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The purpose of this qualitative interview study is to highlight the differences in Swedish teaching before and after digitalisation in school. The study deals with teachers’ experiences of the impact of digitalisation on their Swedish teaching. The results are based on the teachers’ experiences of how they have changed the teaching of Swedish from a didactic perspective towards a more design-theoretic and multimodal teaching using the digital tools and teaching aids. The study has given me new knowledge about the didactic and design-theoretic impact of digitalisation on Swedish education. I have also been inspired by all the possibilities that exist to vary my teaching with the help of the digital tools and teaching aids, which I will greatly benefit from in my work as a teacher. Six primary teachers from two different schools in the same municipality participated in the study. The interviewed teachers have been active before and after digitalisation, which allows them to make comparisons between the time before and after digitalisation. The results of the survey show that the interviewed teachers have both positive and negative experiences of Swedish teaching from the time before as well as after digitalisation with a few exceptions. However, most teachers are positive about digitalisation and see the most advantages in it. The teachers in the study prefer a mixture of information channels in their teaching with digital tools, digital teaching aids, textbooks, digital supplements to textbooks and other information channels according to multimodal theory. They thought that they have succeeded well with the implementation of the digital tools in their teaching and that they have received sufficient training to be able to manage and implement the tools in the teaching. However, the teacher training courses do not seem to keep up with the digital development because according to studies, most students feel that they have received too little information and communication technology training to be able to use and implement the digital tools in their teaching. The teachers training programs thus need to be updated in order to meet the students’ needs for education. Keywords: Digitalisation; Swedish language teaching; digitalization strategy; digital tools; design theory, primary teachers.

This study aims to showcase how primary school teachers for ages 7-9, view qualities of outdoor areas and how they perceive obstacles and opportunities with teaching the subject of Biology outdoors. The aim is also to contribute with knowledge of how elementary schools can make outdoor education more accessible. The data was collected by semi-structured interviews and was conducted with nine primary school teachers from four municipalities in Sweden. The thematic analysis of the interview shows that the teachers are positive towards outdoor education and its influence on pupils’ knowledge acquisition in Biology. Despite this, teachers tend to avoid using outdoor education because of the different challenges that comes with it. The results show that the teachers’ perception of the quality of outdoor areas as well as their didactic and subject knowledge, influenced their use of outdoor teaching in biology. We can use the teachers’ views on the outdoor educations’ possibilities and challenges to contribute with recommendations as to how the schools can support the use of outdoor education. This includes having enough personnel, possibilities for teachers to improve their competence in the area, outdoor classrooms and preserving outdoor areas. Denna studie syftade till att kartlägga hur undervisande lärare i biologi för årskurs 1–3 uppfattar vilka kvalitéer grönområden bör ha, samt möjligheter och utmaningar med utomhusundervisning. Syftet med studien är även att bidra med kunskaper om vilka insatser som skolansverksamhet kan vidta, för att utveckla utomhusundervisningen i biologiämnet på lågstadiet. För att ta reda på studiens frågeställningar genomfördes en semistrukturerad intervjustudie. Nio grundskolelärare i fyra olika kommuner i Mellansverige intervjuades. Sedan utfördes en tematisk analys av de inspelade intervjuerna. Resultatet indikerar att lärarna är positivt inställda till utomhusundervisning och anser att det är gynnsamt för elevers lärande. Utmaningarna gör dock att utomhusundervisningen undviks i stor utsträckning. Kartläggningen visar att lärarnas uppfattningar om bland annat personalbrist, grönområdens kvalitet samt deras didaktiska- och ämneskunskaper påverkade deras användning av utomhusundervisning i biologi. Till följd av lärarnas synpunkter kring möjligheter och utmaningar kan studien slutligen bidra med rekommendationer till skolverksamheten för att stötta utomhusundervisning. Det innefattar att ha tillräckligt med personal, ge möjlighet till kompetensutveckling, uteklassrum samt att bevara grönområden.

The aim with this thesis was to study how primary school teachers perceive their mission in working with inclusive education. The aim was also to study their thoughts and experience of the Special education support. To conduct the inquiry twelve primary school teachers from two different communities in Sweden were asked to give their views of inclusive education. The central issues was how the primary school teachers interprets the concept of inclusion, the opportunities and obstacles they perceived and how the Special education support was formed in the work with inclusion in their schools. The result shows that the majority part of the primary teachers interprets the concept as a spatial or social inclusion. The result also shows that primary teachers are familiar with the values given by national curriculum but to perceive all students as an asset in their daily educational work the primary teachers expressed a feeling of uncertainty. The Special education support was described as compensatory where the students mainly get help to catch up, often in a small group or individually. The conclusion is that the Special education mainly works traditionally and few teachers question the approach. The word inclusion was understood differently by the primary teachers and they perceived inclusion more like an obstacle than as an opportunity. A major reason is the requirement of high effectiveness and fear of not suffice for all students. Syftet med denna studie var att få kunskap om hur grundskollärare ser på och uppfattar sitt uppdrag att arbeta med en inkluderande skolverksamhet. Syftet var också att undersöka deras tankar kring och erfarenhet av det specialpedagogiska stödet i detta arbete. För att genomföra studien har tolv grundskollärare i årskurserna 1-6 från två olika kommuner i Sverige genom kvalitativa intervjuer fått ge sin syn på verksamheten. Intervjuerna har utgått ifrån forskningsfrågorna hur grundskollärare tolkar begreppet inkludering, vilka möjligheter och hinder lärarna kan se med ett inkluderande arbetssätt och hur lärarna ser på det specialpedagogiska stödet vid inkludering. Resultaten visar på att de flesta lärare tolkar begreppet inkludering som placeringsorienterad, en fysisk placering, och/eller individorienterad, när enskild elev behöver stöd. Våra resultat visar också på att lärare är väl förtrogna med den värdegrundstanke som genomsyrar skolans styrdokument, men när det gäller att se alla elever som en tillgång i klassrummet och möta dem där de är, beskriver de en känsla av otillräcklighet. Det specialpedagogiska stödet beskrivs som kompensatoriskt, där eleven får stöd i att hinna ikapp övriga elever, oftast enskilt eller i liten grupp utanför ordinarie undervisningslokal. Slutsatsen blir att den specialpedagogiska verksamheten främst arbetar traditionellt och få lärare förändrar det arbetssättet. Ordet inkludering uppfattas olika av lärarna och inkludering ses mer som ett hinder än som en möjlighet. En stor anledning till det är kravet på hög måluppfyllelse och rädsla för att inte räcka till för alla elever.