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On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors

Fransson, Göran, 1968- (författare)
Högskolan i Gävle,Didaktik,IT i Lärande,University of Gävle,Univ Gävle, Gävle, Sweden.,Högskolan i Gävle, Gävle, Sverige
Hrastinski, Stefan (författare)
KTH,Lärande,Kungliga Tekniska Högskolan (KTH),Higher Education and E-Learning
Lindberg, J. Ola (författare)
Mittuniversitetet,Umeå universitet,Pedagogiska institutionen,Mid Sweden Univ, Sundsvall, Sweden.,Umeå Univ, Umeå, Sweden.,Avdelningen för utbildningsvetenskap,Higher Education and E-Learning,Umeå universitet, Umeå, Sverige
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Lindberg, Ola J., 1966- (författare)
Umeå Universitert
Lundin, Johan (författare)
Göteborgs universitet,University of Gothenburg,Univ Gothenburg, Gothenburg, Sweden.,Gothenburg University, Applied Information Technology, Gothenburg, Sweden
Svensson, Lars, 1963- (författare)
Högskolan Väst,Avd för informatik,LINA
Öberg, Lena-Marie, 1974- (författare)
Mittuniversitetet,Avdelningen för data- och systemvetenskap,Higher Education and E-Learning,Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap, Sverige
Olofsson, Anders D., 1973- (författare)
Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,Umeå Univ, Umeå, Sweden.,Umeå universitet, Umeå, Sverige,Higher Education and E-Learning
Jaldemark, Stefan (författare)
Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Sverige
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 (creator_code:org_t)
Sevilla : IATED, 2018
2018
Engelska.
Serie: ICERI Proceedings, 2340-1095
Ingår i: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
Relaterad länk:
https://urn.kb.se/re...
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https://doi.org/10.2...
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  • Konferensbidrag (refereegranskat)
Abstract Ämnesord
Stäng  
  • 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.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)
SAMHÄLLSVETENSKAP  -- Medie- och kommunikationsvetenskap -- Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning (hsv//swe)
SOCIAL SCIENCES  -- Media and Communications -- Information Systems, Social aspects (hsv//eng)

Nyckelord

GRADE
research school
digital technologies
k-12
ICT
GRADE
forskarskola
digitala teknologier
IT
Innovative Learning
Innovativt lärande
Work Integrated Learning
Pedagogik

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