Social studies education in a digitized school - a study of teachers' experiences and perspectives on the impact of digitalization

The increasing integration of technology in education has led to significant changes in the way teaching and learning is conducted. This study aims to investigate the impact of digitalization on schools and the teaching of social studies subjects. The research focuses on identifying changes in learning, teaching, the role of teachers and student engagement as a result of the implementation of digitalization in the classroom. The study also aims to explore the challenges and opportunities that have been created by the increasing use of digitalization in schools and society-oriented education. Data was collected through five interviews with teachers who use digital ways in their teaching of social science subjects, and the results were analyzed qualitatively. The findings indicate that digitalization has positively impacted student learning and engagement, but also highlighted challenges. The study concludes that while digitalization presents challenges, it also creates opportunities for improving teaching and learning and increasing student engagement. The results of this study can be used to guide teachers and schools in the effective integration of digitalization in society-oriented education

Social studies education in a digitized school - a study of teachers' experiences and perspectives on the impact of digitalization

The increasing integration of technology in education has led to significant changes in the way teaching and learning is conducted. This study aims to investigate the impact of digitalization on schools and the teaching of social studies subjects. The research focuses on identifying changes in learning, teaching, the role of teachers and student engagement as a result of the implementation of digitalization in the classroom. The study also aims to explore the challenges and opportunities that have been created by the increasing use of digitalization in schools and society-oriented education. Data was collected through five interviews with teachers who use digital ways in their teaching of social science subjects, and the results were analyzed qualitatively. The findings indicate that digitalization has positively impacted student learning and engagement, but also highlighted challenges. The study concludes that while digitalization presents challenges, it also creates opportunities for improving teaching and learning and increasing student engagement. The results of this study can be used to guide teachers and schools in the effective integration of digitalization in society-oriented education

How digitization has affected history teaching for students withneuropsychiatric disabilities

The purpose of this work is to investigate how the school’s digitization has affected history teaching for students with neuropsychiatric disabilities. In order to fulfill the purpose, the following question has been formulated: “What consequences does the school’s digitization generate for students with neuropsychiatric disabilities within the frame of history teaching?” The method for this work is based on systematic literature research through three databases, SwePub, Google Scholar and ERIC. These three databases were used to produce articles to further strengthen our question. The searches were done in both Swedish and English to get the largest possible selection of items. The results show that the school’s digitization has a positive impact on students with various neuropsychiatric disabilities but also all students. However, there are a limited number of studies that show the positive effects on NPF students. But based on the research found, it can be stated that digital tools play a crucial role in the child developing knowledge in order to achieve the goals in their education

How digitization has affected history teaching for students withneuropsychiatric disabilities

The purpose of this work is to investigate how the school’s digitization has affected history teaching for students with neuropsychiatric disabilities. In order to fulfill the purpose, the following question has been formulated: “What consequences does the school’s digitization generate for students with neuropsychiatric disabilities within the frame of history teaching?” The method for this work is based on systematic literature research through three databases, SwePub, Google Scholar and ERIC. These three databases were used to produce articles to further strengthen our question. The searches were done in both Swedish and English to get the largest possible selection of items. The results show that the school’s digitization has a positive impact on students with various neuropsychiatric disabilities but also all students. However, there are a limited number of studies that show the positive effects on NPF students. But based on the research found, it can be stated that digital tools play a crucial role in the child developing knowledge in order to achieve the goals in their education