| 1. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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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. |
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| 5. |
- Lindberg, J. Ola, et al.
(författare)
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Contrasting Views – Student and Teachers Perceptions on ICT in Eduation
- 2016
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Ingår i: ICITE 2016, PROCEEDINGS. ; , s. 1-10, s. 1-10, s. 1-10
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish four-year project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use of ICT, out of school they rely more on their smartphones than they do in school.
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| 6. |
- Lindberg, Ola J., et al.
(författare)
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Developing awareness of digital competence and skills through dialogue – a methodological reflection
- 2017
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Ingår i: INTED2017: 11th International Technology, Education and Development Conference. - : IATED. - 9788461784912 ; , s. 5679-5686
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Konferensbidrag (refereegranskat)abstract
- Great expectations have been placed on information and communication technology (ICT) to change and improve education. In research and evaluations, the picture seems to be of expectations not yet realized. To be able to change practice in the area of ICT in education, one key issue often put forward is teachers’ professional development (TPD). This paper investigates an alternative way of stimulating TPD in the area of ICT in education by building on ideas of formative intervention. The aim of this paper is to present an interview model used in a research project as a tool to develop awareness of digital competence and skills among upper secondary school teachers and discuss this as a model for TPD in the area of ICT. Furthermore, the aim is to present early results from an analysis of teacher interviews using the model and discuss the limitations and possible strengths of this model in relation to other models of formative intervention research and change in practice.
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| 7. |
- Olofsson, Anders D., et al.
(författare)
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Uptake and use of digital technologies in primary and secondary schools : a thematic review of research
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - Oslo : Universitetsforlaget. - 1891-943X. ; 10:4, s. 103-121
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Forskningsöversikt (refereegranskat)abstract
- This article is a review of international research on the uptake and use of digital technologies in primary and secondary schools. The aim was to provide a credible and clear picture of current research, together with some wellinformed suggestions as to how future research could develop. Two strategies were used: (1) identify themes within current research that indicate important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons, identify which knowledge-gaps need to be closed and in the light of this suggest directions for further research. It is concluded that a rather complex and fragmented picture of the uptake and use of digital technologies emerges from the literature review. Three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e.g. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and mmethodological approaches when designing and analyzing studies within the field.
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| 8. |
- 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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| 9. |
- Fransson, Göran, 1968-, et al.
(författare)
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Becoming a teacher – an introduction to the book.
- 2008
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Ingår i: Newly Qualified Teachers in Northern Europe. - Gävle : Gävle University Press. - 9789197489331 ; , s. 11-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Fransson, Göran, 1968-
(författare)
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Debatteknik och sakfråga
- 2012
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Ingår i: Gefle Dagblad. ; :23 okt:21 sept
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Tidskriftsartikel (populärvet., debatt m.m.)
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