| 1. |
- Ekman, Karin, et al.
(författare)
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Attitudes towards IT and use of LMS in Teacher Education : A Swedish case study
- 2015
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Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference, Mar 02, 2015 in Las Vegas, NV, United States. - Chesapeake, VA. - 9781939797131 ; , s. 900-906
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Konferensbidrag (refereegranskat)abstract
- In this paper we explore the relation between attitude and use of a university-wide Learning Management System (LMS) among faculty members engaged in teacher education at a large Swedish University. We compare the findings with a control group of educators from the same university, not involved in teacher education. The results reveal that all teachers fail to provide evidence for a correlation between attitude and use, which contest established assumptions in, for instance, the technology acceptance model (TAM). Still we can detect significant differences between teacher educators and other faculty members: Teacher educators are more positive to the potential for IT in general (p<0.1), and in particular more positive to (i) how IT develop their pedagogy, and (ii) that time spent on communicating with students through IT is time well spent. Furthermore, teacher educators use the LMS significantly more frequently, and with a wider scope of used functionality compared to other faculty.
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| 2. |
- 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. |
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| 4. |
- Lundin, Johan, 1975-, et al.
(författare)
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A new agenda for research on higher education and information technology
- 2008
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Ingår i: Proceedings of the 31th Information Systems Research Seminar in Scandinavia, IRIS 31. - Åre. ; 31
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Konferensbidrag (refereegranskat)abstract
- There is a need for a more timely agenda for research on teaching and learning, and the use information technology in higher education. It is here claimed that many of the prior research issues within this area are obsolete. Information technology infrastructure previously provided solely by the institutions of higher education is now successively replaced by the students own technology which they bring to the educational context. The new agenda should orient towards (i) integration of students own technology in educational activities, and integration between on and of campus learning activities (ii) tools for supporting activities in classrooms such as presenting, visualizing and simulating, and (iii) issues of availability to participate in alternative ways, making educational activities available to new groups. The suggested agenda is discussed using a number of anecdotes collected in various educational settings.
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| 5. |
- Lundin, Johan, 1975-, et al.
(författare)
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Communication in boundary practices : from media choice to interaction negotiation?
- 2009
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Ingår i: Proceedings of the 32nd Information Systems Research Seminar in Scandinavia, IRIS 32. - : Molde University College.
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Konferensbidrag (refereegranskat)abstract
- The research presented in this paper is an initial analysis of an ongoing project build on work in, what we call, boundary practices. These new professional roles emerge in the border lands between existing practice communities. This change effect knowledge production, decision making, collaboration and a range of other aspects in work. However, the study at hand focus how work is conducted and coordinated through and with new media technologies, and in particular how media are put to use. We have conducted ethnographical studies within a global automotive manufacturing company. The organization has recently introduced a new role, subsystem manager, i.e. a technical expert that is given strategic responsibilities for shared parts and platforms within the organization. The subsystem manager is to participate in a number of global meetings with other experts within the subsystem or with other managers for closely related or integrated subsystems. Three different global meetings have been observed and preliminary findings indicate that some of the fundamental assumptions built into the concept of media choice and media richness might be problematic as an analytical perspective used on our empirical context. The work we have studied is characterized by negotiations, not only concerning how to solve a task, but also concerning what the task actually is. The choice of media is in itself is a matter of negotiations. Practitioners are adding new media to ongoing interactions, rather than using media in sequence and one medium is not used exclusively. Rather a number of media are used in parallel.
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| 6. |
- Lundin, Johan, et al.
(författare)
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Coping With Dualities in Network Action Research : Methodological Issues
- 2008
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Ingår i: Proceedings of the 31th Information Systems Research Seminar in Scandinavia, IRIS 31. - Åre.
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Konferensbidrag (refereegranskat)abstract
- This paper presents lessons learned from an action research venture involving a network of SMEs and a group of IS researchers. The purpose is to discuss some fundamental methodological issues that we learned when doing action research with a network of interrelated organizations, rather than report the action research project itself. Our results are presented as four dualities that should be addressed throughout diagnostic and therapeutical activities in a network action research project. The dualities (teach–learn, local–global, multifaceted–unified, and liquid–crystal) are forwarded as analytical scaffolds to cope with the inherent difficulties of understanding and acting in IS action research projects, especially network action research.
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| 7. |
- Lundin, Johan, 1975-, et al.
(författare)
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Practice Based Design for Learning at Work
- 2008
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Ingår i: International Journal of Advanced Corporate Learning. - : Kassel University Press. - 1867-5565. ; 1:4, s. 17-23
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Tidskriftsartikel (refereegranskat)abstract
- Designing for learning at work in a manner that embraces the rich situatedness of practice involves a number of challenges in bridging normative and descriptive perspectives, as well as closing the gap between IS design theory and practice. In this paper, we propose a grounded approach that combines influence from learning theories with studies of existing learning practices. This approach could result in learning models, constituted of a sequence of learning activities that outlines the didactics of the workplace. The arguments are based on the empirical findings from an action-oriented research project in collaboration with six SME:s, and are illustrated through a e-learning model called “The Competence Kick-off”.
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| 8. |
- Lundin, Johan, et al.
(författare)
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Students’ technologies in practice : A participant perspective of mobile IT in higher education
- 2016
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Ingår i: CEUR Workshop Proceedings. - 1613-0073 .- 1613-0073. ; 1776, s. 49-53
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Tidskriftsartikel (refereegranskat)abstract
- We argue that the availability and penetration of mobile technology in society in general, and among young persons in particular, have consequences for how students employ IT in educational settings. This paper is an exploration of what it means empirically, analytically and for design to take the use of technology introduced by students, rather than by teachers, in their learning activities, as a starting point for research on IT and learning. Copyright © 2016 for the individual papers by the papers’ authors.
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