| 12201. |
- Lindberg, J Ola, et al.
(författare)
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A decade later : twelve teachers' retrospective views on a national programme for teachers' professional development and ICT
- 2014
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Ingår i: Adult and continuing education. - : IGI Global. - 9781466657809 - 9781466657816 ; , s. 1781-1790
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Bokkapitel (refereegranskat)abstract
- Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.
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| 12202. |
- Lindberg, J Ola, et al.
(författare)
-
A decade later : Twelve Teachers´retrospective views on a national programme for teachers´ professional development and ICT
- 2012
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Ingår i: International Journal of Cyber Ethics in Education. - : IGI Global. - 2155-6903 .- 2155-6911. ; 2:1, s. 25-34
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Tidskriftsartikel (refereegranskat)abstract
- Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.
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| 12203. |
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| 12204. |
- Lindberg, J. Ola, et al.
(författare)
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Bridging school-subjects and distances in upper secondary schools
- 2011
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Ingår i: Campus-Wide Information Systems. - : Emerald. - 1065-0741. ; 28:3, s. 144-153
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system. Findings: Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high - authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role. Originality/value: The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes. © Emerald Group Publishing Limited.
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| 12205. |
- Lindberg, J. Ola, et al.
(författare)
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Contrasting Views – Student and Teachers Perceptions on ICT in Eduation
- 2016
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Ingår i: ICITE 2016, PROCEEDINGS. ; , s. 1-10, s. 1-10, s. 1-10
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish four-year project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use of ICT, out of school they rely more on their smartphones than they do in school.
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| 12206. |
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| 12207. |
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| 12208. |
- Lindberg, J Ola, 1966-, et al.
(författare)
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ICT and Teacher Professional Development : Four Swedish Cases and the Theoretical Framework
- 2009
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Ingår i: Distance Education Journal. - 1672-0008. ; :3, s. 24-27
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Tidskriftsartikel (refereegranskat)abstract
- In this paper,the background,theoretical framework and design of the Swedish part of an international comparative study of Technology Enhanced Teacher Professional Development(TETPD)are presented.The focus of the paper is on Teacher Professional Development(TPD)in areas of ICT and education in which ICT is considered as a technology that could enhance the practice of teaching and learning.The further aim of the paper is to provide a framework for a multiple case study in Sweden in two dimensions.The first dimension concerns ownership and management including both top-down governmental programs and bottom-up participant driven initiatives.The Second dimension concerns methods or modes in which both traditional face-to-face programs and programs run in virtual environments as online communities are included.Through the use of the framework,four different cases that are described as programs in which ICT is used in and for TPD are selected.The four cases are presented and related to the different perspectives on models and programs for TPD,and the new perspective on TPD suggested by Villegas-Reimers. The significance and prospect of the programs in terms of enhancing the use of ICT for teaching and learning are then discussed.
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| 12209. |
- Lindberg, J.O. 1966-, et al.
(författare)
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Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education
- 2006
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Ingår i: International Education Journal. - : Shannon Research Press. - 1443-1475 .- 2202-493X. ; 7:5, s. 699-708
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.
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| 12210. |
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