"Smartphonen är som en egen liten hjärna". En kvalitativ studie om specialpedagogers syn på smartphonens användbarhet som pedagogiskt hjälpmedel för elever i behov av särskilt stöd i gymnasieskolan
DelaktighetDigitala lärverktygDigital kompetensSmartphoneMobilt lärandeIKTSociokulturell teoriArtefaktKvalitativ ansats
Purpose: The purpose of the present study is to investigate whether and how nine teachers of special education for older students, primarily at Upper secondary school, consider the smartphone an appropriate pedagogical means of assistance to improve participation and to support students with special education needs within and outside the school environment. Theory: The theoretical framework for the study is the sociocultural perspective on learning. The sociocultural perspective is related to the relational perspective and sociocultural learning theory involves learning and participation in school. It views the human being as socially active within a certain historical and cultural context which actively influences the way we act, how we learn and develop through interaction with others in the social, everyday practice. The latter is of vital importance here. Studies related to ICT also constitute part of the theoretical framework of the study.Methodology: The study is based on a qualitative approach with focus on the perspective of the teacher of special education. Nine teachers of special education are interviewed in the study in order to learn more about the way in which they look upon the potential of the smartphone as a pedagogical means of assistance to improve participation for students with special education needs in the classroom of today. The study is based upon their experiences and thoughts. Result: The data collected indicates that the respondents see a good potential in the smartphone as a pedagogical means of assistance to improve participation, however they see participation as an experience only the specific individual can give expression to. According to the result the best opportunities to create participation can be found among students in reading- and writing difficulties and students with executive functioning issues. Interaction is the field of application for which the students primarily seem to use the smartphone, for school related purposes as well as purposes not related to school. There is an ambivalence concerning the latter and how to proceed in handling it in school. With help from the smartphone the student is able to choose how to participate in interaction in various ways, not restricted by physical dimensions. This can contribute to participation. Evidence from the study proves that the respondents consider the smartphone suitable to contribute to participation in a compensatory way also outside of school and in this way it can become part of lifelong learning and render possible a life equivalent to everybody else?s. The obstacles observed in the result of the study are the unfamiliarity and ignorance of the teachers concerning digital learning tools, which indicates a need for further education within the area. The fast technological development along with an endless supply of applications makes it difficult to stay updated, but collaborative learning among colleagues can be of good help here according to the respondents. To conclude the result, the importance of a clear and distinct pedagogical leadership is emphasized when it comes to providing the students with strategies on how to handle the smartphone within the classroom in order to reduce the risk of distraction.