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Olofsson, A. D., Fransson, G. & Lindberg, J. O. (2019). A study of the use of digital technology and its conditions with a view to understanding what 'adequate digital competence' may mean in a national policy initiative. Educational studies (Dorchester-on-Thames)
Åpne denne publikasjonen i ny fane eller vindu >>A study of the use of digital technology and its conditions with a view to understanding what 'adequate digital competence' may mean in a national policy initiative
2019 (engelsk)Inngår i: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

In Sweden, adequate digital competence has been put in the spotlight due to the Swedish 2017 national strategy for the digitalisation of the K-12 school system. Based on both policy and practice, the aim is to explore teachers' enacted digital competence in three upper secondary schools in Sweden and thereby provide an empirical account of what the notion 'adequate' means in practice. The data consists of interviews with teachers and classroom observations. At an aggregated analytical level, the results are presented as four narrative sub-case descriptions. It is concluded that teachers' adequate digital competence is flexible in meaning, determined by local contextual conditions and enacted in activities and decisions that are based on the teachers' own value frameworks. The understanding of 'adequate' in this study does not appear to be clarified in the formulations used in the national strategy.

sted, utgiver, år, opplag, sider
Routledge, 2019
Emneord
Digital competence, teacher, national policy strategy, upper secondary school
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-162147 (URN)10.1080/03055698.2019.1651694 (DOI)000481124500001 ()
Forskningsfinansiär
Swedish Research Council, 2014-1762
Tilgjengelig fra: 2019-08-15 Laget: 2019-08-15 Sist oppdatert: 2019-09-02
Fransson, G., Holmberg, J., Lindberg, O. J. & Olofsson, A. D. (2019). Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts. Oxford Review of Education, 45(1), 102-118
Åpne denne publikasjonen i ny fane eller vindu >>Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts
2019 (engelsk)Inngår i: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, nr 1, s. 102-118Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

sted, utgiver, år, opplag, sider
Routledge, 2019
Emneord
agency, capitalisation, digital technologies, enactment, self-understanding, teacher
HSV kategori
Forskningsprogram
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-151703 (URN)10.1080/03054985.2018.1500357 (DOI)000454618100006 ()2-s2.0-85052304072 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 721-2014-1762
Tilgjengelig fra: 2018-09-10 Laget: 2018-09-10 Sist oppdatert: 2019-09-10bibliografisk kontrollert
Fransson, G., Lindberg, J. O. & Olofsson, A. D. (2018). Adequate digital competence: a close reading of the new national strategy for digitalization of the schools in Sweden. Seminar.net: Media, technology and lifelong learning, 14(2), 217-228
Åpne denne publikasjonen i ny fane eller vindu >>Adequate digital competence: a close reading of the new national strategy for digitalization of the schools in Sweden
2018 (engelsk)Inngår i: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, nr 2, s. 217-228Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this paper, the notion of ‘adequate digital competence’, as it is used in the 2017 Swedish strategy for digitalization of the school system, is in focus. Based on a close reading of the strategy, three dimensions are formulated for discussion: time, context, and interpretation. These dimensions open a more general discussion about the content of policies regarding digital competence. The notion of striving for an ‘adequate digital competence’ for children, students, teachers, school leaders, and other school staff is loaded with a variety of possible meanings. The strategy provides guidance in some aspects, but leaves a lot to local enactment of the strategy.

Emneord
ICT, implementation, policy, school, strategy
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-152686 (URN)
Tilgjengelig fra: 2018-10-18 Laget: 2018-10-18 Sist oppdatert: 2018-11-02bibliografisk kontrollert
Lindberg, J. O. & Olofsson, A. D. (2018). Editorial - Recent trends in the digitalization of the Nordic K-12 schools. Seminar.net: Media, technology and lifelong learning, 14(2), 103-108
Åpne denne publikasjonen i ny fane eller vindu >>Editorial - Recent trends in the digitalization of the Nordic K-12 schools
2018 (engelsk)Inngår i: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, nr 2, s. 103-108Artikkel i tidsskrift, Editorial material (Fagfellevurdert) Published
sted, utgiver, år, opplag, sider
Inland Norway University of Applied Sciences, 2018
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-152685 (URN)
Tilgjengelig fra: 2018-10-18 Laget: 2018-10-18 Sist oppdatert: 2018-11-06bibliografisk kontrollert
Lindberg, O. J., Olofsson, A. D. & Fransson, G. (2018). Managing IT on a municipality level: on the role of strategists in developing digital competence. In: EDULEARN18 Proceedings: . Paper presented at EDULEARN18 10th International Conference on Education and New Learning Technologies, Palma, Spain, 2-4 July, 2018. (pp. 9016-9020).
Åpne denne publikasjonen i ny fane eller vindu >>Managing IT on a municipality level: on the role of strategists in developing digital competence
2018 (engelsk)Inngår i: EDULEARN18 Proceedings, 2018, s. 9016-9020Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In Sweden, the digitalization of K-12 schools has been ongoing for more than 30 years. Several larger governmental initiatives targeting issues such as the one-to-one classroom and teachers’ development of digital competence have been carried out, but the outcomes have not been as positive as hoped for. In the research literature, there is growing evidence of the importance of long-term and well-anchored strategies, such as functioning information and communication technology (ICT) plans, as well as calls for a system approach to understanding the leadership needed for the digitalization of K-12 schools. There is also research highlighting the importance of applying multilevel analysis for understanding ICT implementation and educational change. In autumn 2017, the Swedish government suggested one such strategy for the digitalization of Swedish schools. One interesting aspect in the strategy is the aim indicating that students, teachers, and school leaders, as well as other staff members working in the schools, should develop what is called “adequate digital competence.” Departing from data gathered within a 4-year longitudinal Swedish research project investigating the advanced use of information technology (IT) in upper secondary schools, this paper focuses on educational IT strategists/managers that work on a municipality level and their role in the process of developing digital competence in schools. Through semi-structured interviews, three educational IT strategists working in three different Swedish municipalities provided their views about their work description, their functions as strategists/managers, and their understanding of digital competence. The first analysis shows clear variations regarding, for example, how the strategists formulate their own role in the ongoing digitalization of the school, as well as under which conditions they can carry out their work.

Serie
EDULEARN Proceedings, ISSN 2340-1117
Emneord
digitalization, k-12 school, it-strategist, research projects
HSV kategori
Forskningsprogram
pedagogik; pedagogik
Identifikatorer
urn:nbn:se:umu:diva-151706 (URN)10.21125/edulearn.2018.2113 (DOI)978-84-09-02709-5 (ISBN)
Konferanse
EDULEARN18 10th International Conference on Education and New Learning Technologies, Palma, Spain, 2-4 July, 2018.
Forskningsfinansiär
Swedish Research Council, 721-2014-1762
Tilgjengelig fra: 2018-09-10 Laget: 2018-09-10 Sist oppdatert: 2018-09-11bibliografisk kontrollert
Fransson, G., Hrastinski, S., Jaldemark, J., Lindberg, J. O., Lundin, J., Olofsson, A. D., . . . Öberg, L.-M. (2018). On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), ICERI2018 Proceedings: 11th annual International Conference of Education, Research and Innovation. Paper presented at 11th annual International Conference of Education, Research and Innovation, Seville, Spain, November 12-14, 2018 (pp. 769-774). The International Academy of Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors
Vise andre…
2018 (engelsk)Inngår i: ICERI2018 Proceedings: 11th annual International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2018, s. 769-774Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

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.

sted, utgiver, år, opplag, sider
The International Academy of Technology, Education and Development, 2018
Serie
ICERI Proceedings, ISSN 2340-1095
Emneord
digital technologies, k-12, research school
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-153939 (URN)10.21125/iceri.2018.1164 (DOI)978-84-09-05948-5 (ISBN)
Konferanse
11th annual International Conference of Education, Research and Innovation, Seville, Spain, November 12-14, 2018
Tilgjengelig fra: 2018-12-10 Laget: 2018-12-10 Sist oppdatert: 2019-06-25bibliografisk kontrollert
Lindberg, O. J., Olofsson, A. D. & Karakoyun, F. (2018). Teacher education students’ view on 21st century skills. In: EDULEARN18 Proceedings: . Paper presented at EDULEARN2018 10th International Conference on Education and New Learning Technologies, Palma, Spain, 2-4 July, 2018 (pp. 9028-9032). The International Academy of Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>Teacher education students’ view on 21st century skills
2018 (engelsk)Inngår i: EDULEARN18 Proceedings, The International Academy of Technology, Education and Development, 2018, s. 9028-9032Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper is concerned with teacher education students’ views on 21st century skills. Today, western societies are becoming more and more reliant on digital technologies as digital technology is present in many aspects of everyday life. As these technologies become ubiquitous, the skills to use them and to function in a highly digitalized society are becoming important. One way to label the skills required is 21st-century skills. However, no matter what the label, the responsibility to make sure that present and future citizens have the digital skills they need falls to schools in general and teachers in particular. This paper presents a study on teacher education students views on 21st century skills, as a way to further the understanding of how these skills become part of the work in schools.  Data for this paper come from a questionnaire consisting of six open questions presented to student teachers (n=81). The questions concerned the students’ views on the 21st century skills they use in their everyday life and their views on 21st century skills in relation to their teacher education, their future work as teachers, and their future students. An early analysis shows variation in the way student teachers view their own 21st century skills and their future school students’ skills. A conclusion that can be drawn is that student teachers seem to give voice to the complexities in including 21st century skills in their future teaching. 

sted, utgiver, år, opplag, sider
The International Academy of Technology, Education and Development, 2018
Serie
EDULEARN Proceedings, ISSN 2340-1117
Emneord
21st century skills, teacher education students, questionnaire study
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-151709 (URN)10.21125/edulearn.2018.2115 (DOI)978-84-09-02709-5 (ISBN)
Konferanse
EDULEARN2018 10th International Conference on Education and New Learning Technologies, Palma, Spain, 2-4 July, 2018
Tilgjengelig fra: 2018-09-10 Laget: 2018-09-10 Sist oppdatert: 2018-09-11bibliografisk kontrollert
Fransson, G., Lindberg, J. O. & Olofsson, A. D. (2017). Conditions for implementing ICT in Swedish upper secondary schools : How national strategies for implementation relate to existing local educational practices. In: : . Paper presented at European Conference on Educational Research, ECER - Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research, in Copenhagen, Denmark, 22-25 August, 2017.. Berlin: European Educational Research Association, Freie Universität Berlin
Åpne denne publikasjonen i ny fane eller vindu >>Conditions for implementing ICT in Swedish upper secondary schools : How national strategies for implementation relate to existing local educational practices
2017 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The implementation and use of information- and communication technology (ICT) in education are high on the educational agendas of most countries. In principle, all western countries now have a policy or strategy for ICT in K-12 schools. Although countries may have similar economic preconditions, they often implement different ICT policies in school (Austin & Hunter, 2013; Ottestad, 2010).  ICT policies may also have different rationales and are often over-optimistic about ICT options (Convery, 2009; Egea, 2014; Jordan, 2011) and the use of ICT as a tool for teaching and learning in education (Hammond, 2014). Most research on ICT policies seems to focus on issues such as policy rationale or how policy is implemented in schools. However, few studies focus on the existing educational practices in schools as preconditions for ICT implementation. In this paper, the focus is on how policy implementation strategies, as they are understood in the recently proposed Swedish ICT policy, relate to already established educational practices in upper secondary school settings. Specifically, the aim of the paper is to discuss how policy implementation strategies relate to the existing local practices in three upper secondary contexts as preconditions for integration of ICT. We discuss whether the proposed strategies can be understood as supported or not by existing contextual factors as conditions for the policy implementation.

 

Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education.

 

The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Olofsson, Lindberg, Hauge, & Fransson, 2011; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.

sted, utgiver, år, opplag, sider
Berlin: European Educational Research Association, Freie Universität Berlin, 2017
Emneord
ICT, implementation strategies, upper secondary school, policy
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-138710 (URN)
Konferanse
European Conference on Educational Research, ECER - Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research, in Copenhagen, Denmark, 22-25 August, 2017.
Tilgjengelig fra: 2017-08-28 Laget: 2017-08-28 Sist oppdatert: 2018-06-09
Lindberg, O. J., Olofsson, A. D., Fransson, G. & Hansson, A. (2017). Developing awareness of digital competence and skills through dialogue: a methodological reflection. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain. Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 5679-5686). The International Academy of Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>Developing awareness of digital competence and skills through dialogue: a methodological reflection
2017 (engelsk)Inngår i: INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2017, s. 5679-5686Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Introduction: Great expectations have been placed on Information and Communication Technology (ICT) to change and improve education (OECD, 2010). In research (Olofsson et al, 2015) as well as in evaluations (Wastiau et al, 2013; OECD, 2015) the pictures seem to be of expectations not yet realised. To be able to change practice one key issue is teachers’ professional development (TPD) (Vrasidas, 2015). TPD has often been conducted as courses or programs (Helleve, 2010). In several cases there has been emphases made on teachers´ collegial learning, for instance in learning communities of different kinds (Lindberg & Olofsson, 2010). This paper investigates another way of stimulating TPD in the area of ICT in education by drawing on the works of Sannino (2011) and Engeström et al, (1996) among others.

Aim: The aim of this paper is to present the interview model used for interviewing teachers concerning ICT in education as model also for teachers´ professional development in the area of ICT. Further to present some early results and discuss the limit and possible strengths of this model.

Method: Based on Sannino (2016) this paper establish a space for development within the frames of group-wise interview sessions and double stimulation. In the sessions the technological pedagogical content knowledge (TPACK) model (Mishra & Koehler, 2009) was introduced as a specific tool for discussion. The model combines knowledge in three different domains, establishing seven different kinds of knowledge understood as crucial in understanding the role and possibilities of ICT in education. Departing from the model in the interviews the teachers developed ideas of how ICT can be seen as a possible tool within their subject area. By interviewing teachers in groups where the common denominator is the school subject they teach, the interviews took the form of a collegial conversation with the subject, pedagogy, technology and its interrelated parts as the core.

Participants: Participating in the interviews were seven different groups of teachers from three different upper secondary schools. These schools take part in a four year research project on ICT in education and they have all in some way distinguished themselves as successful in this area. In all 21 teachers representing four different subject areas participated in the interviews.

Theoretical perspective: The cultural historical activity theory (CHAT) (Engeström, 2015) was used for analysis. Focus was on how the teachers understand the object of the activity, where the activity is seen as teaching with ICT. With the TPACK model as framework for the interviews, the teachers moved from content through pedagogy to technology in the interviews, making the object of the activity of teaching with ICT a question of negotiating its meanings.

Preliminary results: The teachers moved from viewing their core competence as content-oriented towards an understanding of their competences and skills as partly dependent on pedagogy and the ICT tools they used. In each subject, the object of the activity of teaching with ICT differs according to the subject-specific logics that the teachers seem to hold. Digital competence and skills were expressed differently by different groups, but for each group their competence and skills in this area were more and more elaborated and expressed throughout the interviews and the TPACK framework guided the teachers towards mutual collective understanding and individual growth.

sted, utgiver, år, opplag, sider
The International Academy of Technology, Education and Development, 2017
Serie
INTED Proceedings, ISSN 2340-1079
Emneord
digital competence, group interviews, information and communication technology, professional development
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-132907 (URN)10.21125/inted.2017.1329 (DOI)000427401300085 ()978-84-617-8491-2 (ISBN)
Konferanse
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Tilgjengelig fra: 2017-03-24 Laget: 2017-03-24 Sist oppdatert: 2018-06-09bibliografisk kontrollert
Olofsson, A. D., Håkansson Lindqvist, M., Lindberg, J. O., From, J., Stödberg, U. & Holmgren, T. (2017). Pedagogical digital competence for police teachers in relation to distance-based police education. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain. Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 4219-4227). The International Academy of Technology, Education and Development
Åpne denne publikasjonen i ny fane eller vindu >>Pedagogical digital competence for police teachers in relation to distance-based police education
Vise andre…
2017 (engelsk)Inngår i: INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2017, s. 4219-4227Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Introduction: In the last ten years higher education in Sweden has undergone major changes related to two specific parallel processes. First a process of digitalization, secondly an academisation process of what has previously been regarded as mainly vocational programmes for professions being delivered by other institutions than the universities. Examples of these are police education (Sjöberg, 2016) and fire-fighter training (Holmgren, 2015). The competence of the educators responsible for such programmes as well as the particular educational context for providing the courses are being re-defined. Central in this paper is the concept of Pedagogical Digital Competence (PDC) (Hall & From, 2013). PDC relates to the ability of teachers to plan and conduct, and continuously evaluate and revise, Information and Communication Technology (ICT)-supported training, based on theory, current research and proven experience in practice. PDC includes both practical (know-how) and conceptual (know-why) knowledge. During fall 2016, intensive organizational preparations as well as training of police teachers took place at the university in question with the purpose of being able to teach police students at a distance in spring of 2017. Important here was a course intended to develop the police educators´ PDC in order to make the move to a distance context and the ability to design distance courses. The course included learning theories and digital tools as well as in-practice training to increase the police teachers’ knowledge and skills in the tools and implement them in their teaching in practice. The attention in this paper is directed towards the PDC needed to be developed by police teachers in the context of the newly re-designed distance-based Swedish police education.

Aim: The aim of this paper is to present a study of the police teachers self-rated abilities according to the model of PDC before and after a professional development course in ICT in education.

Data and research design: Data consists of 21 police teachers who before and after the course made a self-evaluation of their PDC. The survey used consisted of three background questions and 28 statements with likert-scale answers. The statements corresponded to the police teachers’ self-evaluated knowledge in the domains of the so called Technological Pedagogical Content Knowledge (TPACK) model as it was developed by Mishra & Koehler (2006, 2008). The paper also uses data from the course evaluations.

Context: The plan for the PDC course was based on course development parallel with the police teachers gaining knowledge in new digital tools. During the course different digital tools were used to provide the teachers with ideas and they had the opportunity to work hands on with digital tools. Each course meeting included guest lectures providing good examples and best practice regarding the use of digital tools in the teaching practice. All in all the course consisted of five meetings.

Conclusions: Tentative conclusions from the data shows that following the TPACK model the teachers on average was strongest on their content knowledge (CK) followed by their pedagogical knowledge (PK). On average they were weakest on the four knowledge domains related to technology. After they had finished the course their knowledge in these domains had moved and changed so that they now were stronger than before.

sted, utgiver, år, opplag, sider
The International Academy of Technology, Education and Development, 2017
Serie
INTED Proceedings, ISSN 2340-1079
Emneord
police education, police teachers, distance education, pedagogical digital competence
HSV kategori
Identifikatorer
urn:nbn:se:umu:diva-132910 (URN)10.21125/inted.2017.1010 (DOI)000413668604043 ()978-84-617-8491-2 (ISBN)
Konferanse
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Tilgjengelig fra: 2017-03-24 Laget: 2017-03-24 Sist oppdatert: 2019-06-27bibliografisk kontrollert
Prosjekter
Forskarskola - Digitala teknologier i utbildning - GRADE [2017-03687_VR]; Umeå universitet
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-0941-9364