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- Håkansson Lindqvist, Marcia, 1962-
(författare)
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Conditions for Technology Enhanced Learning and Educational Change : a case study of a 1:1 initiative
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. In this thesis the uptake and use of digital technologies is studied from the student, teacher and school leader perspectives in order to through this gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. In the Unos Umeå research project the uptake and use of digital technologies in two schools, an upper secondary school and a compulsory school, was studied. A research design involving a case study approach (Yin, 2003, 2009) was used to study a 1:1 initiative. The methods of data collection were surveys, interviews and classroom observations. To explore, identify and describe conditions for TEL and educational change the data collected were used to map the initial expectations regarding the uptake and use of digital technologies from the start of the initiative as well as to follow the development of teaching and learning activities related to the uptake and use of digital technologies in the 1:1 classroom over a period of two years. The Ecology of Resources Model (Luckin, 2010) was used as a theoretical framework including the use of the concept of filters. Regarding the conditions for TEL, the results show that the uptake and use of digital technologies provides possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support and follow-up of students and teachers, creating a unified vision of the work with digital technologies, and collaboration and sharing within the schools as an ecology of resources. The challenges seen from the student, teacher and school leader perspectives were related to use, technical support and optionality. If the possibilities are to be achieved, there is a need for continued professional development for teachers and school leaders. Further, clear directives through policy will be of importance. In the short term, the practical implications of the uptake and use of digital technologies, specifically in 1:1 initiatives, seem to be strongly connected to sustainability in schools. In the long term, if sustainable conditions for TEL and educational change in the 1:1 classroom can be created and upheld, the practical implications may for example be teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices and an increase in equality of digital competence between students, between schools and between classrooms in the same school.
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| 2. |
- Håkansson Lindqvist, Marcia, 1962-, et al.
(författare)
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Digitalization and school leadership : on the complexity of leading for digitalization in school
- 2019
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 36:3, s. 218-230
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools.Design/methodology/approach: Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization.Findings: The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization.Practical implications: It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning.Originality/value: This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.
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| 3. |
- Håkansson Lindqvist, Marcia, 1962-
(författare)
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Exploring activities regarding technology enhanced learning in a one-to-one initiative
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X. ; 10:4, s. 227-245
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Tidskriftsartikel (refereegranskat)abstract
- The uptake and use of digital technologies in the classroom was studied in Unos Umeå, a One-to-One (1:1) initiative between Umeå University and the municipality of Umeå in Sweden. The focus was set on teachers’ expectations and activities regarding Technology-Enhanced Learning (TEL). Possibilities and challenges in teachers’ activities were analyzed using the Ecology of Resources Model (Luckin, 2010). Creating collaborative learning environments, furthering teachers’ skills in Information and Communication Technology (ICT) and supporting laptop use will have implications for TEL.
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| 4. |
- Håkansson Lindqvist, Marcia, 1962-
(författare)
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Gaining and Sustaining TEL in a 1:1 Laptop Initiative : possibilities and Challenges for Teachers and Students
- 2015
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Ingår i: Computers in The Schools. - : Taylor & Francis. - 0738-0569 .- 1528-7033. ; 32:1, s. 35-62
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Tidskriftsartikel (refereegranskat)abstract
- The uptake and use of digital technologies is studied in Unos Umeå, a joint one-to-one (1:1) research project between Umeå University and the municipality of Umeå in Sweden. This article presents the results of the third phase of the classroom work with laptops. Using the ecology of resources model (Luckin, 2010), these possibilities and challenges can be interpreted as the manifestation of filters in the learning environment. Alleviating technical problems, targeting low student laptop use, teacher collaboration, and teacher professional development (TPD) may help teachers and students gain and sustain technology-enhanced learning (TEL) in this 1:1 initiative.
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| 5. |
- Håkansson Lindqvist, Marcia JP, 1962-
(författare)
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Possibilities and challenges for TEL from a student perspective through the uptake and use of digital technologies in a 1:1 initiative
- 2013
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Ingår i: Education Inquiry. - : Co-Action Publishing. - 2000-4508. ; 4:4, s. 629-647
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Tidskriftsartikel (refereegranskat)abstract
- The uptake and use of digital technologies in the classroom is studied in Unos Umea°, a jointOne-to-One (1:1) project between Umea° University and the Municipality of Umea° in Sweden. Thispaper presents the results of a survey completed by upper secondary students (N923), focusgroup interviews (N7) and classroom observations (N22). Students see possibilities inaccessing information, text skills, and work variation, while the challenges they see are difficultiesin focusing on the task at hand, technical problems, and the lack of alignment between students’and teachers’ skills in Information and Communication Technology (ICT). Using the Ecology ofResources Model (Luckin 2010), these challenges can be interpreted as the manifestation of filtersin the learning environment. How collaborative learning environments are created, the lack ofalignment between teachers’ and students’ ICT skills and how everyday use of computers in theclassroom develops will hold implications for Technology Enhanced Learning (TEL) in theclassroom.
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| 6. |
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| 7. |
- Håkansson Lindqvist, Marcia, 1962-
(författare)
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The uptake and use of digital technologies in two schools working in a 1:1 computer initiative
- 2013
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Ingår i: DC-ECTEL 2013. - : CEUR-WS. ; , s. 30-36
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Konferensbidrag (refereegranskat)abstract
- The use of digital technologies in schools provides possibilities and challenges in the classroom. The uptake and use of laptop computers and the conditions for Technology Enhanced Learning (TEL) in two schools will be studied in Unos Umeå, a joint One-to-One (1:1) initiative between Umeå University and the municipality of Umeå in Sweden. The research questions posed regard teachers' expectations regarding laptop use and professional development, students' expectations regarding use, expectations of school leaders and effects for the schools as organizations. Based on surveys, interviews, focus group interviews and ethnographically inspired classroom observations, the Ecology of Resources Model [14] is used a theoretical framework. The research contribution of Unos Umeå will be of importance for schools initiating similar projects in the future, contributing to insight in development for teachers, students, school leaders, the schools as organizations as well as for the research areas of 1:1 and TEL.
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| 8. |
- Mozelius, Peter, et al.
(författare)
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Reinforcing Work-integrated Learning with Technology Enhancement and the Concept of Bringing Your Own Data
- 2022
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Ingår i: INTED2022 Proceedings. - : IATED. - 9788409377589 ; , s. 4238-4244
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Konferensbidrag (refereegranskat)abstract
- In the contemporary digitalisation, the reinforcement of professional development and organisational upskilling in a business is essential. The shift to a knowledge society requires technology enhanced and work-integrated professional development aimed at developing the staff’s domain-specific knowledge as well as profession-based digital competence. With this short backdrop, the aim of this paper is to describe and discuss how academia collaborated with companies and organisations in the Swedish BUFFL-project. This was a two-year collaborative project for professional development for insurance and bank company staff and a specific focus on organisational development. The project was carried out as a cross-disciplinary collaboration between researchers from different departments in three universities and six companies. The overall research question to answer was: "What are the course participants' attitudes towards technology enhanced, and work-integrated professional development involving 'Bringing Your Own Data' (BOYD)?". The BYOD approach was part of a course design rule in the BUFFL-project meaning that all course modules should include at least one assignment related to the course literature, and one assignment based on the involved companies' own brought data. This study used a mixed method approach combining a descriptive statistical analysis of Likert-questions with a deductive thematic analysis. The analysed data was extracted from evaluation questionnaires for 14 course modules in the BUFFL-project. Results have been grouped into the categories of 'Technology enhancement' and 'Work-integrated learning with participant brought data'. Findings indicate that the quality of technology enhancement is critical, and that the minor technical issues in some course batches have disturbed the teaching and learning activities. However, in general participants seemed to portray a general positive attitude towards the BUFFL model for technology enhanced professional development. Finally, the concept of Bringing Your Own Data appears to have a potential to reinforce work-integrated learning.
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| 9. |
- Pettersson, Fanny, et al.
(författare)
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Digitalization, school leadership, and the new normal : school leaders' perceptions of post-pandemic development in school organizations
- 2024
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Ingår i: The power of technology in school leadership during COVID-19. - : Springer. - 9783031515743 - 9783031515750 ; , s. 169-185
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Bokkapitel (refereegranskat)abstract
- School leaders have a crucial role in leading digitalization and school development. However, regarding the pandemic, digital school development comprises many different aspects and includes many different processes for school leaders to consider as the new normal. In this chapter, we analyze how school leaders perceive the development of digital practices, based on their experience from the pandemic. In this study, 300 school leaders were interviewed using a highly structured interview guide. The analysis was conducted using a conceptualization of digital school leadership as their work with four extensive processes, involving setting the direction, developing people, developing the organization, and improving teaching and learning. The study shows that school leaders visioning small steps forward using and facing many different activities ranging from new structures for communication to new digitalized teaching activities aimed to meet students' different individual needs. As such, school leaders' own knowledge and skills, in a variety of areas, are of importance. Reflections on practical implications regarding the complexities school leaders face in leading for digitalization post-COVID-19 as well as opportunities are presented.
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