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- 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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| 2. |
- Gu, Limin, et al.
(författare)
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Case Studies on the Use of Technology in TPD (Teacher Professional Development)
- 2012
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Ingår i: US-China Education Review. A. - : David Publishing Company. - 2161-623X .- 1548-6613 .- 1930-1529. ; 2:3, s. 278-290
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries.
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| 4. |
- Malinovschi, Andrei, 1978-, et al.
(författare)
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Consequences of Using Post- or Prebronchodilator Reference Values in Interpreting Spirometry
- 2023
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Ingår i: American Journal of Respiratory and Critical Care Medicine. - : American Thoracic Society. - 1073-449X .- 1535-4970. ; 208:4, s. 461-471
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Tidskriftsartikel (refereegranskat)abstract
- RATIONALE: Post-bronchodilator (BD) spirometry is used for diagnosis of chronic obstructive pulmonary disease (COPD). However, pre-BD reference values are used for spirometry interpretation.OBJECTIVES: To compare the resulting prevalence rates of abnormal spirometry and study the consequences of using pre- or post-BD reference values generated within the Swedish CArdioPulmonary bioImage Study (SCAPIS) when interpreting post-BD spirometry in a general population.METHODS: SCAPIS reference values for post-BD and pre-BD spirometry were based on 10,156 and 1,498 never-smoking, healthy participants, respectively. We studied the associations of abnormal spirometry, defined by using pre- or post-BD reference values, with respiratory burden in the SCAPIS general population (28,851 individuals).MEASUREMENTS AND MAIN RESULTS: Bronchodilation resulted in higher predicted median and lower limit of normal (LLN) for FEV1/FVC ratio. The prevalence of post-BD FEV1/FVC < pre-bronchodilator LLN was 4.8% and that of post-BD FEV1/FVC < post-bronchodilator LLN was 9.9% for the general population. An additional 5.1% was identified as having an abnormal post-BD FEV1/FVC ratio and this group had more respiratory symptoms, emphysema (13.5% vs. 4.1%, p<0.001) and self-reported physician-diagnosed COPD (2.8% vs. 0.5%, p<0.001) than subjects with post-BD FEV1/FVC ratio > LLN for both pre- and post-bronchodilation).CONCLUSIONS: Pre- and post-bronchodilator spirometry reference values differ with regard to FEV1/FVC ratio. Use of post-bronchodilator reference values doubled the population prevalence of airflow obstruction; this was related to a higher respiratory burden. Using post-bronchodilator reference values when interpreting post-bronchodilator spirometry might enable identification of individuals with mild disease and be clinically relevant.
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| 5. |
- Zhu, Ling, et al.
(författare)
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Structure of Ljungan virus provides insight into genome packaging of this picornavirus
- 2015
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Ingår i: Nature Communications. - : Springer Science and Business Media LLC. - 2041-1723. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- Picornaviruses are responsible for a range of human and animal diseases, but how their RNA genome is packaged remains poorly understood. A particularly poorly studied group within this family are those that lack the internal coat protein, VP4. Here we report the atomic structure of one such virus, Ljungan virus, the type member of the genus Parechovirus B, which has been linked to diabetes and myocarditis in humans. The 3.78-angstrom resolution cryo-electron microscopy structure shows remarkable features, including an extended VP1 C terminus, forming a major protuberance on the outer surface of the virus, and a basic motif at the N terminus of VP3, binding to which orders some 12% of the viral genome. This apparently charge-driven RNA attachment suggests that this branch of the picornaviruses uses a different mechanism of genome encapsidation, perhaps explored early in the evolution of picornaviruses.
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| 8. |
- Bergstrand, Ulrika
(författare)
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Styrning och re-kontextualisering av värden i utbildningspolicy på nationell och lokal nivå
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study, governing as re-contextualization of values in Swedish educational policy has been described and analyzed. Two levels have been central to the study: the national level, in the form of the Swedish Schools Inspectorate's (SSI) survey to school personnel, and the municipal level, examined by interviews with superintendents in sparsely populated and rural areas. Three qualitative content analyses were performed, in two of which Rokeach’s theory of values as desirable actions and goals was used. The results presented that the dominant policy goal and the value expressed was that schools should promote students' knowledge, which is in line with the values underlying the PISA survey. The SSI survey expressed that schools should be quality assured to enhance students' knowledge development. Desirable actions to achieve this were: the principals evaluating, the teachers adapting to individual students, strengthening an environment conducive to learning with codes of conduct, and the guardians being informed about their children’s development. However, the superintendents expressed a lack of competence and qualified teachers for equivalent assessments, a need to upskill teachers, and that the information to the guardians did not always reach them. The study also showed an expressed value to include all students in teaching, which is in line with the values underlying the Salamanca statement. The SSI survey expressed this value as the students' participation in individualized teaching, an increased efficiency in special support, a socialization through codes of conduct, and that the students should know their rights. The superintendents expressed this value as motivating students, particularly boys, to study, adapting education for students in need of special support, preventing violations of newcomers, addressing girls' mental health, and the strengthening of democratic attitudes. In summary, the study shows that the values at the national level promoted increased individual rights, while at the local level, the values were expressed as a need to increase democratic values. Nonetheless, the values underlying the education of democratic citizens in sparsely populated and rural areas cannot be considered a closed chapter, even though policies at the national level continue to emphasize the values of promoting students' development of knowledge and their individual rights.
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| 9. |
- Billmayer, Jakob, 1983-, et al.
(författare)
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Remote teaching to ensure equal access to education in rural schools
- 2020
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Ingår i: Education in the North. - Aberdeen : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- An impending challenge in today’s school is to ensure that all students have access to an equal education, which should in turn improve social and economic conditions for both individual and society (Lundahl, 2016). The equality aspect is especially accentuated in rural areas which, unlike metropolitan regions, often have significant difficulties related to long distances between schools, lack of qualified teachers and problems filling the classroom due to diminishing birthrates. This in turn restricts students' right to an equal education in rural areas (cf. Pettersson, 2017).At the same time, digitalization of society is one of the fundamental challenges for the future. The development and broad availability of digital technologies has created new unique opportunities, and pitfalls, for rethinking and reinventing students’ equal access to learning, education and collaboration in the digital age (Collins and Halverson, 2009). Distance and remote teaching are such examples used to ensure equal access to education, not least in rural areas (cf. Hilli, 2020; Pettersson and Olofsson, 2019). Using digital technologies for remote teaching have thereby also, to some extent, changed the way that schools operate and the ways that teaching is being conducted (cf. From, Pettersson and Pettersson, 2020). However, research, networks and collaborations within this area can be said to be scarce not only at a Nordic, but also at an international level (Barbour, 2013; Toppin and Toppin, 2016).Based on the lack of research, networks and collaboration for developing remote teaching as a practice, the significance of a symposium was identified. In May 2020, the international research symposium Remote teaching to ensure equal access to education in rural schools was held at Umeå University in Sweden. At the symposium different strategies to systematically and proactively increase access to education at upper secondary school level using digital technologies were discussed. One basic assumption that emerged during the discussions was that the existence of, and access to, new information technologies is necessary but not sufficient. In the discussions it became obvious that it will be of complementary importance who is empowered to design, create, invent and choose to use the technologies that enhance their personal and professional lives.The symposium resulted in an open call for a special issue of Education in the North, which resulted in a huge interest not only from the Nordic countries but from researchers all over the world. As can be seen in this special issue, research from Australia, Azerbaijan, Finland, Iceland, Scotland, and Sweden with different focuses on aspects of equal access to education in schools are represented. The great promise of this special issue lies in its potential to provide research of interest to a wide audience, including researchers, practitioners and policymakers in both Nordic and international contexts.
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