tools and toys primarily by providing 'pre-packaged activities', such as mathematical tasks, puzzle-solving or rule-based games, which constrain and direct meaningful actions through interactive functions and feedback. Two Swedish preschools (35 children, 3- 5 years old) participated. We openly filmed children's tablet use during free play sessions, totalling 19h of film. Ethical standards were assured through written informed consent by parents and personnel, and oral consent from participating children. Preliminary results indicate that children's activities were constrained and influenced not only by the use of tablets generally, but specifically by different types of apps. For example, apps with 'creative' learning goals, such as Gangnam Style, afforded collaboration, whereas more performance- oriented apps such as Hungry Fish afforded individualistic play and struggles for ownership of the tablet. Our results have important implications for how 'play time' with tablets is assigned in preschool and call for greater attention to varieties in app content for how children engage in social and cognitive activities.

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