umu.sePublikationer
Ändra sökning
Avgränsa sökresultatet
12 1 - 50 av 79
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Englund, Claire
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Price, Linda
    Centre for Higher Education Research and Practice (CHERP), Kingston University, Kingston-upon-Thames, London, UK.
    Teaching with technology in higher education: understanding conceptual change and development in practice2017Ingår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, nr 1, s. 73-87Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

  • 2.
    Englund, Claire
    et al.
    Umeå universitet, Umeå universitetsbibliotek (UB), Universitetspedagogik och lärandestöd (UPL).
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Price, Linda
    University of Bedfordshire, UK.
    The influence of sociocultural and structural contexts in academic change and development in higher education2018Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 76, nr 6, s. 1051-1069Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.

  • 3.
    Fransson, G.
    et al.
    Högskolan i Gävle.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hauge, Trond Eiliv
    Universitetet i Oslo, Norge.
    Förväntningar och realiteter: Om digitala teknologieri spänningsfältet mellan formulerings- och realiseringsarenor2012Ingår i: Små skritt eller store sprang?: Om digitale tilstander i skolen / [ed] Trond Eiliv Hauge & Andreas Lund, Oslo: Cappelen Damm Akademisk , 2012, s. 274-293Kapitel i bok, del av antologi (Refereegranskat)
  • 4.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Holmberg, Jörgen
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts2019Ingår i: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, nr 1, s. 102-118Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Fransson, Göran
    et al.
    University of Gävle.
    Hrastinski, Stefan
    KTH Royal Institute of Technology.
    Jaldemark, Jimmy
    Mid Sweden University .
    Lindberg, J. Ola
    Umeå universitet.
    Lundin, Johan
    University of Gothenburg .
    Olofsson, Anders D.
    Umeå universitet.
    Svensson, Lars
    University West, Sweden.
    Öberg, Lena-Maria
    Mid Sweden University .
    On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors2018Ingår 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. 769-774Konferensbidrag (Refereegranskat)
    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.

  • 6.
    Fransson, Göran
    et al.
    Faculty of Education and Business Studies, University of Gävle, Sweden .
    Lindberg, J Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Adequate digital competence: a close reading of the new national strategy for digitalization of the schools in Sweden2018Ingår i: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, nr 2, s. 217-228Artikel i tidskrift (Refereegranskat)
    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.

  • 7.
    Fransson, Göran
    et al.
    University of Gävle.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Conditions for implementing ICT in Swedish upper secondary schools : How national strategies for implementation relate to existing local educational practices2017Konferensbidrag (Refereegranskat)
    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.

  • 8.
    Fransson, Göran
    et al.
    Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Högskolan i Gävle.
    Lindberg, J. Ola
    Mid Sweden University.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Policy Narratives VS. The Actual Use of Digital Technologies. Practices That Never Meets?2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Often great faith is given to the use of digital technologies to facilitate and transform teaching and learning in primary and secondary schools. Especially prominent are such a belief in various policy papers on a wide international level of supranational organizations such as the United Nations, OECD, or the European Union (Egea, 2014; Scheurmann & Pedro, 2009, Bassi, 201; cf. OECD 2015;) as well as at national levels (eg. Akcaoglu, 2015). Policy documents often mention digital technologies in terms of their ability and potential to improve and transform educational activities. Such statements can both be seen as part of a political rhetoric in order to push for change, as well as a belief that such claims are reasonable.

    Expressions of the reasonable to include digital technology and the use of IT in schools' activities appear in the various trans-national studies that aim to create a picture of the use of digital technologies in various European countries. Several such studies have been conducted in recent years (cf. OECD, 2015; Fredriksson, Gajek & Jedeskog, 2009; Blamire, 2009). Many of these studies have the aim to create a form of benchmarking process on the use of digital technologies in schools. The rhetoric of how digital technology can transform teaching and learning is also stressed by private operators offering services that in a simple way seems to be able to solve schools' problems with the use of digital technology and related applications (see eg. Grimaldi, 2013).

    However, educational contexts are complex and multidimensional. With scarce financial and human resources, teachers and other school staff is to deal with a variety of requirements, goals and expectations that are not always compatible with each other. In addition, a variety of complex relationships and positions as well as norms, traditions and values ​​of what teaching and learning is and should be, and how it ought to take shape. According to Säljö (2010) research focusing the uptake and use of digital technologies in schools are not always clear and seldom indicate success (e.g. Hammond, 2013; Krange & Ludvigsen, 2009). The outcomes are far from straightforward when digital technologies are introduced either in general or in specific subjects or contexts of learning.

    Aim

    The purpose of this paper is to analyze and discuss differences in how digital technology is expected to be used for learning in schools in, on one hand, various policy documents and evaluations, and on the other hand, the use that is reported in research. In that sense, evaluations are seen as evaluations-as-policy, rather than 'objectice' search for knowledge.

  • 9.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    From a student perspective, what constitutes a good (or less good) use of ICT in teaching?2018Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, nr 5, s. 2155-2177Artikel i tidskrift (Refereegranskat)
    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.

  • 10.
    From, Jörgen
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Holmgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Tolkning och bildning eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara2004Konferensbidrag (Övrigt vetenskapligt)
  • 11.
    Grankvist, Olov
    et al.
    Department of Obstetrics and Gynecology, Sunderby Hospital, Norrbotten County Council, Luleå , Sweden.
    Olofsson, Anders D
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Isaksson, Rose-Marie
    Department of Research, Norrbotten County Council, Luleå , Sweden & Division of Nursing, Department of Medical and Health Sciences, Linko¨ping University, Sweden.
    Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.2014Ingår i: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 96, nr 1, s. 50-54Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW.

    Methods Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants’ experiences and to understand social interactions.

    Results Five themes revealed in the medical students’ experiences: “Hoping that anxiety will be replaced with security,” “Meeting as equals creates a sense of calm,” “Succeeding creates a sense of security for the future,” “Wanting but not having the opportunity to learn more,” and “Feeling relieved and grateful.” One theme revealed in the GTW experiences: “Hoping to relate in a trustworthy way.”

    Conclusion To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students’ basic medical examination techniques and physician–patient relationships.

    Practice implications Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students.

  • 12.
    Hrastinski, Stefan
    et al.
    KTH Royal Institute of Technology.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Arkenback, Charlotte
    University of Gothenburg.
    Ekström, Sara
    University West.
    Ericsson, Elin
    University of Gothenburg.
    Fransson, Göran
    Högskolan i Gävle.
    Jaldemark, Jimmy
    Mid Sweden University.
    Ryberg, Thomas
    Aalborg University.
    Öberg, Lena-Maria
    Mid Sweden University.
    Fuentes, Ana
    University West.
    Gustafsson, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Humble, Niklas
    Mid Sweden University.
    Mozelius, Peter
    Mid Sweden University.
    Sundgren, Marcus
    Mid sweden University.
    Utterberg, Marie
    University of Gothenburg.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019Ingår i: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, nr 2, s. 427-445Artikel i tidskrift (Refereegranskat)
    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.

  • 13.
    Höög, Jonas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Johansson, Olof
    Umeå universitet, Samhällsvetenskapliga fakulteten, Statsvetenskapliga institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för skolledarutveckling.
    Olofsson, Anders
    Successful principalship: the Swedish case2007Ingår i: Successful principal leadership in times of change / [ed] Christopher Day, Kenneth Leithwood, Springer Publisher , 2007, s. 87-101Kapitel i bok, del av antologi (Refereegranskat)
  • 14.
    Jaldemark, Jimmy
    et al.
    Department of Education, Mid Sweden University.
    Hrastinski, Stefan
    Department of Computer & System Science, Mid Sweden University; School of Education and Communication in Engineering Science, KTH Royal Institute of Technology.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Department of Education, Mid Sweden University.
    Öberg, Lena-Maria
    Department of Computer & System Science, Mid Sweden University.
    Editorial introduction: Collaborative learning enhanced by mobile technologies2018Ingår i: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, nr 2, s. 201-206Artikel i tidskrift (Refereegranskat)
  • 15. Jaldemark, Jimmy
    et al.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Att förstå hur man deltar via redskap i en lärgemenskap2005Ingår i: Att förstå lärgemenskaper och mötesplatser på nätet, Studentlitteratur AB, Lund , 2005, s. 109-147Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16. Jaldemark, Jimmy
    et al.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Learning with others as learning by myself2005Ingår i: The Challenge of Integrating ICT in Teacher Education. The Need for Dialogue, Change and Innovation, 2005Konferensbidrag (Refereegranskat)
  • 17.
    Jaldemark, Jimmy
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Sharing the distance or a distance shared. Social and individual aspects of participation in ICT-supported distance-based teacher education2005Ingår i: ICT in teacher education: Challenging prospects, Högskolan i Jönköping, Högskolan för lärande och kommunikation, Encell / Nationellt Kompetenscentrum för Livslångt Lärande, Jönköping , 2005, s. 142-160Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 18. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Conditioned content. Democratic aspects on learning in netbased education2006Ingår i: NFPF, Örebro, Sweden, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 19.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Distancing democracy. Organising on-line teacher training to promote community values2006Ingår i: UCFV Research Review, ISSN 1715-9849, Vol. 1, nr 1, s. 1-10Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is concerned with conceptions of democracy among teacher trainees attending a distance-based on-line teacher training programme through the use of ICT. Analyses of interviews with teacher trainees provide an understanding of the teacher trainees' conceptions of democracy. The analysis is informed by a framework for understanding democracy based on Held (1966), and points toward a view in which the teacher trainees are focusing foremost on individual aspects of democracy, and not as much on social or collective conceptions reflecting community values. Thus a possible conclusion could be that distance-based on-line teacher training is highly individualised, to the point of conceiving values connected to a social dimension as an individual enterprise. 

  • 20.
    Lindberg, J Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Editorial - Recent trends in the digitalization of the Nordic K-12 schools2018Ingår i: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, nr 2, s. 103-108Artikel i tidskrift (Refereegranskat)
  • 21.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Edukation - ett möjligt studieobjekt?2005Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, nr 1, s. 52-64Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Med den här artikeln vill vi bidra till diskussion om det svenska pedagogikämnet. Vi inleder med att teckna en bild av pedagogiken som vetenskaplig disciplin utifrån vilken vi tycker oss spåra utvecklingen av ett nyvaknat intresse för filosofiska spörsmål. Utifrån denna utveckling presenterar vi en forskningsansats och ett studieobjekt, som vi menar öppnar till en annorlunda förståelse av pedagogisk forskning. Den forskningsansats vi för fram är filosofisk hermeneutik, och studieobjektet är edukation.

  • 22. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Global perspectives on E-learning. Rhetoric and reality by Alison A. Carr-Chellman (Ed.), 2005. Review2007Ingår i: seminar.net Media, Technology & Life Long Learning, ISSN 1504-4831, Vol. 3, nr 1Artikel i tidskrift (Övrigt vetenskapligt)
  • 23.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education2006Ingår i: International Education Journal, ISSN 1443-1475, E-ISSN 2202-493X, Vol. 7, nr 5, s. 699-708Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.

  • 24. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    OLC in the context of the other. Face, trace and cyberspace2008Ingår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 4, nr 2, s. 188-198Artikel i tidskrift (Refereegranskat)
  • 25.
    Lindberg, J Ola
    et al.
    Mittuniversitetet.
    Olofsson, Anders D.Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Online learning communities and teacher professional development: methods for improved education delivery2010Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
  • 26.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Phronesis – on teachers’ knowing in practice. Towards teaching as embodied moral2005Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, nr 3, s. 148-162Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article concerns a possible way to understand the concept of teaching. It begins with an elaboration on three different aspects of knowledge with roots in ancient Greece; epistmé, techné and phronesis. Thereafter some traditions and lines of development in research on teaching over the last thirty years are presented. It is shown that phronesis still seems to be a useful concept when trying to understand teaching and teachers’ knowing in practice. In an attempt to go beyond the Cartesian dualism of subject and object, phronesis is then described within a philosophical hermeneutical approach. The conclusion points towards a possibility to understand teaching and teachers’ knowing in practice as embodied moral.

  • 27. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Review of global perspectives on e-learning. Rhetoric and reality2007Ingår i: seminar.net: Media, Technology & Lifelong LearningArtikel, recension (Övrigt vetenskapligt)
  • 28.
    Lindberg, J Ola
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sustaining a professional dimension in the use of educational technology in European higher educational practices2012Ingår i: Educational Technology, ISSN 0013-1962, Vol. 52, nr 2, s. 34-38Artikel i tidskrift (Refereegranskat)
  • 29. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Telling them apart. Participation in teacher education through the use of ICT2004Ingår i: ICICTE, Samos, Greece, 2004Konferensbidrag (Övrigt vetenskapligt)
  • 30.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Training teachers through technology: A case study of a distance-based teacher training programme2005Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

  • 31.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fransson, Göran
    University of Gävle, Sweden.
    Contrasting views: student and teacher perceptions on ICT in education2016Ingår i: The proceedings of the International Conference on Information Communication Technologies in Education 2016, 2016, s. 1-10Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish fouryear project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use ofICT, out of school they rely more on their smartphones than they do in school.

  • 32.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    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 education2017Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, nr 2, s. 122-132Artikel i tidskrift (Refereegranskat)
    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.

  • 33. Lindberg, J. Ola
    et al.
    Olofsson, Anders D
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Signs for learning in a digital environment2010Ingår i: Australasian Journal of Educational Technology, ISSN 1449-3098, Vol. 26, nr 7, s. 996-1011Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

  • 34.
    Lindberg, J. Ola
    et al.
    Mid Sweden Univ, Dept Educ, Härnösand, Sweden.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Signs for learning to perform in a digital environment2010Ingår i: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, nr 7, s. 996-1011Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

  • 35.
    Lindberg, Ola J.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Fransson, Göran
    Högskolan i Gävle.
    Managing IT on a municipality level: on the role of strategists in developing digital competence2018Ingår i: EDULEARN18 Proceedings, 2018, s. 9016-9020Konferensbidrag (Refereegranskat)
    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.

  • 36.
    Lindberg, Ola J.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fransson, Göran
    University of Gävle, Sweden.
    Hansson, Anneli
    Mid Sweden University, Sweden.
    Developing awareness of digital competence and skills through dialogue: a methodological reflection2017Ingår 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. 5679-5686Konferensbidrag (Refereegranskat)
    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.

  • 37.
    Lindberg, Ola J.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Karakoyun, Ferit
    Dicle University.
    Teacher education students’ view on 21st century skills2018Ingår i: EDULEARN18 Proceedings, The International Academy of Technology, Education and Development, 2018, s. 9028-9032Konferensbidrag (Refereegranskat)
    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. 

  • 38.
    Olofsson, Anders D
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Discussions in Online Learning Community Forums - Do They Facilitate Teachers Professional Development?2010Ingår i: Research Review, ISSN 1715-9849, Vol. 3, nr 2, s. 54-68Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Do memberships in online learning communities (OLCs) provide teachers with possibilities to continuously develop, reflect upon, and deepen their understanding of the teacher profession? In this article an informal Swedish OLC, called lektion.se, is examined and some findings from an ongoing larger project aimed at understanding teachers’ use of lektion.se for their professional development are presented. More specifically, the purpose in this article is to investigate if and how discussions in the forums on lektion.se facilitate teachers’ professional development. Lektion.se as a potential OLC for shared teacher professional development is discussed at the end of the article.

  • 39.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lektion.se – an Informal Swedish Online Learning Community for Shared Teacher Professional Development: a Study with Focus on Frequent Users of the Discussion Forums2008Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3-4, s. 133-148Artikel i tidskrift (Refereegranskat)
  • 40.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Participation in an Educational Online Learning Community2007Ingår i: Journal of Educational Technology & Society, ISSN 1436-4522, Vol. 10, nr 4, s. 28-38Artikel i tidskrift (Refereegranskat)
  • 41.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Teacher professional development on the Internet. A study of the Swedish informal online learning community lektion.se2008Ingår i: Proceedings of ICICTE 2008: Readings in Technology and Education, 2008, s. 508-520Konferensbidrag (Refereegranskat)
  • 42.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Fransson, Göran
    Högskolan i Gävle.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    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 initiative2019Ingår i: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400Artikel i tidskrift (Refereegranskat)
    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.

  • 43.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Håkansson Lindqvist, Marcia
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    From, Jörgen
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Holmgren, Tomas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Pedagogical digital competence for police teachers in relation to distance-based police education2017Ingår 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. 4219-4227Konferensbidrag (Refereegranskat)
    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.

  • 44.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    ACCESS DENIED. Participation in an Educational OLC2006Ingår i: Netlearning 2006, Ronneby, Sweden, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 45.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    An Ethical Perspective on ICT in the Context of the Other2008Ingår i: Handbook of Digital Information Technologies: Innovations, Methods and Ethical Issues, Idea Group Inc (IGI) , 2008, s. 504-519Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 46.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Assumptions about participating in teacher education through the use of ICT2005Ingår i: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 22, nr 3, s. 154-161Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose – With a philosophical stance in relation to education, this paper aims to discuss different understandings of participation in an information and communication technology (ICT)-supported distance-based teacher education program in Sweden. esign/methodology/approach – The paper is based on early results from two studies, both of which involved a group of teacher-trainees, with one interview and one questionnaire.

    Findings – The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart.

    Originality/value – Helps in understanding how ICT, and its use, can have different effects on different groups.

  • 47.
    Olofsson, Anders D
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, J Ola
    Mittuniversitetet.
    Can OLC in TPD be TEL?2010Ingår i: The First Nordic Symposium on Technology-Enhanced Learning (TEL): NORDITEL 2010 : book of abstract / [ed] Tessy Cerratto-Pargman, Pirkko Hyvönen, Sanna Järvelä, Marcelo Milrad, Växjö: Linnéuniversitetet , 2010, s. 59-61Konferensbidrag (Refereegranskat)
  • 48.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    Education one by one – for the benefit of all? ICT and the death of democracy as we know it2004Ingår i: ECER, Crete, Greece, 2004Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 49.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Enhancing phronesis. Bridging communities through technology2007Ingår i: Online and distance learning: Concepts, methodologies, tools, and applications, Hershey: Information Science Reference , 2007, s. 3157-3175Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In this chapter, the possibilities to use technology in order to improve the contextual and value-based dimensions in online distance-based teacher training in Sweden are explored. Aristotle’s (1980) concept of phronesis is used as a starting point for raising questions whether the Internet, and the establishing of educational online learning communities, can be used to enhance the teacher traniees´ skills of making moral decisions in unpredictable situations. It is argued that active participation, collaboration, and dialogue are vital in order to foster common moral and societal values among the teacher trainees, but that there is a need for rethinking how technology could be used in order to accommodate such processes. This chapter suggests that the development of a shared teacher identity is possible by expanding the scope of online community, and bridging teacher-training practices to teacher practicies, thus including already practicing teachers,teacher trainers, and teacher trainees in a joint educational community.

  • 50.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Enhancing phronesis. Bridging communities through technology2006Ingår i: Enhancing learning through technology, London: Information science publishing , 2006, s. 29-55Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In this chapter the possibilities to use technology in order to improve the contextual and value-based dimensions in online distance-based teacher training in Sweden is explored. Aristotle's (1980) concept of phronesis is used as a starting point for raising questions whether the Internet and the establishing of Educational online learning communities can be used to enchance the teacher trainees' skills of making moral decisions in unpredictable situations. It is argued that active participation, collaboration and dialogue are vital in order to fostering common moral and societal values among the teacher trainees, but that there is a need for rethinking how technology could be used in order to accommodate such processes. This chapter suggests that a development of a shared teacher identity is possible by expanding the scope of online community and bridging teacher-training practices to teacher practices, thus including already practicing teachers, teacher trainers, and teacher trainees in a joint educational community.

12 1 - 50 av 79
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf