Publications

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In this paper, we describe the process of developing a scientifically grounded instrument for assessing students’ programming skills, as part of a longitudinal research project investigating how students in primary school learn programming. We also present the main findings related to the suitability of the instrument based on a pilot study conducted in spring 2019, collecting data from 310 students.

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Mannila, L., Heintz, F., Kjällander, S., & Åkerfeldt, A. (2020). Programming in primary education: towards a research-based assessment framework. In Proceedings of the 15th Workshop on Primary and Secondary Computing Education (WiPSCE ’20). Association for Computing Machinery, New York, NY, USA, Article 10, 1–10. DOI: https://doi.org/10.1145/3421590.3421598

Sofkova Hashemi, S., Wennås Brante, E., Cederlund, K., Godhe, A-L., Magnusson, P., Stenliden, L., Svärdemo Åberg, E. & Åkerfeldt, A. (2020). Digitala textkompetenser och undervisning. En metatolkande syntes av forskningsstudier om texter, information och multimodalitet i skolan. Trettonde nationella konferensen i svenska med didaktisk inriktning. Bildning, utbildning, fortbildning. Svenska med didaktisk inriktning, SMDI. Johansson, M., Martinsson, B-G. & Parmenius Swärd, S. (Red.). https://drive.google.com/file/d/1XMQ693KXa-UWFFMH6XEfMG6eyLyApVX2/view

McGrath, C. & Åkerfeldt, A. (2019). Educational Technology (Edtech): Unbounded Opportunities or Just Another Brick in the Wall? In: The Digital Disruption of Public Services: An investigative study of the societal impact in Sweden and beyond. Larsson, A & Teigland, R. (eds).

Åkerfeldt, A., Kjällander, S. & Selander, S. (2018). Programmering. Introduktion till digital kompetens i grundskolan. Stockholm: Liber.

Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (2017). Didaktik i omvandlingens tid. Text, representation, design. Liber: Stockholm

Kjällander, S., Åkerfeldt, A., Parnes, P. & Mannila, L. (2017). Makerspaces Across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic countries. In Journal of Digital Learning in Teacher Education. http://dx.doi.org/10.1080/21532974.2017.1387831

Nouri, J., Åkerfeldt, A., Fors, U. & Selander, S. (2017). Assessing collaborative problem-solving skills in technology-enhanced learning environments – the PISA framework and modes of communication. In International Journal of Emerging Technologies in Learning (iJET). (August 2017).

Svärdemo Åberg, E., & Åkerfedt, A. (2017). Design and recognition of multimodal texts – selection of digital tools and modes in the basis of social and material premises? I Journal of Computers in Education. Vol 4. Issue 3, s 283-306. DOI: 10.1007/s40692-017-0088-3

Kjällander, S., Åkerfeldt A., & Petersen, P. (2016). Översikt avseende forskning och erfarenheter kring programmering i förskola och grundskola. Skolverket. http://omvarld.blogg.skolverket.se/wp-content/uploads/sites/2/2016/06/oversikt_programmering_i_skolan.pdf

Johansson, M., Verhagen, H., Åkerfeldt, A., & Selander, S. (2014). How to Design for Meaningful Learning – Finding the Balance Between Learning and Game Components. In Proceedings of the 8th European Conference on Games Based Learning (ECGLB 2014) (Vol. 1, pp. 216–222).

Åkerfeldt, A. (2014). Re-shaping of writing in the digital age – a study of pupils’ writing with different resources. Nordic Journal of Digital Literacy, 9(3).

Åkerfeldt, A. (2014). Didaktisk design med digitala resurser: en studie av kunskapsrepresentationer i en digitaliserad skola. Dissertations. Stockholm: Stockholms universitet, 2014.

Åkerfeldt, A., Karlström, P., Selander, S. & Ekenberg, L. (2013). Lärande i en digital milö: Observation av 1:1. DSV Report Series No. 13‐007. Stockholm: Stockholms universitet. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95617

Svärdemo Åberg, E., Åkerfeldt A. & Selander S. (2013). Elevers design av representationer inom gymnasieskolans projektarbete. In Bente Aamotsbakken & Norunn Askeland (red) Syn for skriving. Om læringsressurser og skriving i skolens tekstkulturer. Oslo: Cappelen Damm Akademisk.

Åkerfeldt, A. & Selander, S. (2011) Exploring educational video game design – meaning potentials and implications for learning. In Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. Felicia, P (Ed). IGI Global.

Lindstrand, F. & Åkerfeldt, A. (2009). Elever skapar tecken om moln i digital lärmiljö. En förändring av lärandets kontext – aspekter på lärande i gestaltningsarbete med digitala resurser. In Linderoth, J. (ed) Individ, teknik och lärande, Stockholm: Carlsson.

Selander, S. & Åkerfeldt, A. (2008). “Learning and meaning making in the virtual space.“ In Handbook of research on digital information technologies: Innovations, methods, and ethical issues. Hansson, T. (ed). Hershey, PA: Information Science Reference.

Selander, S., Åkerfeldt A. & Engström S. (2007). ”Resurser för lärande i en digital miljö – om ’Learning Design Sequences’”. In Tekst i vekst. Knudsen. V. S., Skjelbred, D. & Aamotsbakken, B. (red.).