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- Fransson, Göran, 1968-, et al.
(författare)
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On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors
- 2018
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Ingår i: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
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Konferensbidrag (refereegranskat)abstract
- The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
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| 3. |
- Gu, Limin, et al.
(författare)
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Case Studies on the Use of Technology in TPD (Teacher Professional Development)
- 2012
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Ingår i: US-China Education Review. A. - : David Publishing Company. - 2161-623X .- 1548-6613 .- 1930-1529. ; 2:3, s. 278-290
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries.
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| 4. |
- Lindberg, Ola J., et al.
(författare)
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Managing IT on a municipality level : on the role of strategists in developing digital competence
- 2018
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Ingår i: EDULEARN18 Proceedings. - : IATED. - 9788409027095 ; , s. 9016-9020
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Konferensbidrag (refereegranskat)abstract
- In Sweden, the digitalization of K-12 schools has been ongoing for more than 30 years. Several larger governmental initiatives targeting issues such as the one-to-one classroom and teachers’ development of digital competence have been carried out, but the outcomes have not been as positive as hoped for. In the research literature, there is growing evidence of the importance of long-term and well-anchored strategies, such as functioning information and communication technology (ICT) plans, as well as calls for a system approach to understanding the leadership needed for the digitalization of K-12 schools. There is also research highlighting the importance of applying multilevel analysis for understanding ICT implementation and educational change. In autumn 2017, the Swedish government suggested one such strategy for the digitalization of Swedish schools. One interesting aspect in the strategy is the aim indicating that students, teachers, and school leaders, as well as other staff members working in the schools, should develop what is called “adequate digital competence.” Departing from data gathered within a 4-year longitudinal Swedish research project investigating the advanced use of information technology (IT) in upper secondary schools, this paper focuses on educational IT strategists/managers that work on a municipality level and their role in the process of developing digital competence in schools. Through semi-structured interviews, three educational IT strategists working in three different Swedish municipalities provided their views about their work description, their functions as strategists/managers, and their understanding of digital competence. The first analysis shows clear variations regarding, for example, how the strategists formulate their own role in the ongoing digitalization of the school, as well as under which conditions they can carry out their work.
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| 6. |
- Olofsson, Anders D., 1973-, et al.
(författare)
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Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment
- 2011
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Ingår i: Campus-Wide Information Systems. - : Emerald Group Publishing Limited. - 1065-0741. ; 28:3, s. 183-194
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education.Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used.Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design.Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning.Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning.Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices.
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| 7. |
- Fransson, Göran, 1968-, et al.
(författare)
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Digitalise and capitalise? : Teachers’ self-understanding in 21st-century teaching contexts
- 2019
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Ingår i: Oxford Review of Education. - : Routledge. - 0305-4985 .- 1465-3915. ; 45:1, s. 102-118
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Tidskriftsartikel (refereegranskat)abstract
- The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.
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| 8. |
- Olofsson, Anders D, 1973-, et al.
(författare)
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Can OLC in TPD be TEL?
- 2010
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Ingår i: The First Nordic Symposium on Technology-Enhanced Learning (TEL). - Växjö : Linnéuniversitetet. ; , s. 59-61, s. 59-61
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Konferensbidrag (refereegranskat)
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| 9. |
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| 10. |
- Fransson, Göran, 1968-, et al.
(författare)
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Adequate digital competence – a close reading of the new national strategy for digitalization of the schools in Sweden
- 2018
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Ingår i: Seminar.net. - 1504-4831. ; 14:2, s. 217-228
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the notion of ‘adequate digital competence’, as it is used in the 2017 Swedish strategy for digitalization of the school system, is in focus. Based on a close reading of the strategy, three dimensions are formulated for discussion: time, context, and interpretation. These dimensions open a more general discussion about the content of policies regarding digital competence. The notion of striving for an ‘adequate digital competence’ for children, students, teachers, school leaders, and other school staff is loaded with a variety of possible meanings. The strategy provides guidance in some aspects, but leaves a lot to local enactment of the strategy.
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