Innovation i klassrummet: Varför omfamnas eller hämmas den?
(2024) FEKH99 20241Department of Business Administration
- Abstract (Swedish)
- Examensarbetets titel: Innovation i klassrummet: Varför omfamnas eller hämmas den? En kvalitativ fallstudie om faktorer som påverkar anammandet av artificiell intelligens (AI) inom svensk gymnasieskola sett ur lärarens perspektiv
Seminariedatum: 30 maj, 2024
Ämne/kurs: FEKH99, Examensarbete i Entreprenörskap och Innovation, 15 högskolepoäng
Författare: Simon Bezo, Mirnes Dizdar, Nicholas Eriksson Johansson
Handledare: Joakim Winborg
Nyckelord: Anammande; AI; Innovationsmotstånd; Lärare; Utbildning
Forskningsfråga: Vilka faktorer påverkar anammandet av AI inom svenska skolor på gymnasienivå utifrån lärares perspektiv och hur påverkar dessa faktorer anammandet?
Syfte: Syftet med denna studie är att bidra till förståelse... (More) - Examensarbetets titel: Innovation i klassrummet: Varför omfamnas eller hämmas den? En kvalitativ fallstudie om faktorer som påverkar anammandet av artificiell intelligens (AI) inom svensk gymnasieskola sett ur lärarens perspektiv
Seminariedatum: 30 maj, 2024
Ämne/kurs: FEKH99, Examensarbete i Entreprenörskap och Innovation, 15 högskolepoäng
Författare: Simon Bezo, Mirnes Dizdar, Nicholas Eriksson Johansson
Handledare: Joakim Winborg
Nyckelord: Anammande; AI; Innovationsmotstånd; Lärare; Utbildning
Forskningsfråga: Vilka faktorer påverkar anammandet av AI inom svenska skolor på gymnasienivå utifrån lärares perspektiv och hur påverkar dessa faktorer anammandet?
Syfte: Syftet med denna studie är att bidra till förståelse kring de faktorer som påverkar anammandet av AI inom svenska skolor på gymnasienivå utifrån lärares perspektiv, samt hur dessa faktorer påverkar anammandet.
Metod: Vår uppsats är en kvalitativ flerfallsstudie genomförd med semistrukturerade intervjuer. Det empiriska materialet består av citat och tolkningar från intervjuerna som handlar om upplevda attribut med AI, motstånd eller acceptans av AI samt organisatoriskt motstånd.
Teoretiska perspektiv: Det teoretiska ramverket består av teorier som beskriver spridningsteori och innovationsmotstånd på individ- och organisationsnivå.
Resultat: Studien visar att användningen av AI i gymnasieskolan medför både möjligheter och utmaningar. Lärare ser potential för tidsbesparingar och individualiserat lärande, men också behov av mer utbildning och tydliga riktlinjer från Skolverket för effektivt anammande. Resultaten pekar även på att lärares attityder till AI varierar, där vissa är entusiastiska medan andra är tveksamma.
Slutsats: Vår studie visar att anammandet av AI inom svenska gymnasieskolor påverkas av främst brist på utbildning, institutionellt stöd, tydliga riktlinjer från Skolverket och kompatibilitet med nuvarande undervisningsmetoder. För att främja ett bredare anammande av AI behöver skolor utveckla strategier som inkluderar kontinuerlig utbildning och möjlighet att testa AI. (Less) - Abstract
- Title: Innovation in the classroom: Why is it embraced or hampered?
A qualitative case study on factors influencing the adoption of artificial intelligence (AI) in Swedish high schools from the teachers' perspective
Seminar date: May 30th, 2024
Course: FEKH99, Bachelor Degree Project in Entrepreneurship and Innovation Management, Business administration, Undergraduate level, 15 University Credit Points
Authors: Simon Bezo, Mirnes Dizdar, Nicholas Eriksson Johansson
Advisor: Joakim Winborg
Keywords: Adoption; AI; Innovation Resistance; Teachers; Education
Research Question: What factors influence the adoption of AI within Swedish high schools from the teachers' perspective, and how do these factors affect the adoption?
... (More) - Title: Innovation in the classroom: Why is it embraced or hampered?
A qualitative case study on factors influencing the adoption of artificial intelligence (AI) in Swedish high schools from the teachers' perspective
Seminar date: May 30th, 2024
Course: FEKH99, Bachelor Degree Project in Entrepreneurship and Innovation Management, Business administration, Undergraduate level, 15 University Credit Points
Authors: Simon Bezo, Mirnes Dizdar, Nicholas Eriksson Johansson
Advisor: Joakim Winborg
Keywords: Adoption; AI; Innovation Resistance; Teachers; Education
Research Question: What factors influence the adoption of AI within Swedish high schools from the teachers' perspective, and how do these factors affect the adoption?
Purpose: The purpose of this study is to contribute to the understanding of the factors that influence the adoption of AI within Swedish high schools from the teachers' perspective, and how these factors affect the adoption.
Methodology: Our thesis is a qualitative multiple case study conducted using semi-structured interviews. The empirical material consists of quotes and interpretations from the interviews regarding perceived attributes of AI, resistance or acceptance of AI, and organizational resistance.
Theoretical perspectives: The theoretical framework consists of theories describing diffusion theory and innovation resistance at both individual and organizational levels.
Result: The study shows that the use of AI in high schools involves both opportunities and challenges. Teachers perceive potential for time savings and individualized learning, but also a need for more training and clear guidelines from the Swedish National Agency for Education for effective adoption. The results indicate that teachers' attitudes towards AI vary, with some being enthusiastic while others are hesitant.
Conclusions: Our study shows that the adoption of AI within Swedish high schools is primarily influenced by a lack of training, institutional support, clear guidelines from the Swedish National Agency for Education, and compatibility with current teaching methods. To promote broader adoption of AI, schools need to develop strategies that include continuous training and opportunities to test AI. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9165924
- author
- Bezo, Simon LU ; Dizdar, Mirnes LU and Eriksson Johansson, Nicholas LU
- supervisor
- organization
- alternative title
- Innovation in the classroom: Why is it embraced or hampered?
- course
- FEKH99 20241
- year
- 2024
- type
- M2 - Bachelor Degree
- subject
- keywords
- Anammande, AI, Innovationsmotstånd, Lärare, Utbildning, Adoption, Innovation Resistance, Teachers, Education
- language
- Swedish
- id
- 9165924
- date added to LUP
- 2024-06-24 10:07:42
- date last changed
- 2024-06-24 10:07:42
@misc{9165924,
abstract = {{Title: Innovation in the classroom: Why is it embraced or hampered?
A qualitative case study on factors influencing the adoption of artificial intelligence (AI) in Swedish high schools from the teachers' perspective
Seminar date: May 30th, 2024
Course: FEKH99, Bachelor Degree Project in Entrepreneurship and Innovation Management, Business administration, Undergraduate level, 15 University Credit Points
Authors: Simon Bezo, Mirnes Dizdar, Nicholas Eriksson Johansson
Advisor: Joakim Winborg
Keywords: Adoption; AI; Innovation Resistance; Teachers; Education
Research Question: What factors influence the adoption of AI within Swedish high schools from the teachers' perspective, and how do these factors affect the adoption?
Purpose: The purpose of this study is to contribute to the understanding of the factors that influence the adoption of AI within Swedish high schools from the teachers' perspective, and how these factors affect the adoption.
Methodology: Our thesis is a qualitative multiple case study conducted using semi-structured interviews. The empirical material consists of quotes and interpretations from the interviews regarding perceived attributes of AI, resistance or acceptance of AI, and organizational resistance.
Theoretical perspectives: The theoretical framework consists of theories describing diffusion theory and innovation resistance at both individual and organizational levels.
Result: The study shows that the use of AI in high schools involves both opportunities and challenges. Teachers perceive potential for time savings and individualized learning, but also a need for more training and clear guidelines from the Swedish National Agency for Education for effective adoption. The results indicate that teachers' attitudes towards AI vary, with some being enthusiastic while others are hesitant.
Conclusions: Our study shows that the adoption of AI within Swedish high schools is primarily influenced by a lack of training, institutional support, clear guidelines from the Swedish National Agency for Education, and compatibility with current teaching methods. To promote broader adoption of AI, schools need to develop strategies that include continuous training and opportunities to test AI.}},
author = {{Bezo, Simon and Dizdar, Mirnes and Eriksson Johansson, Nicholas}},
language = {{swe}},
note = {{Student Paper}},
title = {{Innovation i klassrummet: Varför omfamnas eller hämmas den?}},
year = {{2024}},
}