| 1. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Lärarutbildningen och den digitala kompetensen
- 2019. - 1:1
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Ingår i: Vetenskaplighet i högre utbildning. - Lund : Studentlitteratur AB. - 9789144130637 ; , s. 261-290
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet beskriver vi ett utvecklingsprojekt kring frågor om lärares digitala kompetens. Bakgrunden till projektet är de förändrade läroplansskrivningarna gällande digital kompetens. Vår studie visar att lärarstudenterna erbjuds att utveckla sin digitala kompetens på ett avgränsat, snarare än ett systematiskt sätt. Lärarstudenterna möter ett blandat kursinnehåll kring digitalisering i samhället och utbildning genom enstaka inslag i kurser snarare än en precis idé om lärares pro fessionella digitala kompetens. Det lärarstudenterna främst efterfrågar är mer innehåll kring praktiskt och didaktiskt användande av digital teknik i skolpraktik. Studien pekar vidare på vikten av att fånga upp samt nyansera nyantagna studenters föreställningar om elevens digitala kompetens. På så vis skulle digitaliseringen kunna figurera som en naturlig del i lärarutbildningen snarare än som något nytt och främmande.
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| 2. |
- Player-Koro, Catarina, Professor, 1962-
(författare)
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Digitization of Schools and Education. The case of Sweden
- 2019
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Ingår i: Understanding Media and Information Literacy (MIL) in the Digital Age A Question of Democracy. - Göteborg : Department of Journalism, Media and Communication (JMG) University of Gothenburg. - 9789188212870 ; , s. 127-132
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the studies presented here, digitalization of schools and education is viewed as an integral part of educational governance, situated in and related to the larger society. In this context, it can be shown that educational (digital) technology per se does not provide the solution to educational problems, nor does it have the potential to transform education culture and make teaching and learning more effective and innovative. Political decisions, together with the teacher’s educational mission, are more important in the structuring of education. This is also considered in relation to the fact that digitalization is an expanding area of education policy situated within the larger political/economic changes in societies in Western countries that have led to a fundamental reshaping of public education systems toward markets and economic competitiveness. As a consequence, educational policy, at least when it comes to digitalization, is driven by business ideas rather than broader ideas about what we want education to be for the individual and for society as a whole.
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| 3. |
- Asp-Onsjö, Lisa, 1951, et al.
(författare)
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Om examensarbetet på grundlärarprogrammet
- 2019
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Ingår i: Vetenskaplighet i högre utbildning. - Lund : Studentlitteratur AB. - 9789144130637
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Skolans digitalisering : läroplan och styrning
- 2019
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Ingår i: Digital kompetens för lärare. - Malmö : Gleerups Utbildning AB. - 9789151101057
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Digital teknik har på olika sätt och med olika argument introducerats i skolan. Det kommer till utryck i skolans läroplan som beskriver vilka kunskapsbehov kring digital teknik som elever och samhället anses behöva. Även den politiska styrningen av skolan har inflytande över vilken digital teknik som kommer in i skolan och hur den används. I detta kapitel gör vi en historisk tillbakablick med utgångspunkt i skolans nuvarande digitalisering. Det innebär att vi med avstamp i pågående förändringar går tillbaka och ser likheter eller skillnader i relation till tidigare digitaliseringssatsningar. De frågor som kapitlet ska behandla är, Vilka är motiven för att föra in digital teknik i skolan och undervisningen, och skiljer sig dagens argument för skolans digitalisering från tidigare argument? Hur relaterar den politiska styrningen till skolans digitalisering? Kapitlet gör nedslag i tre tidsperioder, 2010-talet, 1990-talet och 1960-talet, och relaterar dessa till läroplans- och styrningsfrågor. Kapitlet knyter därmed an till en av utbildningshistoriens mest grundläggande frågor, nämligen frågan om vad som anses vara ett relevant kunskapsinnehåll i skolans undervisning (Wahlström 2016) och vad som i bred bemärkelse utgör skolans läroplan. Denna fråga är nära sammankopplad med de samhälleliga medborgarideal som dominerar och den samhällsroll utbildningen har vid olika tidsperioder, men även vilka som har det politiska inflytandet över att styra skolans inriktning under dessa perioder. De vetenskapliga fält som intresserar sig för dessa frågor är dels läroplansteori, som på engelska benämns curriculum theory och dels fältet kring utbildningssystemens styrning, på engelska, education governance. Läroplansteori hjälper oss förstå såväl vem eller vad som får inflytande över urvalet av innehåll och kunskaper som nämnts, och kan till exempel handla om vilken undervisning eller vilken digital teknik som skolan ska erbjuda. Forskning om styrning handlar om studier av hur utbildningssystemet som en del av den offentliga sektorn, styrs genom politiska inriktningar och sätt att organisera verksamheter (Jessop 1999). I nästa avsnitt utvecklas resonemanget om läroplans- och styrningsfrågor som också utgör utgångspunkt för kapitlet.
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| 5. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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IT-mässan som utökat lärarkollegium eller marknadsplats i nyliberalismens tjänst?
- 2017
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Ingår i: Flip the system. - Lund : Studentlitteratur AB. - 9789144113890 ; , s. 303-318
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet lyfter vi fram två av de viktigare agendasättarna för IT- och skolfrågor i Sverige i dag: IT-mässor och tillhörande forum i sociala media. Vårt syfte är att utmana den gängse bilden av dem som demokratiska arenor för lärarprofessionen och i stället se IT-mässan i ljuset av globalt framväxande policynätverk där nyliberala idéer slagit igenom. Den roll lärare ges i dessa sammanhang menar vi är begränsad och reducerad till några få sätt att göra sin röst hörd på. Med kapitlet vill vi lyfta fram svenska policyförhållanden kring IT i skolan och exempel på lärares motstrategier i sammanhanget.
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| 6. |
- Player-Koro, Catarina
(författare)
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Reproducing Traditional Discourses of Teaching and Learning Mathematics : Studies of Mathematics and ICT in Teaching and Teacher Education
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is primarily concerned with the effects of education for future teachers in the context of the Swedish teacher training (Government Bill 1999/2000:135 2000). It belongs to a theoretical tradition in which the education system is viewed as a key factor in cultural production and reproduction in educational practices through symbolic control (Apple 2009; Ball 2006; Bernstein 2000, 2003). Symbolic control defines how forms of social interaction affect what is possible to think, say and do in different situations. The thesis is focused specifically on student mathematics teachers learning to become teachers of mathematics. It has a particular focus on the materials used in this, the meanings given to these materials and the identities produced through the possible embodiment of these meanings. The use of different educational technologies, including in particular ICT, has been of special interest. It aims therefore to understand both how mathematical discourses are produced and reproduced in teacher education and how this colours student teachers’ views on mathematics and their professional identity (Bernstein 2000, 2003; Valero 2007). The main outcomes of my thesis are that through the way that mathematics is taught and learned, mathematics teacher education in practice reproduces traditional ways of teaching and learning. This in that mathematics instruction is built around a ritualized practice based on the ability to solve exercises related to an examined-textbook-based content. ICT use in this context is not transformative. Rather it seems as if teaching and learning with digital technology operate as a relay in the reproduction of traditional forms of education practice. This is contrary to the intentions to renew and revitalise mathematics education and the thesis thus suggests that there is a need to scrutinize the way new technology is formulated in official discourses and appropriated in educational work. Two other things are also noteworthy in the thesis findings. The first is an increased emphasis on formal subject content through recent policy developments. This re-emphasis reaffirms the value of authoritative subject studies content as the central and most important component in the professional knowledge base. On the basis of the finding from the thesis the logic of the reform may be questioned. Also important is the ICT discourse that is constituted in wider society by selected agents. In this discourse digital technology often in many ways defines (post)modern society and the position it and education have as a driving force toward economic competitiveness. An alternative, more reflexive and critical approach where questions about technology uses in education are emphasized is suggested as necessary.
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| 7. |
- Player-Koro, Catarina, Professor, 1962-
(författare)
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Skolans digitalisering : Ett kritiskt perspektiv
- 2018
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Ingår i: Medie- och informationskunnighet (MIK) i den digitala tidsåldern.. - Göteborg : Nordicom. - 9789187957963 ; , s. 69-72
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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Teaching and Learning in Technology Rich Schools : Traditional Practices in a New outfit
- 2016
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Ingår i: Education Applications & Developments II. - Lisboa : Science Press. - 9789899938977 ; , s. 205-216
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Twenty-five years ago an educational project was carried out in a school class in Melbourne Australia using one-to-one laptop computing for educational purposes. The project took place well before initiatives by global hard and software corporate giants to develop one-to-one computer actions as a global venture in the pursuit of profit. A discourse of technology optimism has worked as a driver in these developments, particularly at school levels. In it computer technology is claimed to solve problems and create educational change and effectiveness when it actually can’t and above all doesn’t. In the chapter we examine aspects of the discourse at work through critical ethnographic research.
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| 9. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Education policy-making networks: the case of the digitization of schools
- 2017
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Ingår i: Nordic Educational Research Association 2017, Copenhagen. March 23-25, 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: As in many other parts around the world, the Nordic countries have undergone a radical marketization and neo-liberal restructuring of the public sector. As a part of these changes, policy-making networks are now a current feature of government, connecting public and private interests, and local and global actors. Similar to the UK, the changes within Nordic countries have become particularly evident in the educational sector and in relation to the digitalisation of schools (cf. Williamson, 2015). In Sweden, this has meant that the so-called edu-business, with IT consultants, technology and infrastructure suppliers, are key players in shaping public IT education policy at the same time as they displaying strong links to global policy networks (Player Koro & Beach 2014). Theoretical frameworks: The contributions within the symposia all consider policy networks as conceptual tools and central part of current education policy formations (Ball, 2016) as they mobilize and connect actors, technologies as well as ideas and discourses. Theoretically, critical and dynamic approaches to how such policy networks are formed have been a starting point, however based on different approaches to aspects of how policy networks take form, e.g. through policy events and fast policy discourses, processes that have ‘real effects’ and therefore are possible to act upon and change. These kinds of policy processes make new centers, or dislocations of policy possible. Methodology/research design: The symposia will provide a critical commentary of policy network formations both from the Nordic and European context and by the use of for example networked ethnography and documentary analyses. –Abstract 1 Selling technology to teachers: education trade shows as a policy network event –Abstract 2 Fast policy networks, digital citizenship and computing in the curriculum –Abstract 3 Methodological considerations when researching IT education policy networks Expected conclusions/Findings: The changing political landscape where private and public sector now ‘work together’ has meant that the boundary between the private and the public sector as parts of the society has been weakened. The consequences for the school, the students and for those working in the school sector – as for the education system as a whole – are many, profound and serious. The aim with this symposium is to address these consequences by: –Providing empirical, conceptual and methodological contributions from scholars investigating the emergence of trans-national spaces of policy-making and their relation to intra national spaces of policy. –Discussing the consequences these occurrences will have for policy formation as an enactment and central arena of educational policy-making. In particular, we are drawing on the case of the digitization of schools and exemplify how this is played out in Nordic education contexts. Relevance for Nordic Educational Research: Marked-based reforms in education and the formation of policy networks have reworked the nature of public education in Norway, Sweden and Denmark as well as in UK. To research, explore, and analyse the consequences of this is both necessary and relevant, not least in relation to issues of democracy and in discussion about the purpose and function of the education system for individuals and society.
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| 10. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers’ (future) digital work within platform infrastructures
- 2021
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Ingår i: Paper for "The Future of Work" - examining discourses and social practices. International and interdisciplinary conference, Sorbonne University, Paris, France November 25-26, 2021..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper focuses on the inscribed uses and imaginaries of teachers’ digital work, currently formed through school platform infrastructures. Based on Swedish and Australian project cases, where the public education sector has experienced a substantial marketization and deep penetration of commercial platform infrastructures, we explore current imaginaries and driving forces of digital work. Our ethnographical material is teacher and management interviews, platform studies, activity logs and infrastructural policies. Theoretically, we approach digital work as constituted by socio-technical assemblages, made from social practices and technology inscriptions within cross-platform infrastructures (Plantin et al 2018), that prescribe particular forms of digital work, which make the existing and future work of teachers visible, thinkable and actionable in particular ways. From our two cases superficial differences appear but ultimately the same logics are evident; a highly visible discourse of the teacher professional, in charge of the platform work and simply supported or augmented in their professional judgements. One example is how platform providers and policies promote interoperability and automation across platforms (cf. Perotta et al 2021). In reality and in combination with the business logic of educational platforms (Kerssens & van Dijck 2021), the discourse is highly questionable. It positions teachers as rentieers (Komljenovic 2021), expected to manage digital work seamlessly regardless of platform provider or accompanied by a (robot) colleague or application (Selwyn 2021). Concurrently, teachers are expected to act as creators of school data production for providing school results (Foucault 1975) on platforms where data exploitation however is rule and data ownership unregulated. At least three powerful forces elevate the digital work; 1) disruptive situations, such as the COVID-19 pandemic where teachers are to solve the situation, 2) public sector reform, exposing teachers to increased public accountability, and 3) teacher care for students to provide social support and compensating for structural inequalities. References: Foucault, M. (1975). Surveiller et punir. Gallimard. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology. DOI: 10.1080/17439884.2021.1876725 Komljenovic, J. (2021). The rise of education rentiers: digital platforms, digital data and rents, Learning, Media and Technology, DOI: 10.1080/17439884.2021.1891422 Perotta, C., Gulson K.N., Wiliamson, B., and Witzenberger K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1): 97- 113. https://doi.org/10.1080/17508487.2020.1855597 Plantin, J.-C., Lagoze, C., Edwards, P. N., & Sandvig, C. (2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media & Society, 20(1), 293-310. Selwyn, N. (2021). Digital labor meets the classroom. Research Intelligence, 145. http://der.monash.edu/wp-content/uploads/2021/01/Research-Intelligence-DEC-2020.pdf
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