| 1. |
- Bomark, Niklas, 1984-, et al.
(författare)
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Managing Competing Logics Through Situational Irony
- 2015
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Ingår i: The international journal of information and learning technology. - : Emerald. - 2056-4880 .- 2056-4899. ; 8:4, s. 649-678
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to extend the literature on how actors manage competing logics in an organizational field. The authors do so by introducing the concept of organizational irony to the literature on how to manage competing logics, and analyze a collaborative cultural project encompassing actors subjected to competing institutional logics. Design/methodology/approach - The case study is built on qualitative data from in-depth interviews, newspaper articles and observations. Findings - The authors describe and analyze a cultural project encompassing actors subjected to competing institutional logics and show how they responded to institutional pressures in their environment with the use of organizational irony. Thereby, the actors could collaborate with actors subjected to a competing institutional logic and still maintain adherence to their respective institutional logic. Research limitations/implications - Most studies of how to manage competing logics asserts that one logic will prevail over a competing one, either through "battles" or gradual dominance (Reay and Hinings, 2009). This study supports and adds to Reay and Hinings' (2009) finding that actors also can collaborate and maintain adherence to their respective logic under such circumstances. In particular, it supports two identified mechanisms of how this can be achieved, namely, to separate decisions and to jointly innovate in experimental sites. It also adds to these mechanisms by showing that this can be done through the use of organizational irony. The authors only study one cultural project in one organizational field. It remains unclear if these findings are common in other cultural projects or in other organizational field, and the authors therefore encourage other researchers to extend or challenge the findings of this study. Practical implications - The authors believe that the analysis and findings can be useful for politicians to take into account and address either to minimize the risk of organizational irony or on the contrary encourage it as a source of reflexive critique of society and cultural politics. The authors also believe that the response of organizational irony to institutional pressures broadens the acting space of cultural actors, provide media and critics with an analytical tool to analyze and deconstruct practices that otherwise would risk to be silenced or neglected. Finally, the authors believe that an analysis of organizational irony has the potential to make people attend to contradictions and multiple meanings in the artworks under study in a novel way. Originality/value - The paper provides an intriguing and complex empirical case to demonstrate how actors manage competing logics in an organizational field through the production of organizational irony. The authors believe that its theoretical contributions and practical implications can inspire future research on how paradoxes can be managed through the use of organizational irony in other projects and organizational fields.
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| 2. |
- Carlsson, Sandra, et al.
(författare)
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Teaching vocational pupils in their pyjamas : a socio-material perspective on challenges in the age of Covid-19
- 2022
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified invocational teaching practice?Design/methodology/approach The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.Findings Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.Originality/value Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective onvocational competence, the authors enhance the understanding of the importance of a shared socio-material environment
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| 3. |
- Carlsson, Sandra, et al.
(författare)
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Teaching vocational pupils in their pyjamas : a socio-material perspective on challenges in the age of Covid-19
- 2023
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Ingår i: The international journal of information and learning technology. - Bingley : Emerald Publishing. - 2056-4880 .- 2056-4899. ; 40:1, s. 84-97
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice? Design/methodology/approach: The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis. Findings: Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices. Originality/value: Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment. © 2022, Sandra Carlsson, Karin K Flensner, Lars Svensson and Sara Willermark.
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| 4. |
- Cerratto-Pargman, Teresa, 1968-
(författare)
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Reconsidering learning in a socio-material world. A response to Fischer et al.'s contribution
- 2023
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Ingår i: The international journal of information and learning technology. - 2056-4880 .- 2056-4899. ; 40:1, s. 40-48
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this commentary is to comment on Fischer's et al. (2022)Design/methodology/approach - This commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.Findings - In this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.Research limitations/implications - Following Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.Originality/value - The author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.
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| 5. |
- Ekberg, Siri, et al.
(författare)
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Understanding challenges of using ICT in secondary schools in Sweden from teachers' perspective
- 2018
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 35:1, s. 43-55
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose of this paper is to investigate the challenges of using ICT in secondary schools in Sweden from teachers' perspectives.Design/methodology/approach: The research followed a qualitative research approach. First, a conceptual framework was developed based on previous research. Then, four teachers, teaching in six different subjects in secondary schools in Sweden, participated in semi-structured interviews that consisted of open-ended questions exploring their views on the challenges of using ICT in secondary schools.Findings: According to the results, the authors found that the biggest challenges were associated with the perspective of teaching and teaching preparation. Most challenges from previous research have been re-confirmed by the interviewees in this study. In addition, some new challenges were identified in this study. For instance, the results indicated that it was time consuming to find plagiarism of students' exercises, and there was a lack of ICT training of digital resources provided by the schools.Originality/value: The investigation of using ICT in secondary schools is of scientific significance because it enriches the understanding of strengths and challenges of using ICT in educational activities. In particular, this research aims to shed light on challenges that teachers may face when using ICT in secondary schools. This research can also contribute to making future strategic plans for the use of ICT in secondary schools.
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| 6. |
- Englund, Claire
(författare)
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Exploring approaches to teaching in three-dimensional virtual worlds
- 2017
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Ingår i: The international journal of information and learning technology. - 2056-4880 .- 2056-4899. ; 34:2, s. 140-151
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education.Design/methodology/approachData were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education.FindingsResults indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning.Research limitations/implicationsThe sample size of the study is relatively small which limits the degree of external validity and generalisability of the results.Practical implicationsIf sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary.Originality/valueThere is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.
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| 7. |
- Fischer, Gerhard, et al.
(författare)
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Rethinking and reinventing learning, education and collaboration in the digital age : from creating technologies to transforming cultures
- 2020
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 37:5, s. 241-252
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The digitalization of society results in challenges and opportunities for learning and education. This paper describes exemplary transformations from current to future practices. It illustrates multi-dimensional aspects of learning which complement and transcend current frameworks of learning focused on schools. While digital technologies are necessary for these transformations, they are not sufficient. The paper briefly illustrates the applicability of the conceptual framework to the COVID-19 pandemic. It concludes that design opportunities and design trade-offs in relation to digital technologies and learning should be explored by envisioning the cultural transformation that are desirable for making learning a part of life.Design/methodology/approach: This paper is based on the work conducted at the symposium "Rethinking and Reinventing Learning, Education, and Collaboration in the Digital Age-From Creating Technologies to Transforming Cultures" that took place in Engeltofta outside of Gavle, Sweden in September 2019. The symposium invited scholars in collaborative analysis of design opportunities and design trade-offs in relation to digital technologies and learning and explored design strategies for systematically and proactively increasing digital technology's contributions to learning and collaborating. The paper first provides a condensed introduction of a conceptual framework summarizing current practices, their problems and promising alternatives. Multi-dimensional aspects of learning and lifelong learning will be briefly described as promising future alternatives to school learning. Examples of transformative practices are supporting the major argument of the paper that creating new technologies is an important prerequisite to address the fundamental challenge of transforming cultures. The unanticipated but fundamental event of the occurrence of COVID-19 will be briefly described to provide further evidence for the need and the applicability of our conceptual framework for rethinking and reinventing learning, education and collaboration in the digital age.Findings: The paper provides a condensed introduction of a conceptual framework summarizing current practices, their problems and promising alternatives. The framework includes multi-dimensional aspects of learning and lifelong learning as a promising future alternative to a focus on school learning.Originality/value: This paper describes exemplary transformations from current to future practices. It illustrates multi-dimensional aspects of learning which complement and transcend current frameworks of learning focused on schools.
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| 8. |
- Fischer, Gerhard, et al.
(författare)
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The challenge for the digital age : making learning a part of life
- 2023
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 40:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations. Design/methodology/approach: This paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020). Findings: The digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people’s approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them. Originality/value: It is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age. © 2022, Gerhard Fischer, Johan Lundin and Ola J. Lindberg.
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| 9. |
- Gao, Shang, 1982-, et al.
(författare)
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A mobile service using anonymous location-based data : finding reading rooms
- 2015
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 32:1, s. 32-44
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Tidskriftsartikel (refereegranskat)abstract
- Purpose:€“ The purpose of this paper is to develop a mobile service, based on anonymous location-based data, to help students find available reading rooms on a university campus. To evaluate this mobile service, both a usability test and a technology acceptance test were carried out.Design/methodology/approach:€“ The research followed a design science approach, including developing a prototype and evaluating the developed prototype.Findings:€“ The results from the usability test indicated good usability of the developed mobile service. The results from the technology acceptance test demonstrated students’ intention to use this mobile service. Most respondents indicated that they would like to use this mobile service to find available reading rooms when they are on campus.Research limitations/implications:€“ The results imply that there are other contexts where anonymous location-based data are also useful. A similar mobile service can be developed for other contexts, such as, hospital complexes, shopping malls, and airports.Originality/value:€“ To the authors best knowledge, the authors have not found any mobile services aiming at counting the density of people residing in a room by using anonymous user location-based data on a university campus. This research fills this gap by developing the mobile service, called finding reading rooms.
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| 10. |
- Holmberg, Jörgen, et al.
(författare)
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Teachers' pedagogical reasoning and reframing of practice in digital contexts
- 2018
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Ingår i: The international journal of information and learning technology. - Bingley, West Yorkshire : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 35:2, s. 130-142
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.Design/methodology/approach - A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.Findings - The findings show that teachers' pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers' reframing of practice. Common characteristics in the teachers' reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers' pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.Research limitations/implications - An increased focus on TPACK research on teachers' pedagogical reasoning is required. DBR is a relevant approach for this.Practical implications - The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.Originality/value - Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers' reframing of practice. The paper also contributes to TPACK theory development.
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