{"id":9894,"date":"2026-02-16T10:53:45","date_gmt":"2026-02-16T10:53:45","guid":{"rendered":"https:\/\/mystudyweb.com\/corporate\/?p=9894"},"modified":"2026-02-16T10:53:47","modified_gmt":"2026-02-16T10:53:47","slug":"knatter-over-tangenter-nar-ord-later-elever-vaxa","status":"publish","type":"post","link":"https:\/\/mystudyweb.com\/corporate\/knatter-over-tangenter-nar-ord-later-elever-vaxa\/","title":{"rendered":"Knatter \u00f6ver tangenter – n\u00e4r ord l\u00e5ter elever v\u00e4xa"},"content":{"rendered":"
\n
\n\t\t\"\"\n\t<\/div>\n\n<\/div><\/div>

Det kom ett mail fr\u00e5n Emma Olsson p\u00e5 M\u00f6lleg\u00e5rdens skola:<\/h3>\n
\n\t
\u00a0Hej p\u00e5 er! H\u00e4r kan ni l\u00e4sa om mitt bidrag till politikerna om Skriv och l\u00e4s och datorer i klassrummet, nr 121, vol2 i boken \"Ber\u00e4tta om skolan\":<\/h5>\n

\"Jag st\u00e5r mitt i klassrummet och lyssnar p\u00e5 knattrandet fr\u00e5n tangenterna. Det \u00e4r inte ett bakgrundsljud av passiv sk\u00e4rmtid , det \u00e4r ljudet av T\u00c4NKANDE. H\u00e4r sitter elever som ser sig sj\u00e4lva som f\u00f6rfattare redan fr\u00e5n skolstart. Och det f\u00f6r\u00e4ndrar allt. <\/span>Med appar som <\/span>Skriv och L\u00e4s<\/span> har den tidiga digitala skrivningen blivit mer \u00e4n ett arbetss\u00e4tt; den har blivit en norm i klassrummet. En positiv norm. H\u00e4r \u00e4r det sj\u00e4lvklart att alla har n\u00e5got att s\u00e4ga, att texter \u00e4r p\u00e5 riktigt och att mottagaren inte bara \u00e4r l\u00e4raren, utan v\u00e4rlden utanf\u00f6r. N\u00e4r elever tidigt f\u00e5r \u00e4ga sina ord, bygga ber\u00e4ttelser och dela dem, skapas ett engagerat klassrum d\u00e4r motivationen kommer inifr\u00e5n. Det \u00e4r ingen lek, det \u00e4r l\u00e4rande med mening.\u00a0<\/span><\/em><\/p>\n

Ett av de d\u00e4r \u00f6gonblicken som stannar kvar hos mig utspelar sig en helt vanlig f\u00f6rmiddag. En elev i b\u00f6rjan av \u00e5rskurs 2 har ivrigt tjatat hela morgonen: \u201dKan vi l\u00e4sa min text sen? Jag vill visa!\u201d I v\u00e5rt klassrum \u00e4r feedback alltid frivilligt. Ibland vill man bara f\u00e5 sin text uppl\u00e4st, h\u00f6ra sina ord i rummet. Men oftast, n\u00e4stan alltid,\u00a0 vill n\u00e5gon ocks\u00e5 veta: Hur kan jag g\u00f6ra den \u00e4nnu b\u00e4ttre?<\/span><\/em><\/p>\n

Texten handlar om Forntiden. Om verktyg. M\u00e5nga meningar. V\u00e4ldigt m\u00e5nga. De b\u00f6rjar likadant: \u201dMan anv\u00e4nde\u2026\u201d g\u00e5ng p\u00e5 g\u00e5ng. N\u00e4r vi l\u00e4ser h\u00f6gt h\u00e4nder n\u00e5got fint. Klasskamraterna reagerar inte med suckar, utan med beundran. \u201dOj vad du har skrivit mycket!\u201d \u201dDu orkade verkligen!\u201d Eleven f\u00e5r ber\u00f6m f\u00f6r sin uth\u00e5llighet, f\u00f6r sitt arbete, f\u00f6r att ha h\u00e5llit i. Det \u00e4r en norm vi byggt tillsammans, att anstr\u00e4ngning \u00e4r n\u00e5got vi lyfter. <\/span><\/em><\/p>\n

S\u00e5 r\u00e4cks en hand upp. F\u00f6rsiktigt, respektfullt:<\/span>
\n<\/span> \u2013 Det kanske blir lite tjatigt n\u00e4r det b\u00f6rjar p\u00e5 samma ord hela tiden? <\/span>H\u00e4r kliver jag in som pedagog och leder samtalet vidare.<\/span>
\n<\/span> \u2013 Hur hade man kunnat g\u00f6ra ist\u00e4llet, tror ni?<\/span><\/em><\/p>\n

D\u00e5 h\u00e4nder det. Samma elev som r\u00e4ckte upp handen s\u00e4ger:<\/span>
\n<\/span> \u2013 Jag har l\u00e4st mycket LasseMaja. D\u00e4r anv\u00e4nder de den sm\u00e4lta punkten\u2026 <\/span>Och s\u00e5 pausar hon, letar efter ordet.<\/span>
\n<\/span> \u2013 Allts\u00e5, n\u00e4r de rabblar upp saker.<\/span><\/em><\/p>\n

Flera elever nickar. N\u00e5gon fyller i. Tillsammans g\u00e5r vi in i texten, \u00e4ndrar meningarna, varierar spr\u00e5ket och s\u00e4tter kommatecken d\u00e4r det beh\u00f6vs. Pl\u00f6tsligt \u00e4r kommatecknet inte en abstrakt regel i en bok. Det \u00e4r ett verktyg med en tydlig funktion. Alla f\u00f6rstod just d\u00e5 varf\u00f6r och hur ett kommatecken anv\u00e4nds. <\/span>N\u00e4r man kan s\u00e4tta ord p\u00e5 saker tillsammans, innan eleverna riktigt \u00e4r d\u00e4r p\u00e5 egen hand, f\u00e5r allt en st\u00f6rre mening. Det h\u00e4r \u00e4r l\u00e4rande. Det \u00e4r magi f\u00f6r mig som l\u00e4rare i ett klassrum.<\/span><\/em><\/p>\n

N\u00e4r vi skriver p\u00e5 datorer kommer vi s\u00e5 mycket djupare ner i formen, i hur man skriver. N\u00e4r vi l\u00e4ser upp handskrivna texter fastnar \u00f6gat ofta vid hur det ser ut, och inneh\u00e5llet f\u00e5r st\u00e5 tillbaka. Det blir inte lika lustfyllt att visa upp sin text och g\u00e5 p\u00e5 djupet i att f\u00f6rb\u00e4ttra inneh\u00e5llet n\u00e4r man samtidigt k\u00e4mpar med bokstavsformning och mellanrum. <\/span>Men sj\u00e4lvklart ska vi skriva f\u00f6r hand ocks\u00e5. Det ena utesluter inte det andra. Det b\u00e4sta \u00e4r att man kan g\u00f6ra b\u00e5da. Och det \u00e4r h\u00e4r mina penseldrag som pedagog blir viktiga,\u00a0 i valen, i balansen, i att skapa ett klassrum d\u00e4r skrivande f\u00e5r vara meningsfullt, levande och fullt av gemensamma uppt\u00e4ckter. <\/span><\/em><\/p>\n

Men vi kan inte bortse fr\u00e5n det faktum att teknologi har f\u00f6r\u00e4ndrat s\u00e4ttet vi l\u00e4r och arbetar p\u00e5. Datorn, l\u00e5ngt ifr\u00e5n att bara vara en sk\u00e4rm, \u00e4r ett kraftfullt pedagogiskt verktyg. Det \u00e4r h\u00f6g tid att sl\u00e4ppa det ensidiga syns\u00e4ttet att skolan antingen b\u00f6r vara \u201dsk\u00e4rmfri\u201d eller \u201dsk\u00e4rmintensiv\u201d. <\/span>Det \u00e4r hur vi anv\u00e4nder verktygen som vi ska fokusera p\u00e5.<\/span><\/em><\/p>\n

Min pedagogiska kreativa frihet och m\u00f6jligheten att anpassa undervisningen efter elevernas behov \u00e4r avg\u00f6rande. Att undervisa \u00e4r inte en svart-vit fr\u00e5ga; det \u00e4r en konstform d\u00e4r varje penseldrag \u00e4r unikt och v\u00e4rdefullt. Digitala verktyg ger mig fler f\u00e4rger p\u00e5 paletten, fler s\u00e4tt att inkludera, utmana och lyfta varje elev. <\/span>N\u00e4r elever f\u00e5r skapa riktiga b\u00f6cker, ha boksl\u00e4pp och m\u00f6ta stolthet i sina egna prestationer, bygger vi inte bara l\u00e4s- och skrivf\u00f6rm\u00e5ga, vi bygger identitet. Normen blir att jag kan, mina ord r\u00e4knas. Det \u00e4r kanske det viktigaste vi kan ge dem. <\/span><\/em><\/p>\n

S\u00e5 l\u00e5t oss omfamna m\u00e5ngfalden i undervisningen och ge oss l\u00e4rare verktygen vi beh\u00f6ver f\u00f6r att skapa en engagerande och anpassad l\u00e4randemilj\u00f6. Det \u00e4r dags att g\u00e5 bortom den svart-vita debatten och erk\u00e4nna att framtiden f\u00f6r utbildning \u00e4r m\u00e5ngfaldig, dynamisk och f\u00e4rgstark. Och ibland l\u00e5ter den som ett ivrigt tangentknatter fr\u00e5n ett klassrum fullt av unga f\u00f6rfattare. \"<\/span><\/em><\/p>\n

 <\/p>\n

Om texten<\/h2>\n

Texten, Nr.121, vol2 \u00e4r tidigare publicerad i boken Ber\u00e4tta om skolan. <\/a>Ett initiativ av Maria Wiman (l\u00e4rare, f\u00f6rel\u00e4sare, f\u00f6rfattare och skoldebatt\u00f6r) att samla in ber\u00e4ttelser fr\u00e5n skolans v\u00e4rd inf\u00f6r sitt m\u00f6te med utbildningsministern som hon k\u00f6pt p\u00e5 Musikhj\u00e4lpens auktion i december 2025.<\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

\u00a0Hej p\u00e5 er! H\u00e4r kan ni l\u00e4sa om mitt bidrag till politikerna om Skriv och l\u00e4s och datorer i klassrummet, nr 121, vol2 i boken “Ber\u00e4tta om skolan”: “Jag st\u00e5r mitt i klassrummet och lyssnar … Forts\u00e4tt l\u00e4sa Knatter \u00f6ver tangenter – n\u00e4r ord l\u00e5ter elever v\u00e4xa<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":9919,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-9894","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"yoast_head":"\nKnatter \u00f6ver tangenter - n\u00e4r ord l\u00e5ter elever v\u00e4xa - mystudyweb<\/title>\n<meta name=\"description\" content=\"En text om hur digitala verktyg i undervisningen ger elever m\u00f6jlighet att bli engagerade f\u00f6rfattare och t\u00e4nkare i klassrummet.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/mystudyweb.com\/corporate\/knatter-over-tangenter-nar-ord-later-elever-vaxa\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Knatter \u00f6ver tangenter - 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