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„It\u27s the end of the world as we know it“: Viðhorf kennaranema til ChatGPT
No full textThis article discusses a study conducted among university students in teacher education on attitudes toward ChatGPT in the autumn of 2023. The use of artificial intelligence (AI), such as ChatGPT, has grown rapidly in recent years, and AI tools have become more diverse and accessible. Academic papers on AI, especially in higher education, have steadily increased, particularly since ChatGPT became available to the public in November 2022. ChatGPT has, in many ways, marked the beginning of shifts in learning and teaching within universities, potentially leading to new, even transformative possibilities that were previously unthinkable. At the same time, concerns have arisen regarding ethical issues and academic integrity.
The study presented in the article is based on a survey conducted among master’s students at the beginning and end of two courses in educational sciences. The survey was carried out twice in September and November 2023. The study aimed to examine the attitudes of student teachers at the University of Akureyri towards ChatGPT in autumn 2023, highlighting the opportunities and challenges of using the tool in higher education, and to explore how they envision utilizing the tool in the future. Additionally, the study examined whether attitudes and usage as regards ChatGPT by student teachers changed over the semester. Data were collected through an online survey administered to the same group of students on campus during two short-term study periods. The survey used mixed methods and consisted of closed and open-ended questions. Following all closed questions, an open-ended question was asked, allowing students to elaborate in their own words. Thirty-nine students responded to the survey in September, a response rate of 87%. The follow-up survey in mid-November had twenty-three respondents, a response rate of 51%. The gender ratio (women/men) was balanced. The study shows that students in the teacher education programme believe the use of ChatGPT requires significant responsibility and critical thinking, but in general, they view the tool’s possibilities positively for both learning and teaching. For instance, they see potential in using ChatGPT for lesson preparation, question generation, and brainstorming. There was a difference in responses between the first and second survey, especially regarding experience of using ChatGPT. In the September survey, students indicated that the tool was used in an experimental and simple manner, while the November survey showed more purposeful use to support learning. Additionally, responses in the second survey reflected greater confidence in using the tool for complex tasks and increased awareness of the importance of honest and responsible use, along with ways to leverage the tool to stimulate learning. Students’ responses emphasize the opportunities for using ChatGPT to support learning and imply that appropriate use can be beneficial and efficient for both students and teachers and likely to increase equity in education. The November survey results revealed that as the semester progressed, students set out to use ChatGPT in more diverse and deeper ways and, with increased knowledge and usage, they saw further new opportunities to use the tool. They began using ChatGPT for idea inspiration, exploring different viewpoints, formulating questions, creating summaries, aiding project work, organizing studies, explaining unclear concepts, and drawing out perspectives other than their own. The study highlights various challenges associated with using ChatGPT, particularly concerning ethical issues, information reliability, and impact on in-depth learning. Students’ concerns were varied, including issues relating to ChatGPT’s accuracy, as precision and depth in academic work is a crucial safeguard against potential misuse and plagiarism. As the semester progressed, it was evident that the students increasingly considered ethical and responsible use, more than appeared at the beginning of the semester, recognising the importance of learning about the technology, and using it wisely. They also emphasised the need to be critical and reflective about content from ChatGPT and to carefully consider how best to use it in higher education. Students expressed the opinion that universities must prepare for the use of the technology and teachers should consider and discuss ChatGPT positively. The research offers insights into how ChatGPT can influence learning and teaching, emphasising the necessity for collaboration between universities and students in developing policies for responsible ChatGPT use. This study, as well as others, suggests that ChatGPT can provide diverse and extensive support in higher education, for example, by initiating new learning and teaching methods. Universities need to lead the use and teaching of ChatGPT and other AI tools, ensuring students can learn to handle them effectively and honestly. As one student put it, quoting the rock band REM “It’s the end of the world as we know it,” which in many ways is true and can refer to both positive and negative developments, depending on how the tool is used in learning and teaching. Considering this, the findings highlight the importance of listening to students in this process, as the emergence of AI tools, such as ChatGPT, has transformed the university learning environment and calls for ethical responsibility from both universities and students.Á undanförnum misserum hefur verið töluverð umræða í háskólum um kosti og galla ChatGPT í námi. ChatGPT er öflugt gervigreindarverkfæri sem er byggt á risamállíkani og líkir eftir mannlegum texta. Markmið rannsóknarinnar var að varpa ljósi á viðhorf kennaranema í Háskólanum á Akureyri til ChatGPT á haustmisseri 2023, tækifæri og áskoranir tengdar notkun verkfærisins í háskólanámi og hvernig þau sáu fyrir sér að nýta það í framtíðinni. Einnig var skoðað hvort viðhorf þeirra og notkun á ChatGPT breyttist yfir misserið. Gagna var aflað með spurningakönnun í tveimur námskeiðum í kennarafræði, bæði í upphafi og við lok misserisins, og gögnin þemagreind. Niðurstöður sýndu að nemendur voru meðvitaðir um tækifæri og áskoranir tengdar ChatGPT og lögðu áherslu á ábyrga notkun. Einnig mátti greina breytingu á viðhorfi nemenda í garð ChatGPT og þróun í notkun verkfærisins milli kannananna. Rannsóknin veitir upplýsingar um viðhorf til ChatGPT og notkun þess meðal kennaranema og undirstrikar mikilvægi samtals og samvinnu innan háskólasamfélagsins um notkun verkfærisin
Brothættir menntunarmöguleikar nemenda af erlendum uppruna við lok grunnskóla: Málamiðlun framtíðarvona
No full textThe foreign population in Iceland has changed rapidly over the past few years, moving from a homogenous population to a more diverse society. Hand in hand with the changing demography, the composition of compulsory Icelandic schools has changed in the past decade, but nowadays, roughly one out of four children in Iceland is of foreign background. These changes pose new challenges if schools are to comply with the inclusive school policy to which they are legally bound.
According to official data, children of foreign background seem to fare worse in school than their native counterparts. There is a clear demographic divide between students who choose subject-based upper secondary schools, with first-generation immigrant boys outnumbering any other groups, and an even more pressing issue is that students of foreign background are far more likely to discontinue their upper secondary studies after four years and are less likely to graduate from upper secondary school. The high drop-out rate from Icelandic secondary schools has long been an issue. It is not unique to students of foreign background. In fact, in their White Paper on education reform, the Ministry of Culture and Education stated that one of their main objectives was to ensure that at least 60% of students would graduate on time. This goal was reached in 2019 – for students of Icelandic background. There is still a long way to go for students of foreign background, particularly first-generation immigrants, further emphasising the role of the students’ background when treading the educational path in Iceland. This situation evokes questions about the openness of the school system, and we must ask ourselves: Are we systematically seeing certain groups of children leaving the school system without a baseline level of knowledge and skills?
This study is based on the findings of PhD research and a thesis. It is a mixed methods study based on a survey distributed in 17 schools in Iceland among teenagers of Icelandic and foreign background and 32 interviews with students of foreign background. All data was specifically gathered for this study. The main objective of this survey is to understand the educational aspirations of teenagers in the last three years of compulsory education. This study addresses the question: how do educational aspirations among students of foreign background in Iceland appear? What do they perceive as their educational opportunities regarding where in the country they live, their perceived ability in Icelandic as a subject at school and to communicate in the language, and the positionality of the family?
This study explores how students negotiate their educational aspirations and how they navigate these aspirations despite the barriers they encounter exacerbated by their background. This study shows how students negotiated their future aspirations based on a perceived lack of language skills and where they resided in the country. This study further shows how a group of students, most of whom aimed for further education, explained how they would leave school to work if their family faced financial difficulties. These findings highlight the fragility of educational opportunities, where the aspirations are highly dependent upon the perceived financial security of the family. Moreover, this study highlights the fragility of educational opportunities, where students evaluate their opportunities regarding their perception of the commonality of hardship in Icelandic society. These findings shed light on the perceived positionality of the migrant family in Icelandic society and underline the complexities of the push and pull factors of the educational path.Síðastliðna þrjá áratugi hefur einstaklingum af erlendum uppruna fjölgað hratt á Íslandi og hefur samfélagið þróast frá því að vera fremur einsleitt yfir í að vera fjölþjóðlegt. Slíkum breytingum fylgja áskoranir fyrir íslenskt skólakerfi sem þarf að mæta. Nemendum af erlendum uppruna hefur vegnað verr í skóla og brottfall úr framhaldsskóla er hlutfallslega meira meðal þeirra en nemenda af íslenskum uppruna. Vekur það spurningar um hversu opið íslenskt skólakerfi er í raun, það er hvort börn fái að blómstra í gegnum nám sitt, á eigin forsendum og óháð uppruna. Markmið þessarar rannsóknar er að skilja framtíðarvæntingar unglinga af erlendum uppruna til náms eftir grunnskóla. Tilgangur rannsóknarinnar er að bera kennsl á mögulegar hindranir nemenda með erlendan bakgrunn þegar marka á sér framtíðarstefnu og skilja hvar breytinga er þörf svo hægt sé að mæta þörfum þeirra og veita stuðning. Í þessari rannsókn er leitast við að svara tveimur rannsóknarspurningum: Hvernig birtast framtíðarvæntingar til náms hjá nemendum af erlendum uppruna í efstu bekkjum grunnskóla á Íslandi? Hvaða menntunarmöguleika telja þau sig eiga, að teknu tilliti til búsetu, upplifunar á gengi í íslensku í skóla, eigin tungumálakunnáttu og stöðu fjölskyldunnar í íslensku samfélagi? Rannsóknin er með blönduðu sniði og byggist annars vegar á spurningakönnun sem 860 nemendur með íslenskan og erlendan bakgrunn í 17 grunnskólum svöruðu, og hins vegar á viðtölum við 32 nemendur með erlendan bakgrunn. Niðurstöður sýna hvernig framtíðaráform nemenda af erlendum uppruna eru afurð málamiðlana, mótuð m.a. af hugmyndum þeirra um skort á eigin tungumálagetu, bæði í námi og almennt, og hvar á landinu þau búa. Rannsóknin varpar ljósi á hve brothætt framtíðaráform nemenda geta verið, þar sem nemendur meta tækifæri sín eftir því hvernig þau upplifa stöðu sína í íslensku samfélagi
„Ég er enn að hugsa um að byrja aftur“: Ástæður brotthvarfs meðal háskólanema í Íslensku sem öðru máli
No full textThe study aimed to understand the significant attrition rates within the Icelandic as a Second Language BA programme at the University of Iceland, seeking clues for effective strategies to mitigate this issue. Since its establishment in 1989, the programme has seen a substantial increase in enrolment, growing from 65 students in 1990 to 287 in the 2023– 24 academic year, marking a considerable growth. Despite this, the programme has faced challenges with retention, with a notable decrease in student numbers between successive years and an overall graduation rate lingering around 16 % since 2016, considerably lower than the university’s average undergraduate completion rate of 53 %.
This research is the first empirical survey targeting current and former students to elucidate why they decided to discontinue their studies prematurely. It also delves into the students’ initial objectives, their personal backgrounds, and how these factors might correlate with the attrition rates. The study’s findings unveil avenues for enhancement, particularly in revising procedural, organisational, and pedagogical aspects of the programme, anticipating the future expansion of the programme in light of Iceland’s growing foreign-origin population.
A questionnaire was distributed to all students who had enrolled in the programme over the past ten years (2013–2023), totalling 1,150 students. It addressed their reasons for studying, employment alongside their studies, dependents, how well or poorly the programme served them, and the language family of their mother tongue. Those students still in the programme were additionally asked about their intent to complete their BA degree. Respondents who had dropped out or intended to drop out without graduating were asked why and whether a different programme structure would have facilitated their completion. Furthermore, the participants were given the opportunity to answer open-ended questions with free text about the detailed reasons for their discontinuation of the programme or their lack of intent to complete it. The number of respondents was 431, resulting in a response rate of 37.5 %.
The data challenged the prevalent assumption that most students only intended to gain specific language proficiency without completing the degree, revealing that 82 % of current students aspire to graduate. However, the historical completion rate starkly contrasts with this ambition, underscoring the necessity for a more inclusive and flexible curriculum, especially accommodating students’ diverse backgrounds and needs.
Studies have shown that a diverse student body with various foreign backgrounds poses the greatest challenge to retention (Thomas, 2021). An inclusive curriculum and teaching methods are crucial, particularly regarding course organisation, student-centred teaching approaches, assessment, support, and information dissemination.
The participants cited time constraints, economic and work-related reasons, and dissatisfaction with the course itself as primary reasons for discontinuing their studies, although 70 % felt the programme was beneficial.
A significant portion of the free text feedback highlighted rigid scheduling and a lack of programme flexibility as major deterrents for students who discontinue their studies, particularly for students working alongside their studies. There was a significant demand for distance learning options, especially among those juggling employment and childcare or those who had relocated from the capital.
The responses also illuminated a desire for a more diverse and applicable curriculum. Many students expressed the need for course content that resonates more closely with their lived experiences and professional aspirations beyond the traditional roles of translators or teachers. This feedback suggests opportunities to enhance relevance and engagement in the programme.
In conclusion, the study not only sheds light on the complex factors contributing to student attrition but also highlights the potential for programme enhancements through increased flexibility, a more diverse curriculum, and stronger institutional support. Because the Icelandic as a Second Language programme is poised for further growth, these insights are invaluable for shaping a more inclusive, adaptable, and supportive educational environment that not only attracts but retains a diverse student body, ultimately enriching the academic and cultural fabric of the University of Iceland.Markmið þessarar rannsóknar var að leiða í ljós helstu ástæður mikils brotthvarfs meðal BA nemenda í Íslensku sem öðru máli, í þeim tilgangi að leita leiða til að sporna gegn því. Aðeins um 16% nemendanna útskrifast með BA gráðu í samanburði við 53% grunnnema í Háskóla Íslands sem heild. Rannsóknir á liðnum áratugum hafa aukið skilning á því hvernig ýmsar félagslegar, menningarlegar, efnahagslegar og stofnanalægar breytur, í samspili við einstaklingsbundna þætti, hafa áhrif á ákvörðun nemenda um að hætta námi fyrir útskrift. Meginrannsóknarspurningin í þessari rannsókn var hvernig nemendur skýra eigið brotthvarf, ásamt því hvert markmið þeirra væri með náminu og hvað einkennir samsetningu hópsins. Spurningakönnun var send á alla nemendur sem hafa skráð sig í námið síðastliðin tíu ár (2013 til 2023). Fjöldi í þýði var 1150 nemendur og var svarhlutfall 37,5%. Niðurstöður sýna að nemendahópurinn er afar ólíkur öðrum grunnnemum í íslenskum háskólum hvað varðar fjölbreyttan uppruna, atvinnuþátttöku og aldur. Mikill meirihluti, eða 82%, ætlar sér að útskrifast af námsbrautinni en mætir ýmsum hindrunum. Svarendur nefna helst skort á tíma, efnahagslegar og vinnutengdar ástæður ásamt óánægju með áherslur í náminu og tengingu þess við markmið þeirra og félagslegan veruleika. Námsskipulagið hafi verið steinn í götu þeirra og fjarnám eða sveigjanlegra skipulag myndi auðvelda þeim ástundun. Þrátt fyrir það telja um 70% þeirra sem hættu að námið hafi gagnast þeim vel. Niðurstöðurnar gefa til kynna mikilvæg tækifæri til úrbóta, svo sem breytingar á verklagi, skipulagi, þróun kennsluhátta og kennslumenningar. Enn fremur birtust skýrar vísbendingar um tækifæri til að tengja námsáherslur betur við fjölbreyttan reynsluheim og markmið nemenda, og að öflugri upplýsingagjöf ásamt sterkara námssamfélagi gæti unnið gegn brotthvarfi
Eru endurskoðendur reiðubúnir fyrir sjálfbærniskýrslur?
No full textThis study examines the state of knowledge of Icelandic accountants for the implementation of sustainability reporting in light of the new European Union Directive (CSRD) and the implementation of the European Sustainability Reporting Standards (ESRS). In collaboration with the Association of Chartered Accountants, a survey was conducted in 2022, which revealed that Icelandic accountants were not well informed about eight recognized sustainability standards. The results point to auditors’ limited experience with sustainability reporting, which may call for further education and training before implementation. By comparing the results from the United States, it becomes clear that auditors’ limited knowledge of sustainability reports and standards is not only an Icelandic phenomenon. The study highlights the importance of knowledge transfer and an institutional approach to ensure that accountants are better equipped to meet new demands.Þessi rannsókn kannar stöðu þekkingar íslenskra endurskoðenda fyrir innleiðingu sjálfbærniskýrslugerðar í ljósi nýrrar tilskipunar Evrópusambandsins (CSRD) og innleiðingu evrópsku sjálfbærniskýrslustaðla (ESRS). Í samstarfi við Félag löggiltra endurskoðenda var gerð könnun árið 2022, sem leiddi í ljós að íslenskir endurskoðendur voru ekki vel upplýstir um átta viðurkennda sjálfbærnistaðla. Niðurstöðurnar benda til takmarkaðrar reynslu endurskoðenda af sjálfbærniskýrslugerð, sem gæti kallað á frekari menntun og þjálfun fyrir innleiðingu. Með samanburði við niðurstöður frá Bandaríkjunum kemur í ljós að takmörkuð þekking endurskoðenda á sjálfbærniskýrslum og stöðlum er ekki einungis íslenskt fyrirbæri. Rannsóknin undirstrikar mikilvægi þekkingaryfirfærslu og stofnanafræðilegrar nálgunar til að tryggja að endurskoðendur verði betur í stakk búnir til að mæta nýjum kröfum
Nýsköpun í opinbera geiranum – svæðisbundinn munur á höfuðborg og landsbyggð
No full textEntrepreneurship and innovation in the private sector are often considered when examining the contribution of innovation to growth and quality of life. Such innovation is certainly important, but it is no less necessary that the part of the economy that belongs to the public sector develops in line with the new times. This article examines innovation in the public sector in Iceland, more specifically innovation at the state and ministerial level as well as workplaces at the municipal level. Our theretical approach builds on theories regional innovation. The underlying data was obtained through a detailed survey, conducted among workplaces at both the state and local (municipal) authorities. The research utilizes regression analysis and graphical representation, to compare innovation in Iceland by region to examine how it fits into theories on regional innovation. The results indicate that there is somewaht less innovation at the geographical periphery, i.e. outside of the capital area. That result is in accordance with traditional theories about regional innovation and about innovation on the geographical periphery. But it also appears that this difference is smaller when it comes to workplaces at the municipal level than in state institutions. This fits with newer theories about innovation at the periphery, which emphasize that there are many ways to define the context between the core and the periphery, including social networks and organizational issues. We also look at what motivations lie behind innovation projects and what value they are considered to have delivered, both in the capital area and outside of it.Gjarna er horft til frumkvöðlastarfsemi og nýsköpunar í einkageiranum í samhengi við þátt nýsköpunar í auknum lífsgæðum. Slík nýsköpun er vissulega mikilvæg, en ekki er síður nauðsynlegt að sá hluti hagkerfisins sem tilheyrir hinu opinbera þróist í takt við nýja tíma. Í þessari grein er til rannsóknar nýsköpun í opinbera geiranum á Íslandi, nánar tiltekið nýsköpun hjá ríkisstofnunum og hjá vinnustöðum á sveitarfélagastiginu. Fræðileg nálgun rannsóknarinnar byggir á kenningum um svæðisbundna nýsköpun og var gagna aflað með ítarlegri könnun sem fram fór meðal opinberra vinnustaða um allt land, bæði hjá ríki og sveitarfélögunum. Í rannsókninni er aðhvarfsgreiningu og myndrænni framsetningu beitt til að bera saman umfang og áherslur opinberrar nýsköpunar á Íslandi eftir landsvæðum og leggja mat á hvernig hún fellur að fræðilegum kenningum um svæðisbundna nýsköpun. Niðurstöður rannsóknarinnar eru að nýsköpun sé minni á hinum landfræðilega jaðri, þ.e. utan höfuðborgarsvæðisins, og eru þær niðurstöður í samræmi við hefðbundnar kenningar um svæðisbundna nýsköpun. En einnig kemur fram í gögnunum að þessi munur er minni þegar kemur að vinnustöðum á sveitarfélagastiginu heldur en hjá ríkisstofnunum, sem fellur að nokkru leyti að nýrri kenningum um nýsköpun á jaðrinum. Þær kenningar leggja áherslu á að margar leiðir eru til að skilgreina samhengið milli kjarna og jaðars, svo sem tengslanet og skipulagsleg atriði. Við skoðum einnig hvaða hvatar liggja að baki nýsköpunarverkefnum og hvaða virði þau eru talin hafa skilað, bæði á höfuðborgarsvæðinu og utan þess
Í upphafi skyldi endinn skoða: Stefna stjórnvalda og þróun á sviði nýsköpunar á Íslandi 2003–2022
Get PDFAs awareness of the importance of innovation has increased, governments around the world have become increasingly interested in strenghtening innovation and have set policies for that purpose. The goal of this study is to increase understanding of how government policy affects the development of innovation and thereby support governments in learning from past experiences and tailoring its policy to local conditions. The theoretical foundations of this study are based on previous studies of innovation and innovation policy. In the study, the innovation policy and the development of innovation in Iceland are analyzed over a 20-year period, from 2003 to 2022. Text analysis and descriptive statistics are used to assess the content of the policy, the development of innovation and the coherence between policy and development. The results are that the major aim of the policy was to create a knowledge-based society and to support research and development in order to create an additional pillar for carrying the Icelandic economy. Revenues and the number of new firms in innovative industries have grown considerably during the period, although the growth did not exceed the economy as a whole. The policy was found to be consistent with the development of innovation during the period even if it is questionable if a new pillar emerged. Further research on the interaction between innovation policy and the development of innovation in Iceland has the potential to increase general knowledge in this field and improve our understanding of the conditions that exist in Iceland and how individual policy instruments used by the Icelandic government affect the level and success of innovation.Samhliða aukinni meðvitund um mikilvægi nýsköpunar hafa stjórnvöld víða um heim í auknum mæli haft áhuga að efla nýsköpun og sett sér sérstaka stefnu af því tilefni. Tilgangur þessarar rannsóknar er að auka skilning á því hvernig stefna stjórnvalda hefur áhrif á þróun nýsköpunar og þar með að aðstoða stjórnvöld við að læra af fyrri reynslu og sníða stefnu sína að aðstæðum. Fræðilegar undirstöður rannsóknarinnar byggja á kenningum um nýsköpun og nýsköpunarstefnu stjórnvalda. Í rannsókninni er nýsköpunarstefna stjórnvalda og þróun nýsköpunar á Íslandi greind á 20 ára tímabili, frá árinu 2003 til ársins 2022. Beitt er textagreiningu, lýsandi tölfræði og myndrænni framsetningu til að meta stefnu stjórnvalda, þróun nýsköpunar, og samræmi milli stefnu og þróunar. Niðurstöður rannsóknarinnar eru að stjórnvöld stefndu að því að skapa þekkingarþjóðfélag þar sem kerfisbundið væri unnið að því að styðja rannsóknir og þróun og þannig byggja nýja stoð undir íslenskt atvinnulíf. Umfang og árangur nýskapandi atvinnugreina, hafði aukist talsvert á tímabilinu, þó að sú aukning hafi ekki verið umfram atvinnulífið í heild. Samræmi reyndist vera á milli stefnu stjórnvalda og þróunar nýsköpunar á tímabilinu þó svo niðurstöðurnar vekja upp spurningar hvort að ný og styrk stoð hafi myndast. Frekari rannsóknir á samspili nýsköpunarstefnu og þróun nýsköpunar á Íslandi eru áhugaverðar til að byggja upp almenna þekkingu á þessu sviði og til að auka skilning á þeim aðstæðum sem eru til staðar á Íslandi og læra hvernig einstakar aðgerðir íslenskra stjórnvalda hafa áhrif á umfang og árangur nýsköpunar. 
Börn með stuðningsþarfir í leikskóla margbreytileikans
Get PDFAll individuals may need assistance at some point in their lives; some will always require support, while others need it temporarily. Preschools play a crucial role in accommodating children who face challenges, as targeted support can significantly influence their development and well-being. This article highlights the role of preschool teachers in assessing and identifying children’s support needs and the value of early intervention. The assessment of children’s needs is divided into two parts: first, fundamental factors that significantly impact a child’s well-being and behavior, and second, their educational needs. Following this, the focus is on intervention and support through play, as play is the most powerful learning tool for all children, regardless of their abilities and development. The purpose of the article is to shed light on practical approaches in early years education and to emphasize the importance of detailed assessment and targeted support for those who need it. The article underscores the role of preschool in the development and learning of children during the years when the foundation for their long-term education and well-being is laid. Early intervention and support can make all the difference in a child’s learning and development and can help a child overcome additional needs altogether. The preschool environment and qualified staff play a significant role in the well-being and comprehensive development of children. With minor adjustments, such as changes to the teaching approach or environment, or the provision of additional support, encouragement, and help, significant progress can be made. At the end of the article, the philosophy of slow-paced pedagogy is addressed. This philosophy aligns well with the concept of an inclusive school. It involves an educational setting where children are given time and space to learn, recognizing that we are not all alike and do not all walk the same path, but we still aim for the same goal: to become good and caring individuals with a positive self-image and strong social and emotional skills. Icelandic preschools face various challenges, such as a shortage of preschool teachers, which can affect the quality of preschool education. However, children are entitled to a high-quality education that meets their needs and helps them achieve their best possible outcomes and fulfill their potential. The article is based on a theoretical approach and the author’s knowledge, experience, and interest in issues concerning children with special needs.Allir geta þurft á aðstoð að halda einhvern tíma á ævinni, sumir munu alltaf þurfa stuðning, aðrir tímabundið. Eitt af hlutverkum leikskólans er að koma til móts við börn sem glíma við einhvern vanda, en markviss stuðningur getur haft mikið að segja um framvindu þroska og líðan þeirra. Markmiðið með greininni er að lýsa hlutverki leikskólakennara við mat og greiningu á stuðningsþörfum barna og gildi snemmtækrar íhlutunar. Mati á stöðu barna er hér skipt í tvo hluta: Annars vegar grunnþætti sem þarf að hafa í huga við matið og geta haft mikið að segja um líðan og atferli barnsins og hins vegar mat á uppeldis- og kennslufræðilegum stuðningsþörfum þess. Í framhaldi af því er áhersla lögð á íhlutun og stuðning í gegnum leikinn þar sem leikurinn er öflugasta námsleiðin fyrir öll börn, óháð getu þeirra og þroska. Tilgangur greinarinnar er að varpa ljósi á hagnýtar áherslur í starfi með börnum og sýna fram á mikilvægi ítarlegs mats og markviss stuðnings við börn sem á slíku þurfa að halda. Greinin er byggð á fræðilegri nálgun, þekkingu, reynslu og áhuga höfundar á málefnum barna með stuðningsþarfi
Kæra stærðfræði: Um bókina Dear Math
Get PDFA book review on Dear Math: Why Kids Hate Math and What Teachers Can Do About It by Sarah Strong - Note the review is in IcelandicBókin Dear Math: Why Kids Hate Math and What Teachers Can Do About It er byggð á bréfum sem nemendur skrifuðu til stærðfræði. Út frá bréfunum og 15 ára reynslu sinni sem kennari segir Sarah Strong áhugaverða sögu með fræðilegri skírskotun. Hún gefur hagnýt ráð til kennara og fagfólks á öllum skólastigum um hvernig byggja megi upp jákvæð viðhorf nemenda til stærðfræði. Bókina skrifar Sarah í samstarfi við fyrrum nemanda sinn í fjögur ár, Gigi Butterfiel
Inngangur: Gagnrýnar menntarannsóknir og framhaldsskólinn
No full textStúdentshúfan, hvíti kollurinn er mikilvægt tákn og viðurkenning fyrir þau sem ljúka framhaldsskóla – lengi eingöngu fyrir þá sem luku námi á bóknámsbrautum en hefur öðlast almennara gildi með möguleikum nemenda af list- og verknámsbrautum til að ljúka stúdentsprófi og kröfunni um framhaldsskóla fyrir alla. Meginefniviður þessa sérrits hverfist um framhaldsskóla og innritunarkerfi þeirra og möguleika ólíkra nemenda innan kerfisins, með sérstakri áherslu á þá sem kerfið skilgreinir sem úrvalsnemendur, nemendur af erlendum uppruna og nemendur með þroskahömlun
Sérrit Netlu 2022 – Framtíð og tilgangur menntunar: Sérrit til heiðurs Jóni Torfa Jónassyni, prófessor emeritus. : Inngangur
No full textLíkt og önnur vísindi þá eru rannsóknir á sviði menntunar leiddar af eldhugum og hugsjónafólki sem brenna fyrir því að skilja hvaða öfl stjórna hvernig við þroskumst, lærum og menntumst. Einn þeirra sem hefur lagt sitt lóð ríkulega á vogarskálar er Jón Torfi Jónasson, prófessor emeritus við Háskóla Íslands. Í þessu heiðursriti birtast, alls 24 fræðigreinar eftir 38 fræðimenn af sviði menntavísinda, kennslufræði, heimspeki, sagnfræði, félagsfræði, náms- og starfsráðgjafar, fötlunarfræði og sálfræði. Þau fjölbreyttu og ólíku sjónarhorn sem birtast í greinunum endurspegla hve djúpar rætur fræðimannsins og rannsakandans Jóns Torfa eru. Höfundar hvetja okkur á ýmsa vegu til samtals og ígrundunar um framtíð menntunar og ábyrgð okkar á henni. Í inngangi fjallar Kolbrún Þ. Pálsdóttir um háskólamanninn og rannsakandann Jón Torfa, kynnir helstu viðfangsefnin sem hann hefur fengist við og endurspeglast í ritinu, og færir honum þakkir fyrir dýrmætt framlag til menntavísinda og ákaflega farsælt samstarf