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Publications (10 of 24) Show all publications
Axell, C. & Simonsson, M. (2019). Barnlitteratur och bokpraktiker i fritidshem. In: Helene Elvstrand, Maria Simonsson och Lina Söderman Lago (Ed.), Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt (pp. 185-214). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Barnlitteratur och bokpraktiker i fritidshem
2019 (Swedish)In: Fritidshemmets möjligheter: Att arbeta fritidspedagogiskt / [ed] Helene Elvstrand, Maria Simonsson och Lina Söderman Lago, Lund: Studentlitteratur AB, 2019, p. 185-214Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-160323 (URN)9789144119953 (ISBN)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved
Sultan, U., Axell, C. & Hallström, J. (2019). Girls’ engagement with technology education: A scoping review of the literature. Design and Technology Education: An International Journal, 24(2), 20-41
Open this publication in new window or tab >>Girls’ engagement with technology education: A scoping review of the literature
2019 (English)In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 24, no 2, p. 20-41Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to review internationally published scientific literature on the subject of girls’ engagement in technology education, in order to identify the most common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupa-tion. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls’ activities mostly describe a neutral, or male kind of “nuts and bolts” technology. As regards girls’ relationship to tech-nology, there is potential for improving female engagement using apparently simple means; for ex-ample, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls’ lower interest in technolo-gy education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer

Place, publisher, year, edition, pages
Wellesbourne, United Kingdom: The Design and Technology Association, 2019
Keywords
girls’ engagement, gender, technology, technology education, scoping review
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-158513 (URN)
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-08-12Bibliographically approved
Axell, C. (2019). Langdon Winner: A Call for a Critical Philosophy of Technology. In: John R. Dakers, Jonas Hallström and Marc J. de Vries (Ed.), Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education (pp. 131-146). Brill Academic Publishers
Open this publication in new window or tab >>Langdon Winner: A Call for a Critical Philosophy of Technology
2019 (English)In: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] John R. Dakers, Jonas Hallström and Marc J. de Vries, Brill Academic Publishers, 2019, p. 131-146Chapter in book (Refereed)
Place, publisher, year, edition, pages
Brill Academic Publishers, 2019
Series
International Technology Education Studies, ISSN 1879-8748 ; 16
National Category
Learning Pedagogy
Identifiers
urn:nbn:se:liu:diva-160270 (URN)9789004405516 (ISBN)
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-16Bibliographically approved
Axell, C. & Stolpe, K. (2019). Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?. In: Sarah Pulé and Marc J. de Vries (Ed.), PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019: . Paper presented at PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019 (pp. 39-47). Department of Technology and Entrepreneurship Education, University of Malta
Open this publication in new window or tab >>Programming as a New Content in Swedish Preschool: What Is It and How Is It Done?
2019 (English)In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 39-47Conference paper, Published paper (Refereed)
Abstract [en]

In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.

Place, publisher, year, edition, pages
Department of Technology and Entrepreneurship Education, University of Malta, 2019
Keywords
Preschool, programming, technology education
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-158488 (URN)9789995714796 (ISBN)
Conference
PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-09-16Bibliographically approved
Axell, C. (2019). Technology Education in a Sámi School: Using Cultural Artefacts as a Learning Tool. In: Sarah Pulé and Marc J. de Vries (Ed.), PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019: . Paper presented at PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019 (pp. 25-38). Msida: Department of Technology and Entrepreneurship Education, University of Malta
Open this publication in new window or tab >>Technology Education in a Sámi School: Using Cultural Artefacts as a Learning Tool
2019 (English)In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 25-38Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this study is to explore the nature of technology education in a Sámi school, in order to identify the potential of indigenous Sámi knowledge for broadening the horizons of technological literacy. This paper presents the findings from the initial analysis of the empirical material. The purpose was to identify which specific artefacts play a central role in technology education in a Sámi school, and how the artefacts are implemented in technology education to convey technological knowledge. The participants (teachers and pupils) were all from the same Sámi School in Northern Sweden. The method employed was participatory observation and empirical material consists of field notes, recorded conversations, photographs and children’s drawings. The findings show that technology education is strongly connected to specific artefacts that are important in Sámi culture. Technology Education is grounded in a holistic view of knowledge and to a large extent integrated with other school subjects. The knowledge system embedded in technology teaching is collective and related to both artefacts and activities. Myths and storytelling are frequently used to contextualise the technological content, and the historical aspect of technology is largely present since connections between older and newer technological solutions are made. Technological knowledge, activities and specific artefacts are not only attributed a practical value, but also given a symbolic value, since a common knowledge base in Technology contributes to strengthening the children’s cultural identity.

Place, publisher, year, edition, pages
Msida: Department of Technology and Entrepreneurship Education, University of Malta, 2019
Keywords
Technology Education, Indigenous Technology, Sámi S
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-158487 (URN)9789995714796 (ISBN)
Conference
PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-09-16Bibliographically approved
Axell, C. & Boström, J. (2019). Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes. International journal of technology and design education, 1-13
Open this publication in new window or tab >>Technology in children’s picture books as an agent for reinforcing or challenging traditional gender stereotypes
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-13Article in journal (Refereed) Published
Abstract [en]

Technology is a field with strong connections to the female/male dichotomy. Children start to stereotype everyday life regarding this dichotomy as early as the age of two. The preschool, through its activities—among them reading aloud from picture books—is an arena where societal norms can be either preserved or challenged. Books about different artefacts, e.g. cars, airplanes and boats, often serve as an introduction for children about the human application of technology and may influence how they identify and categorise the technology they encounter in everyday life. The aim of this study was to investigate the technological content in a selection of picture books from a gender perspective. Since preschools in Sweden often use books from libraries in their daily activities, the empirical material was derived from the library sections Facts for youngsters and Technology for youngsters, aimed at children aged 1–3 and 3–6. A thematic analysis was used to discover the dominant themes within the books. The results show that there is a focus on how separate artefacts function but no detailed explanation of how these artefacts are connected or what kind of implications they have in a societal context. There also seems to be an emphasis on traditionally masculine coded technology.

Place, publisher, year, edition, pages
Switzerland: Springer Natuer, 2019
Keywords
Technology education, Preschool Picture books, Gender, Artefacts, Equality
National Category
Learning Gender Studies
Identifiers
urn:nbn:se:liu:diva-160272 (URN)10.1007/s10798-019-09537-1 (DOI)
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-16Bibliographically approved
Axell, C. (2019). Technology Landscapes in Children’s Literature. In: P. John Williams and David Barlex (Ed.), Explorations in Technology Education Research: Helping Teachers Develop Research Informed Practice (pp. 73-94). Singapore: Springer
Open this publication in new window or tab >>Technology Landscapes in Children’s Literature
2019 (English)In: Explorations in Technology Education Research: Helping Teachers Develop Research Informed Practice / [ed] P. John Williams and David Barlex, Singapore: Springer, 2019, p. 73-94Chapter in book (Refereed)
Abstract [en]

This chapter is about technology and children’s literature. The aim of this study was to take a journey through the technology landscapes of a selection of Swedish children’s literature, written during the last century (Axell,C. Technology landscapes in children’s literature. A didactic journey fromNils Holgersson to Pettson and Findus. Dissertation. Linköping University,Linköping, 2015). The empirical material was based on catalogues used by school libraries to order new books, and some of the chosen books are still frequently borrowed from Swedish libraries. The selection was justified by the fact that they not only contain depictions of technology but also depict issues and problems considered relevant today in the field of technology education. Examples of these issues include reflections about the nature of technology,discussions about its advantages and disadvantages or the way technology is described in a social and historical context. The analysis of the stories showed that they not only contained depictions of technology but also depicted issues and problems relevant in the field of technology education. The ambivalent messages in the books revealed the multifaceted nature of technology as well as its complexity in ways that textbooks seldom do. A conclusion from the analysis was that children’s fiction could be a starting point for creative discussions about the nature of technology and technology’s effects on individuals, society and nature in the past, present and future.

Place, publisher, year, edition, pages
Singapore: Springer, 2019
Series
Contemporary Issues in Technology Education, ISSN 2510-0327, E-ISSN 2510-0335
Keywords
Technology education, Children’s literature, Views of technology, Views of nature, Views of the future
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-154312 (URN)10.1007/978-981-13-3010-0_6 (DOI)978-981-13-3009-4 (ISBN)978-981-13-3010-0 (ISBN)
Available from: 2019-02-04 Created: 2019-02-04 Last updated: 2019-06-18Bibliographically approved
Sultan, U., Axell, C. & Hallström, J. (2019). What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education. In: Sarah Pulé and Marc J. de Vries (Ed.), PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019: . Paper presented at PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019 (pp. 421-430). Msida: Department of Technology and Entrepreneurship Education, University of Malta
Open this publication in new window or tab >>What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education
2019 (English)In: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, p. 421-430Conference paper, Published paper (Refereed)
Abstract [en]

In the field of technology education differences between girls and boys have been researched for some time but there is still a lack of knowledge about what exactly these differences consist of, and why they exist. The aim of this study is to explore tool use and self-image of girls aged 9 to12 when engaging in technology education. Data was collected over a course of two weeks, involving one Swedish compulsory school and three different classes with pupils aged 9 to 12. The data collection method used for this explorative study was unstructured observations made in-class during fourteen hours of teaching. Social identity theory is used as a theoretical framework to gain knowledge and clues as to why girls lose their interest in technology (education) as they get older. The results of the classroom observations revealed that, although the girls were not aware of it, they still confirmed gender stereotypes about girls and technology by e.g. adopting a social identity as not being technical. This study thus largely confirms the prevailing descriptions in previous research on girls and technology education.

Place, publisher, year, edition, pages
Msida: Department of Technology and Entrepreneurship Education, University of Malta, 2019
Keywords
Girls’ engagement, technology education, social identity, stereotyping, prototyping, primary
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-158489 (URN)9789995714796 (ISBN)
Conference
PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-09-16Bibliographically approved
Axell, C. (2018). Att läsa Pettson och Findus med teknikglasögon. In: Karin Stolpe, Gunnar Höst och Jonas Hallström (Ed.), Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö (pp. 51-61). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Att läsa Pettson och Findus med teknikglasögon
2018 (Swedish)In: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst och Jonas Hallström, Linköping: Linköping University Electronic Press, 2018, p. 51-61Chapter in book (Other academic)
Abstract [sv]

Detta kapitel bygger på analyser av det tekniska innehållet i böckerna om Pettson och Findus. Utgångspunkten är att skönlitterära barnböcker kan bidra med viktiga perspektiv på teknik och därför kan ses som betydelsefulla för teknikundervisningen. Genom att skönlitterära berättelser skildrar tekniken i ett sammanhang och individers upplevelser av den, kan de bidra med fördjupning av en mängd olika aspekter av teknik liksom öppna upp för diskussioner om tekniken samt vilken inverkan eller syfte den har eller har haft genom historien. Analyserna visar att teknikens mångskiftande karaktär lyfts fram i berättelserna om Pettson och Findus och exempel på aspekter är: den odödliga tekniken, att det är användaren som bestämmer teknikens funktion samt tekniken som resultat av ”gör-det-självarens” kreativa lösningar.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018
Series
Naturvetenskapernas och teknikens didaktik ; 2018:2
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150902 (URN)9789176853269 (ISBN)
Available from: 2018-09-04 Created: 2018-09-04 Last updated: 2018-09-04Bibliographically approved
Jeppsson, F., Hagerman, F., Axell, C., Frejd, J. & Sultan, U. (2018). Estetiska lärprocesser. In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 26-38). Stockholm: Natur och kultur
Open this publication in new window or tab >>Estetiska lärprocesser
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2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 26-38Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
Estetiska lärprocesser
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150944 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5721-7719

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