"Mycket av diskussionerna försvinner". : Samhällskunskapslärares uppfattning om hur läromedelstypen påverkar undervisningen.

Sammanfattning

This study explores the perceptions of civics teachers at the junior high level regarding the use of digital and analog teaching materials in their instruction. The study was conducted using a qualitative research method, where semi-structured interviews with five junior high civics teachers were carried out to investigate their perceptions of the use of digital and analog teaching materials. The selection of participants was targeted, with the intention to reflect a variety of experiences and perspectives within the teaching area in question. The interview guide was designed with support in previous research and theory, with the aim to deeply explore the teachers' experiences, strategies, and perceptions regarding the two types of teaching materials. By analyzing the recorded and transcribed interviews, recurring themes could be identified, which enabled a thematic analysis of the collected data material.The interviewed teachers experience that digital teaching materials offer accessibility, interactivity, and adaptability that benefits students' learning by providing material in various languages and enabling work at their own pace. However, challenges such as distractions and a tendency towards superficial learning also emerge. The use of analog teaching materials, such as printed textbooks, is described to promote deeper learning, focus, and student interaction, which contributes to a more lively and engaged learning environment.The study shows that the choice between types of teaching materials affects the teachers' roles and pedagogical strategies. Digital teaching materials often require more teacher effort to support students' use, which can reduce time for direct instruction. Analog teaching materials encourage more direct communication and discussion between teachers and students. In return, the digital teaching materials are often more content-rich than the analog ones.