| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- Svensson, Lars, 1963-, et al.
(författare)
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Towards excellence in flexible education : Identifying challenges for the digital university
- 2019
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Ingår i: ICERI2019 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409147557 ; , s. 3223-3223
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Konferensbidrag (refereegranskat)abstract
- The research presented in this paper draws on data from the early phases of a unique development program at a Scandinavian University. In 2018, the University launched an ambitious program aiming at preparing all courses and programs for flexible mode of delivery. After an internal process, 13 projects were selected and funded. The authors of this paper were chosen as evaluators of the program.So far, the evaluation is based on two sources of data:(i) document analysis of the project applications, and (ii) Status reports from June 2019 indicating the progress and the inter-project cooperation.Each project have been classified with respect to – Pedagogical innovation, Technological maturity, Work integrated Learning, and Strategies for diffusion of results. The results indicate that early barriers to the digitalization program involves Development of a joint infrastructure, Lack of resources for techno-pedagogical support, Organizational routines for admission of distance education students, and Lack of innovation with respect to secure and fair assessment via distance.
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| 5. |
- Olofsson, Anders D., 1973-, et al.
(författare)
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Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?
- 2021
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Ingår i: Education Inquiry. - : Taylor & Francis Group. - 2000-4508. ; 12:4, s. 317-328
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.
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| 6. |
- Lindberg, Ola J., et al.
(författare)
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Teacher education students’ view on 21st century skills
- 2018
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Ingår i: EDULEARN18 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 9028-9032
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Konferensbidrag (refereegranskat)abstract
- This paper is concerned with teacher education students’ views on 21st century skills. Today, western societies are becoming more and more reliant on digital technologies as digital technology is present in many aspects of everyday life. As these technologies become ubiquitous, the skills to use them and to function in a highly digitalized society are becoming important. One way to label the skills required is 21st-century skills. However, no matter what the label, the responsibility to make sure that present and future citizens have the digital skills they need falls to schools in general and teachers in particular. This paper presents a study on teacher education students views on 21st century skills, as a way to further the understanding of how these skills become part of the work in schools. Data for this paper come from a questionnaire consisting of six open questions presented to student teachers (n=81). The questions concerned the students’ views on the 21st century skills they use in their everyday life and their views on 21st century skills in relation to their teacher education, their future work as teachers, and their future students. An early analysis shows variation in the way student teachers view their own 21st century skills and their future school students’ skills. A conclusion that can be drawn is that student teachers seem to give voice to the complexities in including 21st century skills in their future teaching.
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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. |
- Fransson, Göran, 1968-, et al.
(författare)
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Policy Narratives VS. The Actual Use of Digital Technologies. Practices That Never Meets?
- 2016
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Konferensbidrag (refereegranskat)abstract
- Often great faith is given to the use of digital technologies to facilitate and transform teaching and learning in primary and secondary schools. Especially prominent are such a belief in various policy papers on a wide international level of supranational organizations such as the United Nations, OECD, or the European Union (Egea, 2014; Scheurmann & Pedro, 2009, Bassi, 201; cf. OECD 2015;) as well as at national levels (eg. Akcaoglu, 2015). Policy documents often mention digital technologies in terms of their ability and potential to improve and transform educational activities. Such statements can both be seen as part of a political rhetoric in order to push for change, as well as a belief that such claims are reasonable.Expressions of the reasonable to include digital technology and the use of IT in schools' activities appear in the various trans-national studies that aim to create a picture of the use of digital technologies in various European countries. Several such studies have been conducted in recent years (cf. OECD, 2015; Fredriksson, Gajek & Jedeskog, 2009; Blamire, 2009). Many of these studies have the aim to create a form of benchmarking process on the use of digital technologies in schools. The rhetoric of how digital technology can transform teaching and learning is also stressed by private operators offering services that in a simple way seems to be able to solve schools' problems with the use of digital technology and related applications (see eg. Grimaldi, 2013).However, educational contexts are complex and multidimensional. With scarce financial and human resources, teachers and other school staff is to deal with a variety of requirements, goals and expectations that are not always compatible with each other. In addition, a variety of complex relationships and positions as well as norms, traditions and values of what teaching and learning is and should be, and how it ought to take shape. According to Säljö (2010) research focusing the uptake and use of digital technologies in schools are not always clear and seldom indicate success (e.g. Hammond, 2013; Krange & Ludvigsen, 2009). The outcomes are far from straightforward when digital technologies are introduced either in general or in specific subjects or contexts of learning.AimThe purpose of this paper is to analyze and discuss differences in how digital technology is expected to be used for learning in schools in, on one hand, various policy documents and evaluations, and on the other hand, the use that is reported in research. In that sense, evaluations are seen as evaluations-as-policy, rather than 'objectice' search for knowledge.
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| 9. |
- Jaldemark, Jimmy, 1970-, et al.
(författare)
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Learning through others as learning for myself
- 2004
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Ingår i: Paper presented at The Challange of integrating ICT in teacher education. The need for dialogue, change and innovation. A scandinavian/Asian Pacific conference, June 2-4 2004. - Jönköping : Högskolan i Jönköping.
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Konferensbidrag (refereegranskat)abstract
- This paper is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The paper contains some early results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. Preliminary findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.
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| 10. |
- Jaldemark, Jimmy, 1970-, et al.
(författare)
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Sharing the distance or a distance shared : Social and individual aspects of participation in ICT-supported distance-based teacher education
- 2005
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Ingår i: ICT in teacher education. - Jönköping : Jönköping University Press. - 9197495344 ; , s. 142-160
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Bokkapitel (refereegranskat)abstract
- This chapter is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The chapter contains some results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. The findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings also suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.
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