| 1. |
- Pettersson, Fanny, et al.
(författare)
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Learning to teach in a remote school context : exploring the organisation of teachers' professional development of digital competence through networked learning
- 2019
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Ingår i: Networked professional learning. - Cham : Springer. - 9783030180294 - 9783030180300 ; , s. 167-185
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Bokkapitel (refereegranskat)abstract
- This chapter takes a school management perspective and investigates an upper secondary remote school in northern Sweden and its ambitions to create conditions for teachers' professional development (TPD) of digital competence. More specifically, the chapter explores possibilities and challenges in how TPD of digital competence can be organised, facilitated, and sustained. By means of Cultural-Historical Activity Theory (CHAT), the results and analysis show that the development of teachers' digital competence requires a school management that is supportive in creating a culture of change that can be sustained beyond single TPD actions and activities. Moreover, teachers need support to elaborate and negotiate on what type of tools, rules, roles, and divisions need to be added to the activity for the networked learning to take place and to proceed both in a short-term and long-term perspective. It is also shown how the school management needs to be sensitive to when and how the learning network is in need of encouragement and external support, that is, the importance of finding a balance between when the learning network can be self-organised and when it is in need of being externally directed with support from the school management.
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| 2. |
- Spante, Maria, 1967-, et al.
(författare)
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MakerSpaces in schools : networked learning among teachers to support curriculum-driven pupil learning in programming
- 2019
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Ingår i: Networked Professional Learning. - Cham : Springer. - 9783030180294 - 9783030180300 ; , s. 223-237
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.
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| 3. |
- Öberg, Lena-Maria, 1974-, et al.
(författare)
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Communities of Inquiry in Crisis Managment Exercises
- 2019
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Ingår i: Networked Professional Learning. - Cham, Switzerland : Springer. - 9783030180294 ; , s. 55-68
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Bokkapitel (refereegranskat)abstract
- Employees working in diverse settings such as schools, shops and government organisations have to be prepared for crisis situations, for example a school shooting, extreme weather flooding, a health pandemic and so on. In these situations they have to deal with the unexpected which makes it difficult to anticipate what they need to learn and how. This chapter examines how employees learn to deal with crisis situations, specifically focusing on whether a crisis management exercise could contribute to the development of a community of inquiry (CoI). The CoI model is chosen as the underpinning theory because it is assumed that learning communities create awareness, trust, and support knowledge sharing, which are necessary pre-conditions for collaboration in crisis management situations. The study uses a combination of quantitative and qualitative data to analyse a simulated crisis exercise. The first round of analysis evidences that the exercise does not contribute to the development of a learning community. Digging deeper into the data in a second round, the results show that the CoI model does not reflect the various types of learning communities that develop within a crisis management exercise, such as home communities, cohort communities, specialist communities and local working groups. A key recommendation is that the CoI model should be expanded to include these four community types. Four additional key concepts appear important for community development in crisis management exercises: adoption of the various group, considering important partnerships, value creation and visibility. The extended CoI model could help to plan, monitor and evaluate professional learning of learning communities in future crisis management exercises.
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