En robot i mitt klassrum

Lärares undervisning med en AV1-robot på plats och en fysiskt frånvarande elev som deltar digitalt

Abstract

The study addresses the issue of students who complete their compulsory education without meeting the eligibility requirements for higher education. Focusing on the use of AV1-robotics, the study explores how teachers respond and adapt their teaching to facilitate learning for physically absent students, with the goal of bridging the gap between virtual participation and physical classroom presence. The study uses a didactic approach with a focus on how teachers plan, implement and follow up teaching to include a student who participates via an AV1- robot in the classroom. The study is based on a qualitative questionnaire answered by primary school teachers with experience of teaching via AV1-robots. Follow-up semi-structured inter- views were conducted to create a deeper understanding of the teachers' experiences and working methods. The concept of responsive pedagogy is used to further analyze how teachers include AV1-robots in the teaching process. The study shows that the teacher responds to both the AV1-robot and the student behind in their didactic design of the teaching. However, social inclusion is stated to be prerequisite for the teacher’s didactic adaptions. The study high- lights the complexity of integrating AV1-robots into teaching environments and the importance of responsive pedagogy to adapt teaching methods for absent students.