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  • 1.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Education.
    Exploring approaches to teaching in three-dimensional virtual worlds2017In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, no 2, p. 140-151Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education.

    Design/methodology/approach

    Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education.

    Findings

    Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning.

    Research limitations/implications

    The sample size of the study is relatively small which limits the degree of external validity and generalisability of the results.

    Practical implications

    If sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary.

    Originality/value

    There is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.

  • 2.
    Håkansson Lindqvist, Marcia
    et al.
    Department of Education, Mittuniversitetet – Campus Sundsvall, Sundsvall, Sweden.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Digitalization and school leadership: on the complexity of leading for digitalization in school2019In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 218-230Article in journal (Refereed)
    Abstract [en]

    Purpose: Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools.

    Design/methodology/approach: Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization.

    Findings: The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization.

    Practical implications: It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning.

    Originality/value: This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.

  • 3.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fransson, Göran
    Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden.
    Same but different?: An examination of Swedish upper secondary school teachers' and students' views and use of ICT in education2017In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, no 2, p. 122-132Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’views and use of ICT in education.Design/methodology/approach – In total, 25 individual teachers and 39 students in small focus groupswere interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conductedin three steps: with each individual teacher, the student groups and the cohort of teachers and students.A comparative analysis was also conducted.Findings – The teachers’ views and use of ICT are diverse. Teachers and students identify similar challengeswhen using ICT in education, e.g. time and subject, the shortcomings of a school’s learning managementsystem (LMS) and teachers’ digital competence. Students report an extensive out-of-school use ofsmartphones and an extensive in-school use of laptops and LMS.Research limitations/implications – The relatively small number of teachers and students in threeschools make generalisations difficult. The examination of teachers’ and students’ views and use in the samecontext reveals new knowledge.Practical implications – The study may influence teachers’ use of ICT in education, based on a betterunderstanding of students’ use.Social implications – The study may lead to a better understanding of teachers’ and students’ differentperspectives and a more enhanced and sustainable in-school use of ICT.Originality/value – The originality is that teachers’ and students’ views and use of ICT in education areexamined at the same time. The paper contributes new knowledge about how teachers and studentsconceptualise and use ICT in upper secondary school practices.

  • 4.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, Ola J.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fransson, Göran
    Högskolan i Gävle.
    Students' voices about information and communication technology in upper secondary schools2018In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 35, no 2, p. 82-92Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school.

    Design/methodology/approach: In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis.

    Findings: The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage.

    Research limitations/implications: A relatively small number of students in three schools and three specific programmes make generalisations difficult.

    Practical implications: Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure.

    Social implications: The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life.

    Originality/value: The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.

  • 5.
    Stenman, Saga
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Remote teaching for equal and inclusive education in rural areas?: An analysis of teachers' perspectives on remote teaching2020In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed)
    Abstract [en]

    Purpose – The aim of this study is to explore equality and inclusion as an aspect of remote teaching in rural areas. Moreover, the aim is to explore teachers' pedagogical digital competence(PDC) and school organizational support as conditions for developing remote teaching.

    Design/methodology/approach – A mixed method approach with both qualitative and quantitative data was used.

    Findings – According to this study, remote teaching can solve many problems for school organizations and offer pupils new opportunities to learn in rural areas. Remote teaching expands the learning environment and provides pupils with equal access to qualified teachers and a wider range of learning solutions for different needs. However, the learning context needs to be redesigned with flexibility to meet the needs of individual pupils, where as the remote teaching format itself can contribute to difficulties in teachers' flexibility. In meeting these challenges teachers' PDC and digital relational competencies are becoming increasingly important. Moreover, teachers' access to communities and school contexts where remote teaching is collaboratively discussed and elaborated on.

    Research limitations/implications – The study is limited to a region in Sweden, with ten participants.

    Practical implications – The practical implications are that equal and inclusive remote teaching is dependent on technological as well as pedagogical competence from teachers as well as from organizations.

    Social implications – If sufficient professional development for teachers is provided as well as organizational structure are in place, remote teaching is an option for equal access to education in sparsely populated areas. This means inclusive education can be provided to areas otherwise lacking in teacher competence.

    Originality/value – The study is one of few that investigates how remote teaching teachers perceive the teaching form and the competencies and support required to develop and use it in rural areas.

  • 6.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Neely, Gregory
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    On the relationship between computer simulation training and the development of practical knowing in police education: 2019In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 231-242Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to focus on the practical knowing that is central in police education. Drawing on perspectives about tacit knowledge and embodied learning (e.g. Merleau-Ponty, 1945/1997; Polanyi, 1966; Argyris and Schön, 1974) as well as empirical examples, this paper discusses the design of and what can be expected from computer simulation training for the development of police students’ professional knowing.

    Design/methodology/approach: The discussion is based on lessons learned from working with two different computer simulation training situations designed to prepare the students for an upcoming practical training by facilitating the understanding of complex situations as they should be handled in the physical training situation.

    Findings: The experiences from the training sessions showed that the different characteristics of the simulations mediate how the training session was performed, e.g., unplanned trial and error vs focused and attentive, but also group discussions about how to act and appropriate actions in relation to the situation to be solved in the simulation.

    Originality/value: Based on the lessons learned from working with the two different computer simulations, it is posited that the use of computer simulations for practical scenario training is a complex endeavor that needs, in various degrees, to be supported by pedagogical steering. The design of computer simulation training (both the simulation and how the training is designed and performed) need to consider the specific aspects that surround tacit knowledge and embodied learning in the “real sense” (anchored to the practical training) to be of relevance for police students development of professional knowing.

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