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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)
Open this publication in new window or tab >>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 (English)In: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Digital competence, teacher, national policy strategy, upper secondary school
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-162147 (URN)10.1080/03055698.2019.1651694 (DOI)000481124500001 ()
Funder
Swedish Research Council, 2014-1762
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2019-09-02
Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., . . . Utterberg, M. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education
Open this publication in new window or tab >>Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
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2019 (English)In: Postdigital Science and Education, ISSN 2524-4868Article in journal (Refereed) Epub ahead of print
Abstract [en]

It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they robots, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Artificial intelligence, Educational robots, Postdigital education, K-12 education, Automation, Symposium
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-159464 (URN)10.1007/s42438-019-00046-x (DOI)
Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-06-03
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
Open this publication in new window or tab >>Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts
2019 (English)In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, no 1, p. 102-118Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
agency, capitalisation, digital technologies, enactment, self-understanding, teacher
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-151703 (URN)10.1080/03054985.2018.1500357 (DOI)000454618100006 ()2-s2.0-85052304072 (Scopus ID)
Funder
Swedish Research Council, 721-2014-1762
Available from: 2018-09-10 Created: 2018-09-10 Last updated: 2019-09-10Bibliographically approved
Pettersson, F. & Olofsson, A. D. (2019). Learning to teach in a remote school context: exploring the organisation of teachers' professional development of digital competence through networked learning. In: Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter and Femke Nijland (Ed.), Networked professional learning: emerging and equitable discourses for professional development (pp. 167-185). Cham: Springer
Open this publication in new window or tab >>Learning to teach in a remote school context: exploring the organisation of teachers' professional development of digital competence through networked learning
2019 (English)In: Networked professional learning: emerging and equitable discourses for professional development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter and Femke Nijland, Cham: Springer, 2019, p. 167-185Chapter in book (Refereed)
Abstract [en]

This chapter takes a school management perspective and investigates an upper secondary remote school in northern Sweden and its ambitions to create conditions for teachers' professional development (TPD) of digital competence. More specifically, the chapter explores possibilities and challenges in how TPD of digital competence can be organised, facilitated, and sustained. By means of Cultural-Historical Activity Theory (CHAT), the results and analysis show that the development of teachers' digital competence requires a school management that is supportive in creating a culture of change that can be sustained beyond single TPD actions and activities. Moreover, teachers need support to elaborate and negotiate on what type of tools, rules, roles, and divisions need to be added to the activity for the networked learning to take place and to proceed both in a short-term and long-term perspective. It is also shown how the school management needs to be sensitive to when and how the learning network is in need of encouragement and external support, that is, the importance of finding a balance between when the learning network can be self-organised and when it is in need of being externally directed with support from the school management.

Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
Research in Networked Learning, ISSN 2570-4524, E-ISSN 2570-4532
Keywords
Cultural-Historical Activity theory, digital competence, K-12, networked learning, remote teaching, school leader
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-162066 (URN)10.1007/978-3-030-18030-0_10 (DOI)9783030180294 (ISBN)9783030180300 (ISBN)
Available from: 2019-08-12 Created: 2019-08-12 Last updated: 2019-08-28Bibliographically approved
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
Open this publication in new window or tab >>Adequate digital competence: a close reading of the new national strategy for digitalization of the schools in Sweden
2018 (English)In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 217-228Article in journal (Refereed) 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.

Keywords
ICT, implementation, policy, school, strategy
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-152686 (URN)
Available from: 2018-10-18 Created: 2018-10-18 Last updated: 2018-11-02Bibliographically approved
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
Open this publication in new window or tab >>Editorial - Recent trends in the digitalization of the Nordic K-12 schools
2018 (English)In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 103-108Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Inland Norway University of Applied Sciences, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-152685 (URN)
Available from: 2018-10-18 Created: 2018-10-18 Last updated: 2018-11-06Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (2018). Editorial introduction: Collaborative learning enhanced by mobile technologies. British Journal of Educational Technology, 49(2), 201-206
Open this publication in new window or tab >>Editorial introduction: Collaborative learning enhanced by mobile technologies
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 201-206Article in journal, Editorial material (Refereed) Published
National Category
Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-142059 (URN)10.1111/bjet.12596 (DOI)000424333000001 ()
Available from: 2017-11-17 Created: 2017-11-17 Last updated: 2018-06-09Bibliographically approved
Fransson, G., Lindberg, O. J. & Olofsson, A. D. (2018). From a student perspective, what constitutes a good (or less good) use of ICT in teaching?. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 23(5), 2155-2177
Open this publication in new window or tab >>From a student perspective, what constitutes a good (or less good) use of ICT in teaching?
2018 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, no 5, p. 2155-2177Article in journal (Refereed) Published
Abstract [en]

This paper investigates what upper secondary school students regard as goodor less good teaching using ICT. 367 Swedish upper secondary students in 2 schoolsresponded to a web-based questionnaire. The students were asked to describe one oftheir teachers who used ‘ICT in a way that made them learn very well, and one whoused ICT in a way that made them learn less well’ and to describe what these teachersdid and why their teaching was understood as good or less good. 18 themes wereidentified, of which 17 were combined into eight overall counterpart themes and onenon-counterpart theme. ‘Clarity’ was the most prominent theme, followed by ‘teachers’‘ICT skills’, ‘uses ICT in a good way’, ‘fun factor’, ‘puts information on the LMS’,‘varies the teaching methods’, ‘demonstrates how to use ICT’ and ‘general pedagogicalskills’. The results show that although the specific focus is on students’ views of theirteachers’ use of ICT, general pedagogical skills are a major focus in the themes.Effectiveness is an explicit theme in terms of ICT adding value to teaching andlearning, while ineffectiveness is an implicit underlying dimension in the themesrelating to less good teaching. It is also evident that the students value the sameteacher’s use of ICT in teaching differently.

Keywords
Good teacher, ICT, Students’ views, Teaching, Upper secondary school
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-146626 (URN)10.1007/s10639-018-9708-4 (DOI)000442598800021 ()
Funder
Swedish Research Council, 721-2014-1762
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2018-09-13Bibliographically approved
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).
Open this publication in new window or tab >>Managing IT on a municipality level: on the role of strategists in developing digital competence
2018 (English)In: EDULEARN18 Proceedings, 2018, p. 9016-9020Conference paper, Published paper (Refereed)
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.

Series
EDULEARN Proceedings, ISSN 2340-1117
Keywords
digitalization, k-12 school, it-strategist, research projects
National Category
Pedagogy
Research subject
Education; Education
Identifiers
urn:nbn:se:umu:diva-151706 (URN)10.21125/edulearn.2018.2113 (DOI)978-84-09-02709-5 (ISBN)
Conference
EDULEARN18 10th International Conference on Education and New Learning Technologies, Palma, Spain, 2-4 July, 2018.
Funder
Swedish Research Council, 721-2014-1762
Available from: 2018-09-10 Created: 2018-09-10 Last updated: 2018-09-11Bibliographically approved
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
Open this publication in new window or tab >>On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors
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2018 (English)In: 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, p. 769-774Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2018
Series
ICERI Proceedings, ISSN 2340-1095
Keywords
digital technologies, k-12, research school
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-153939 (URN)10.21125/iceri.2018.1164 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, Seville, Spain, November 12-14, 2018
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2019-06-25Bibliographically approved
Projects
Effective models of technology-enhanced learning and development in different educational contexts [2011-07569_VR]; Umeå UniversityInformed Design of Educational Technologies - Enhanced Learning and Teaching [2012-00115_VR]; Umeå UniversityMaking IT happen - A study of the advanced use of digital technologies in Swedish upper secondary schools [2014-01762_VR]; Umeå University; Publications
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)
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8409-0557

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