| 1. |
- Willermark, Sara, 1988-, et al.
(author)
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Facing Radical Digitalization : Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences
- 2022
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In: Journal of educational computing research (Print). - : Sage Publications. - 0735-6331 .- 1541-4140. ; 60:6, s. 1351-1372
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Journal article (peer-reviewed)abstract
- In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to gain increased knowledge of teachers’ experiences of facing such radical digitalization through ideal types. The data include a teacher survey with 1109 respondents from 15 high schools in Sweden, containing both fixed and open-ended response types. Educational affordances and digital competence are used as analytical lenses. The results show distinct differences regarding teachers’ perception of how teaching in a virtual classroom has worked and whether they and their students have developed their digital competence during this period. We present four ideal types: a) the enthusiast, b) the skeptic, c) the pessimist, and d) the affirmative, which capture the essence of teachers’ multifaceted experiences, actions, and affordances perceived in the transition to virtual classrooms. Contributions include theorizing about teachers’ encounters with radical cases of digitalization. © The Author(s) 2022.
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| 2. |
- Carlsson, Sandra, et al.
(author)
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Teaching Here and Now but for the Future : Vocational Teachers Perspective on Teaching in Flux
- 2023
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In: Vocations and Learning. - Dordrecht : Springer Netherlands. - 1874-785X .- 1874-7868. ; 16, s. 443-457
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Journal article (peer-reviewed)abstract
- As working life changes, it places new demands on vocational competence and the use of different digital technologies. It affects vocational teaching, yet digitalization within vocational education constitutes a scarcely researched area. In this study, we explore how vocational teachers relate to teaching in a digitalized society from a socio-material perspective and explore the possibilities as well as the discursive manifestations of contradictions it gives rise to. Data includes semi-structured interviews with ten vocational teachers, representing eight vocational programs in Sweden. Findings show how vocational teachers benefit from digital technology to realize pedagogical strategies and facilitate students’ vocational competence. At the same time, digitalization entails challenges of keeping up with changes in working life and providing students with relevant vocational digital technologies. Contributions include increased knowledge about digitalization in vocational education, and how it entails navigating different contradictions.
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| 3. |
- Pareto, Lena, et al.
(author)
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Tracing expansive learning in computer-supported collaborative teaching
- 2022
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In: Learning Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 33
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Journal article (peer-reviewed)abstract
- The theory of expansive learning is used in many studies to explore change in inter-organizational and non-traditional settings. However, long-term, fundamental expansive learning is challenging to study due to the amount of data and the duration of object formation over several years. Researchers call for methods for systematic analysis of expansive learning. This paper presents an approach to systematically trace expansive learning in teaching practice. The approach was developed during a three-year school development project in an elementary school context. The participatory project engaged 66 teachers and 32 researchers from Norway, Sweden, and Denmark aiming to develop innovative computer-supported collaborative teaching for a virtual Nordic classroom. The project was arranged in small inter-organizational teams that iteratively created, implemented, and evaluated novel ways of conducting computer-supported collaborative teaching. The project was immensely challenging with conflicts of interests and systemic contradictions between the inter-organizational collaborating teams, but when resolved cultivated the change in practice. To trace the formation of the teaching practice, we used an integrated approach combining the theory of expansive learning with a teaching practice framework, TPACK in situ, which helped us handle complexity and systematize the object formation, as well as examine the type of learning the teachers acquired.
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| 4. |
- Islind, Anna Sigridur, 1985-, et al.
(author)
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Becoming a Designer : The value of sensitive design situations for teaching and learning ethical design and design theory
- 2022
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In: Scandinavian Journal of Information Systems. - : AIS Electronic Library. - 0905-0167 .- 1901-0990. ; :1, s. 1-36
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Journal article (peer-reviewed)abstract
- Teaching and learning design theory are challenging tasks. To solely teach design theory through rules or codes of conduct, could be seen as a static way of approaching a complex phenomenon. In this paper, we argue for the importance of engagement in sensitive design situations, an approach that entails a process of de-emphasizing objectivity and promoting subjectivity through real-life sensitive cases to learn from, to foster reflectiveness for the future designers. This study aims to explore how sensitive design situations can be used when teaching and learning design theory. The research approach consists of a case study in a Nordic university, and a course in interaction design in a software engineering program. The sensitive design situation involves designing a digital artifact that can help children that have been diagnosed with cancer, cope with their cancer treatment. The main contribution is a teaching method for cultivating ethical design, which includes the application of sensitive design situations when teaching ethics to students. We illustrate that by forwarding three characteristics that can be used when teaching and learning ethical design through sensitive design situations.
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| 5. |
- Willermark, Sara, 1988-, et al.
(author)
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Adopting to the virtual workplace: identifying leadership affordances in virtual schools
- 2022
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In: Journal of Workplace Learning. - Bingley : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 35:9, s. 22-37
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Journal article (peer-reviewed)abstract
- Purpose – This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.Design/methodology/approach – The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.Findings – The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.Originality/value – The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.
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| 6. |
- Willermark, Sara, 1988-, et al.
(author)
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Getting the Job Done : Workarounds in Complex Digital Infrastructures
- 2022
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In: Exploring Digital Resilience. - Cham : Springer. - 9783031109027 ; , s. 118-132
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Conference paper (peer-reviewed)abstract
- Work today consists of complex arrangements of loosely interrelated digital tools that shape work and form digital infrastructures. These digital infrastructures can either support or hinder the workers in their daily tasks. Working in an environment where some digital tools are designed for work purposes, and others without the proposed end-users in mind creates a need for improvisation. The consequence for workers may include finding various types of workarounds when shifting between digital tools. These workarounds become important for how work is performed. Through a multiple case study, this paper explores how workarounds are manifested in different work settings through four cases in the public sector. We conceptualize workarounds as practices of flexibility, efficiency, and responsibility, and show how workarounds result in new and innovative ways of working, which can be understood as a form of infrastructuring.
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| 7. |
- Willermark, Sara, 1988-, et al.
(author)
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Seven educational affordances of virtual classrooms
- 2022
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In: Computers and Education Open. - : Elsevier BV. - 2666-5573. ; 3, s. 1-9
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Journal article (peer-reviewed)abstract
- For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of infection. It represents a widespread and intensive case of digitalization of teaching practice and many stakeholders are asking the imminent question of which transformations that ‘will stick’ and become a constant in the ‘new normal’ onwards. However, research of online teaching in a high school context remains limited. In this study, we analyze what happens when teaching is redirected from the traditional to the virtual classroom and explore what characterizes educational affordances in the virtual classroom. The context is 15 high schools in Sweden and the empirical data includes a survey with a total of 1109 teachers. Educational affordances are used as an analytic lens to conceptualize what teaching activities that the virtual classroom afford. The main contribution includes theorizing about what activities, interactions, and procedures that the virtual classroom affords by presenting seven educational affordances and contrast these with teaching in traditional classrooms. The affordances consist of (1) Structure (2) One-to-one communication (3) Formalized reconciliations (4) Peace and quiet (5) Hidden back channels (6) Right time and (7) Reaches certain students. The seven affordances can make a foundation for reflection and discussions of how to create a didactic design adapted for different classrooms. Furthermore, we contribute with implications to teachers and school leaders.
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| 8. |
- Willermark, Sara, 1988-, et al.
(author)
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Where do we go from here? Didactic and organizational questions after the pandemic
- 2022
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In: ICERI2022 Proceedings. - Valencia : The International Academy of Technology, Education and Development. - 9788409454761 ; , s. 1144-1151
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Conference paper (peer-reviewed)abstract
- COVID-19 changed the educational landscape as we know it. Due to the radical transformation of schooling, there is an imminent question of what lessons have been made and which transformations ‘will stick’ and become the ‘new normal’ after the obvious threats of the pandemic subsided [1]. There is a stream of research that addresses experiences from the pandemic [2-4]. In this study, we focus on the experiences of upper secondary schools in Sweden. The purpose of this paper is to synthesize teachers' and school leaders' experiences from the pandemic and, based on that, address implications for practice for future schooling. We conduct a meta-analysis of four studies within a research project in Sweden [5-8] where the data consists of surveys and workshops with teachers and school leaders and explores their experiences of the pandemic. The results show that Sweden has worked well in an international context, at the same time there are distinct differences regarding teachers' and school leaders' perceptions of what work effort was required, the result of the teaching, and its consequences. Contribution includes synthesizing experiences from the pandemic and pointing out its implications for future education. © Copyright 2022, IATED Academy
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