| 1. |
- From, Jörgen, 1966-, et al.
(författare)
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Fjärrundervisning - en central del i skolans digitalisering
- 2020
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 25:2-3, s. 69-91
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Tidskriftsartikel (refereegranskat)abstract
- I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.
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| 2. |
- Lindberg, Ola J., 1966-, et al.
(författare)
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Researching school practices with a complementary and symmetrical approach : the case of remote teaching in the rural north of Sweden
- 2020
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Ingår i: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 235-241
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Tidskriftsartikel (refereegranskat)abstract
- This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.
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| 3. |
- Pettersson, Gerd, et al.
(författare)
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Educators' Digital Competence in Swedish Rural Schools
- 2020
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Ingår i: European Journal of Open, Distance and E-Learning. - : Sciendo. - 1027-5207. ; 23:2, s. 65-82
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.
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| 4. |
- Pettersson, Gerd, et al.
(författare)
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Remote consultation between special educators and teachers in rural schools in Sweden
- 2020
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Ingår i: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 56-72
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Tidskriftsartikel (refereegranskat)abstract
- Rural schools in Sweden exist in sparsely populated areas. The schools face a number of challenges; financial, pedagogical, competence-related etc. Mostly special educational expertise is lacking, challenging the principle of equal access to educational support. Special educators placed in community centres have long distances to rural schools. One way of overcoming the distance is to use communication technology for special educational consultation. Remote consultation between special educators and teachers in rural schools is a type of digital innovation in special needs education provision. Special educators working in a rural municipality in Northern Sweden tried out remote consultation by using communication technology. The aim of the study is to contribute to increased knowledge of how special educators implement remote special educational consultation to rural teachers with communication technology as a tool. The empirical data consist of recordings of consultation sessions between special educators and rural teachers. The findings show that the special educators carry out and enable remote consultation by using several strategies; preparing consultation, getting familiar with technology and making use of context related knowledge, observation data and professional competence. The findings indicate that remote consultation with communication technology is a promising strategy for special educational consultation for rural schools.
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