| 1. |
- Kostis, Angelos, et al.
(author)
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Coping with vulnerability in strategic alliances : reciprocity, altruism, and blurred hospitality
- 2021. - 1
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In: Managing the partners in strategic alliances. - Charlotte, NC : Information Age Publishing. - 9781648025907 - 9781648025914 - 9781648025921 ; , s. 85-111
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Book chapter (peer-reviewed)abstract
- Ensuring the continuation of strategic alliances is challenging particularly due to the inevitable presence of relational risks and inter-partner uncertainty that may discourage firms to accept becoming vulnerable to their partners’ actions. Rendering oneself vulnerable, however, is critical to establish and maintain the smooth functioning of an alliance as well as realizing the fruitfulness of exchanging strategically important resources with firms that may have partially conflicting objectives. While prior research has provided rich insights into the efforts of the focal firm to manage and control the partner (e.g., by relational and contractual means), less light has been shed on the“relationality” aspect of strategic alliances and vulnerability management as an interactive accomplishment. This chapter aims to advance the understanding of how firms can cope with vulnerability in strategic alliances. From a social exchange perspective, we suggest that firms can cope with vulnerability by establishing and relying on social norms, such as reciprocity and altruism. Furthermore, building on the Derridean notion of conditional and unconditional hospitality, we suggest that the cornerstones of reciprocity and altruismare associated with the firms’ engagement in different forms of hospitality. Finally, we construct an integrative model proposing blurred hospitality as the synergy that emerges when firms simultaneously engage in conditional and unconditional hospitality and discuss how this synergy facilitates coping with vulnerability effectively.
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| 2. |
- MacKenzie, Alison, et al.
(author)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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In: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; , s. 271-329
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Journal article (peer-reviewed)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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| 3. |
- MacKenzie, Alison, et al.
(author)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
-
In: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 4, s. 271-329
-
Journal article (peer-reviewed)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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| 4. |
- Örtegren, Alex
(author)
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A postdigital lens on teaching for digital citizenship : opportunities and challenges for teacher educators’ professional digital competence
- 2023
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Conference paper (peer-reviewed)abstract
- With the past 20 years of increasingly pervasive digital technologies in educational and societal contexts, young people’s development of digital citizenship has become important to participate and act as members of society. To this end, schools have an important role, and new teachers need to be prepared through the support of teacher educators. Focusing on their dual-didactic role, this lightning talk highlights opportunities and challenges for teacher educators’ professional digital competence (PDC) to teach for digital citizenship. Using examples from the Swedish context, the talk highlights tensions in teacher educators’ PDC where their understanding of digital citizenship may be broadly compatible with the postdigital but less nuanced in the context of education. Similarly, teacher educators may have PDC to teach about digital citizenship but feel ill-prepared to teach teaching for digital citizenship, where further complexity comes from the strive to have PDC that is responsive to postdigital developments in society. The lightning talk draws attention to the opportunities of using a postdigital lens to support teacher educators’ PDC to include a deep conceptual understanding of digital citizenship, which is important for the preparation of future teachers and, in turn, young people’s development of digital citizenship.
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| 5. |
- Örtegren, Alex, et al.
(author)
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Artificial intelligence in Nordic K-12 education : implications of materials and resources for digital citizenship formation
- 2023
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In: NERA Conference 2023.
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Conference paper (peer-reviewed)abstract
- Digital technologies, such as artificial intelligence (AI), increasingly permeate societal contexts, impacting how citizens interact, for example, through datafication and algorithms supported by AI (Hintz et al., 2019). Citizens, therefore, need to develop digital citizenship which includes knowledge and skills to engage critically with AI (Vuorikari et al., 2022). Aspects of digital citizenship are present in Nordic K-12 curricula (Christensen et al., 2021), and while teaching AI in education has broadly drawn attention (Holmes & Tuomi, 2022), it is still unclear what knowledge and skills teachers need to focus on to help young citizens develop their digital citizenship in relation to AI (cf. Markauskaite et al., 2022). In response, numerous frameworks and materials for teaching AI have been developed, which could provide teachers with guidance. In a Nordic context, this paper aims to analyze materials and resources that could influence K-12 teachers’ work of teaching AI as an aspect of the digital competence young people need to develop as part of their digital citizenship. This is done by a close reading of the European Union framework DigComp 2.2 and the Swedish National Agency for Education’s supportive materials available teachers to operationalize the teaching of AI. Using Touretzky et al. (2019) as an analytical node, the paper examines the discursive construction of AI-related knowledge and skills that young citizens need and how teachers can operationalize these through available policy and support materials. The early results highlight tendencies to present AI as a threat to democracy which is why citizens need relevant knowledge and skills. This often reflects instrumentalism rather than a holistic understanding of digital technologies in society or what AI can do. The paper thus highlights the need for teachers to engage with these materials critically. Given the potential implications for citizenship formation, such critical engagement becomes important in a Nordic context, where educators tend to conceptualize digital citizenship in different ways (Örtegren, 2022).ReferencesChristensen, I. R., Biseth, H., & Huang, L. (2021). Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools. In H. Biseth, B. Hoskins, & L. Huang (Eds.), Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS (pp. 65-92). Springer Nature Switzerland AG.Hintz, A., Dencik, L., & Wahl-Jorgensen, K. (2019). Digital citizenship in a datafied society. Polity Press.Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education.Markauskaite et al. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education: Artificial Intelligence, 3, 1000056.Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What Should Every Child Know about AI?. Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 9795-9799.Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens with New Examples of Knowledge, Skills, and Attitudes. Publications Office of the European Union.Örtegren, A. (2022). Digital Citizenship and Professional Digital Competence – Swedish Subject Teacher Education in a Postdigital Era. Postdigital Science and Education, 4(2), 467-493.
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| 6. |
- Örtegren, Alex
(author)
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Digital Citizenship and Professional Digital Competence : Swedish Subject Teacher Education in a Postdigital Era
- 2022
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In: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 4, s. 467-493
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Journal article (peer-reviewed)abstract
- Teacher education (TE) is not only about skills and knowledge but also about citizenship formation as student teachers are prepared for the democratic assignment of school. In a postdigital era, blurred boundaries between digital technologies and physical reality place new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). This paper explores Swedish TEDs’ views of digital citizenship and the professional digital competence (PDC) required for teaching subject student teachers to teach for digital citizenship. Seven TEIs participated and 16 semi-structured interviews were conducted with TEDs teaching a Core Education Subjects module on education and democracy mandatory for all student teachers. TEDs generally believe that the digitalization of society impacts the democratic assignment and addressing this requires specific PDC. Conceptualizations of digital citizenship tend to foreground source criticism as well as ethical, safe, and sound use of digital technologies, and to some degree also (im-)material means of democratic participation. While generally believing that TE should address questions relating to digital citizenship and that TEDs have an important role in this regard, digital technologies are discussed in the module coincidentally and TEDs are unsure to what degree student teachers receive such training. Challenges include lack of time and unclear Degree Objectives. To develop TEDs’ PDC to include questions relating to digital citizenship in their teaching, support is needed through policy and continuous professional development for TEDs, including reviews of course content and program structure. Future TE research needs to explore digital citizenship in the school subject social studies.
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| 7. |
- Örtegren, Alex, et al.
(author)
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Digital Citizenship and Professional Digital Competence in a Postdigital Age : Teacher Educators' Views and Potentialities
- 2021
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In: Scuola Democratica (2021). Book of Abstracts of the International Conference of the journal Scuola Democratica. Reinventing Education, Rome, 2-5 June, Associazione “Per Scuola Democratica”. - Rome : Scuola democratica. - 9788894488845 ; , s. 343-343
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Conference paper (peer-reviewed)abstract
- Educating future citizens is part of teachers’ work for which student teachers need skills and knowledge. Digitalization in society places new demands on teacher education institutions (TEIs) and teacher educators (TEs) because it is changing citizenship and the democratic landscape. Young people’s civic engagement is becoming increasingly more digital while challenges to democracy are augmented, for instance post-truth disinformation campaigns, digital surveillance, and ‘echo chambers’.This paper reports from a postdigital perspective on the early results of a case study of TEs’ conceptualizations of digital citizenship at seven TEIs spread geographically across Sweden. Based on semi-structured interviews with 16 TEs who teach a module on democracy and education mandatory for all student teachers (General Education Studies, first semester), this study examines TEs’ views of digital citizenship and the professional digital competence (PDC) required for TEs to teach for digital citizenship. The results show that TEs generally agreed that the digitalization of society impacts how school is to foster democratic citizens and that this requires specific dimensions of TE and teacher PDC. Digital citizenship tended to be narrowly conceptualized as pertaining to source criticism while other aspects such as skills and knowledge for democratic participation, critical engagement, and online security were expressed less often. Although many TEs agreed that it is important to address digitalization in relation to the democratic assignment, they were uncertain in regard to if, how, and when TEIs prepare student teachers accordingly. When asked about digitalization as part of student teachers’ mandatory module on democracy and education, this was addressed coincidentally, if at all. TEs also viewed lack of time as a problem, citing subject matter, time allotted, and no clear demands on teacher PDC specifically relating to citizenship or the democratic assignment among the National Teacher Program Goals. Thus, although TEs generally believe they have an important role in preparing student teachers for the democratic assignment in in a digitalized school, it is unclear what dimensions of TE and teacher PDC this requires, and different emphases may impact TEI equivalence and subsequently pupils’ citizenship formation. Therefore, TEIs need to ensure that TEs have the PDC needed to include questions of digital citizenship in their teaching. The study also suggests that TEs need to be involved in continuous professional development (CPD) in PDC and digital citizenship in relation to questions concerning for instance course content, teaching, and program structure.These results echo another case study by Lindfors, Pettersson & Olofsson (2021) presented in this paper, which focuses on how TEs view conditions to ensure that student teachers graduate with the PDC needed to work in a digitalized school. This study shows that TEs need CPD in PDC for the dual didactic task of teaching to teach, including the ability to help student teachers position the teaching profession in relation to digitalization in postdigital society. In this regard, TEI leadership and policy support are important, which mirrors the importance of TE CPD in PDC and review of course content and program structure identified by the first study.
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| 8. |
- Örtegren, Alex
(author)
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Digital citizenship in teacher education – Exploring conceptualizations in a postdigital era
- 2022
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In: Networked Learning 2022. - 9788797409909 ; , s. 348-357
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Conference paper (peer-reviewed)abstract
- In a postdigital era, an increasingly important dimension of citizenship is digital citizenship, which is reflected for instance by digital civic engagement, fake news, and disinformation, not least during the Covid-19 pandemic. Teacher education (TE) prepares student teachers for the fostering of citizens in K-12 schools, and various conceptualizations of digital citizenship appear in educational research that could inform TE practice. This paper explores two common conceptualizations of digital citizenship in educational research, Ribble’s nine elements of digital citizenship and Choi’s four-category model, and critically examines how these reflect digital citizenship in a postdigital era, including potential implications for TE. The paper shows that neither conceptualization fully reflects digital citizenship in a postdigital era although Choi’s model mirrors some characteristics, for instance a blurredness between binaries such as “online” and “offline”, and a multi-faceted understanding of citizenship and digital technologies. Critically analyzing digital citizenship is important as the conceptualizations informing TE may impact the preparation of future teachers to teach for digital citizenship in a postdigital era.
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| 9. |
- Örtegren, Alex, et al.
(author)
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Pathways to professional digital competence to teach for digital citizenship : social science teacher education in flux
- 2024
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In: Teachers and Teaching. - : Routledge. - 1354-0602 .- 1470-1278.
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Journal article (peer-reviewed)abstract
- Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.
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| 10. |
- Örtegren, Alex
(author)
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Philosophical underpinnings of digital citizenship through a postdigital lens : implications for teacher educators’ professional digital competence
- 2024
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In: Education and Information Technologies. - : Springer. - 1360-2357 .- 1573-7608. ; 29, s. 4253-4285
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Journal article (peer-reviewed)abstract
- Embedded in society, digital infrastructure has changed citizens’ lives. Young people therefore need to develop digital competence and digital citizenship, and schools have an important role in this regard. To prepare new schoolteachers for this role, teacher educators (TEDs) need professional digital competence (PDC) that includes knowledge, competences, and a conceptual understanding to teach teaching for digital citizenship. In light of the limited body of research on theorizing digital citizenship in relation to TEDs’ PDC, this paper critically analyzes three conceptualizations of digital citizenship. Being potentially normative and part of the latest phase of development in the field, these conceptualizations could shape TEDs’ PDC and practice. In a qualitative content analysis of the selected conceptualizations, this paper uses a postdigital lens to bring into focus and critically analyze aspects of philosophical underpinnings related to socio-technical relations. The results show that conceptualizations of digital citizenship convey different understandings of human–technology relations and the knowledge and competences necessary to exercise digital citizenship. These differences have far-reaching implications for TEDs’ PDC in ways that could impact students’ opportunities to develop digital competence and digital citizenship. Therefore, TEDs’ PDC needs to include a critical understanding of digital citizenship, and the post-pandemic juncture of “new normal” provides opportunities to rethink and reframe PDC. To this end, a postdigital lens can shift the focus to how PDC is contingent on the shifting entanglements in which pedagogical activities are situated and orchestrated, and how these relate to broader issues of injustice in society.
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