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  • 1.
    Fransson, G.
    et al.
    Högskolan i Gävle.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hauge, Trond Eiliv
    Universitetet i Oslo, Norge.
    Förväntningar och realiteter: Om digitala teknologieri spänningsfältet mellan formulerings- och realiseringsarenor2012In: Små skritt eller store sprang?: Om digitale tilstander i skolen / [ed] Trond Eiliv Hauge & Andreas Lund, Oslo: Cappelen Damm Akademisk , 2012, p. 274-293Chapter in book (Refereed)
  • 2.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Holmberg, Jörgen
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts2019In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, no 1, p. 102-118Article in journal (Refereed)
    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.

  • 3.
    Fransson, Göran
    et al.
    University of Gävle.
    Hrastinski, Stefan
    KTH Royal Institute of Technology.
    Jaldemark, Jimmy
    Mid Sweden University .
    Lindberg, J. Ola
    Umeå University.
    Lundin, Johan
    University of Gothenburg .
    Olofsson, Anders D.
    Umeå University.
    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 supervisors2018In: 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 (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.

  • 4.
    Fransson, Göran
    et al.
    Faculty of Education and Business Studies, University of Gävle, Sweden .
    Lindberg, J Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Adequate digital competence: a close reading of the new national strategy for digitalization of the schools in Sweden2018In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 217-228Article in journal (Refereed)
    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.

  • 5.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    From a student perspective, what constitutes a good (or less good) use of ICT in teaching?2018In: 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)
    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.

  • 6.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEALTH).
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEALTH).
    Technology-mediated supervision of undergraduate students’ dissertations2013In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, no 9, p. 1382-1392Article in journal (Refereed)
    Abstract [en]

    In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. However, one part has proven more resistant to change, technology-mediated or not: the supervision ofstudents’ undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students’ undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students’ undergraduate dissertation are, therefore, suggested as productive ways to enhance students’ learning.

  • 7.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Teachers professional development and ICT: A comparison of four Swedish cases2011In: UFV Research Review, ISSN 1715-9849, Vol. 4, no 1, p. 65-75Article in journal (Refereed)
    Abstract [en]

    In this article, the design of a multiple-case study on Technology Enhanced Teacher Professional Development (TETPD) is presented, as well as the selection of cases and theoretical framework for analyzing TETPD. The aim of the article is to discuss four Swedish cases of teacher professional development with technology and media selected on these premises. The significance and possibilities of the cases to describe how programs of professional development work in terms of enhancing the use of ICT for teaching and learning are then discussed. 

  • 8.
    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 applied educational science.
    Editorial - Recent trends in the digitalization of the Nordic K-12 schools2018In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 103-108Article in journal (Refereed)
  • 9.
    Lindberg, J Ola
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sustaining a professional dimension in the use of educational technology in European higher educational practices2012In: Educational Technology, ISSN 0013-1962, Vol. 52, no 2, p. 34-38Article in journal (Refereed)
  • 10.
    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
    University of Gävle, Sweden.
    Contrasting views: student and teacher perceptions on ICT in education2016In: The proceedings of the International Conference on Information Communication Technologies in Education 2016, 2016, p. 1-10Conference paper (Refereed)
    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.

  • 11.
    Lindberg, J Ola
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Sahlin, Susanne
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    A decade later: twelve teachers' retrospective views on a national programme for teachers' professional development and ICT2014In: Adult and continuing education: concepts, methodologies, tools, and applications, IGI Global, 2014, p. 1781-1790Chapter in book (Refereed)
    Abstract [en]

    Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

  • 12.
    Lindberg, J Ola
    et al.
    Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Mittuniversitetet.
    Sahlin, Susanne
    Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Mittuniversitetet.
    A decade later: Twelve Teachers´retrospective views on a national programme for teachers´ professional development and ICT2012In: International Journal of Cyber Ethics in Education, ISSN 2155-8903, Vol. 2, no 1, p. 25-34Article in journal (Refereed)
    Abstract [en]

    Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

  • 13.
    Lindberg, J Ola
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Sahlin, Susanne
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bridging school-subjects and distances in upper secondary schools2011In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 28, no 3, p. 144-153Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system. Findings: Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high - authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role. Originality/value: The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes. © Emerald Group Publishing Limited.

  • 14.
    Lindberg, Ola J.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Fransson, Göran
    Högskolan i Gävle.
    Managing IT on a municipality level: on the role of strategists in developing digital competence2018In: EDULEARN18 Proceedings, 2018, p. 9016-9020Conference 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.

  • 15.
    Lindberg, Ola J.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Karakoyun, Ferit
    Dicle University.
    Teacher education students’ view on 21st century skills2018In: EDULEARN18 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 9028-9032Conference paper (Refereed)
    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. 

  • 16.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Fransson, Göran
    Högskolan i Gävle.
    Lindberg, J. Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    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 initiative2019In: Educational studies (Dorchester-on-Thames), ISSN 0305-5698, E-ISSN 1465-3400Article in journal (Refereed)
    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.

  • 17.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J OlaMid Sweden University.
    Informed design of educational technologies in higher education: enhanced learning and teaching2012Collection (editor) (Refereed)
  • 18.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Introduction: Moving from theory into practice: on the informed design of educational technologies2014In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 3, Special Issue, p. 285-291Article in journal (Other academic)
  • 19.
    Olofsson, Anders D
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Lärares professionella utveckling på nätet2011In: Mer om nätbaserad utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur , 2011, p. 195-214Chapter in book (Refereed)
  • 20.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mittuniversitetet .
    Moving from theory into practice: on the informed design of educational technologies2014In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 3Article in journal (Refereed)
  • 21.
    Olofsson, Anders D
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mid Sweden University.
    On the issue of TPD (Teachers´ Professional Development) in an OLC (Online Learning Community) as TEL (Technology Enhanced Learning).2011In: US-China Education Review, ISSN 2161-623x, Vol. 1, no 7, p. 1016-1022Article in journal (Refereed)
    Abstract [en]

    It is sometimes assumed that teachers in an informed way shall embrace TEL (technology enhanced learning) in their practices. In this article, it is argued that TPD (teachers’ professional development) for this purpose can be a part of their engagement in an OLC (online learning community), and we ask the questions¾How can professional development be understood in relation to TEL? For what contents and in what form can TPD in an OLC have a potential to transform teaching? It is suggested that OLCs have the potential to through TEL make teachers implement technology in their practices to enhance learning and that this is an effective form of TPD, since teachers in an OLC at first hand answer to their own demands or that from colleagues. In this article, we elaborate on the possibilities and limitations of the OLC for TPD in terms of content and form. Six different OLCs for TPD are chosen to serve as examples on the diversity of forms and contents possible to focus.

  • 22.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Preface2012In: Informed design of educational technologies in higher education: enhanced learning and teaching / [ed] Anders D. Olofsson and J. Ola Lindberg, Hearshy, PA, USA: Information Science Reference , 2012, p. xviii-xxixChapter in book (Refereed)
  • 23.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Department of Education, Mid Sweden University, Sweden.
    Fransson, Göran
    Department of Educational Sciences, Faculty of Education and Business Studies, University of Gävle, Sweden.
    Hauge, Trond Eiliv
    Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, Norway.
    Uptake and use of digital technologies in primary and secondary schools: a thematic review of research2015In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, p. 103-121Article in journal (Refereed)
    Abstract [en]

    This article is a review of international research on the uptake and use of digital technologies in primary and secondary schools. The aim was to provide a credible and clear picture of current research, together with some wellinformed suggestions as to how future research could develop. Two strategies were used: (1) identify themes within current research that indicate important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons, identify which knowledge-gaps need to be closed and in the light of this suggest directions for further research. It is concluded that a rather complex and fragmented picture of the uptake and use of digital technologies emerges from the literature review. Three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e.g. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and mmethodological approaches when designing and analyzing studies within the field.

  • 24.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Department of Education, Mid Sweden University, Härnösand, Sweden.
    Hauge, Trond Eiliv
    Umeå University, Faculty of Social Sciences, Department of Education.
    Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment2011In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 28, no 3, p. 183-194Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education.

    Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used.

    Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design.

    Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning.

    Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning.

    Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices.

  • 25.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. anders.d.olofsson@pedag.umu.se.
    Lindberg, J Ola
    Mittuniversitetet, Härnösand.
    Hauge, Trond Eiliv
    University of Oslo.
    GCP5 Multi-Level Evaluations of TEL2014In: Grande Challenges in Technology Enhanced Learning / [ed] Frank Fischer, Fridolin Wild, Rosamund Sutherland & Lena Zirn, London: Springer, 2014, p. 12-15Chapter in book (Refereed)
  • 26.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mittuniversitetet.
    Hauge, Trond Eiliv
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fransson, Göran
    Högskolan i Gävle.
    Uptake and use of digital technologies in primary and secondary schools: a thematic review of research2011In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 6, no 4, p. 208-226Article in journal (Refereed)
    Abstract [en]

    This article is a review of international research on the uptake and use of digital technologies in primary and secondary schools. The aim was to provide a credible and clear picture of current research, together with some well-informed suggestions as to how future research could develop. Two strategies were used: (1) identify themes within current research that indicate important lessons to be learned in relation to the uptake and use of digital technologies in primary and secondary schools, and (2) based on these lessons, identify which knowledge-gaps need to be closed and in the light of this suggest directions for further research. It is concluded that a rather complex and fragmented picture of the uptake and use of digital technologies emerges from the literature review. Three specific suggestions for research on the uptake and use of digital technologies in primary and secondary school are provided: (1) the outcomes of technology use in relation to different levels in the educational system, e.g. arenas of implementation and realization, (2) digital practices that are longitudinal and information-rich and that go beyond existing knowledge, and (3) initiatives for a renewal of theoretical and methodological approaches when designing and analyzing studies within the field.

  • 27.
    Olofsson, Anders D.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mittuniversitetet, Härnösand.
    Jianli, Jiao
    South China Normal University Guangzhou, China.
    Gu, Limin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Editorial2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4, p. 595-606Article in journal (Refereed)
    Abstract [en]

    Recent years have seen the increased use of digital technologies for educational activities at all levels of the education system (Jopling, 2012). The one-to-one initiative (also called the 1:1 initiative), referring to one digital device per student (Penuel, 2006), is widespread in many parts of the Western world (see, for example, Bebell & O’Dwyer, 2010; Fleischer, 2012), with the Nordic countries being no exception (Kroksmark, 2011; JRC, 2013). On a policy level, digital technologies are said to influence teaching and learning (OECD, 2009) and to embody the potential to both improve and change activities in school settings (European Commission, 2008). This optimistic yet also naïve understanding of digital technologies in schools expressed on the policy level represents a challenge.

  • 28.
    Olofsson, Anders D
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Mid Sweden University.
    Stödberg, Ulf
    Umeå University, Faculty of Social Sciences, Department of Education.
    Shared video media and blogging online: educational technologies for enhancing formative e-assessment?2011In: Campus Wide Information Systems, ISSN 1065-0741, Vol. 28, no 1, p. 41-55Article in journal (Refereed)
    Abstract [en]

     Purpose - This paper provide an understanding of the students’ meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own and their co-students performances presented online through shared video media.

    Design/methodology/approach - This research relies on qualitative data to provide an analysis of the students´ use of the educational technology tool called VoiceThread©. This data was provided by collecting Swedish higher education students’ postings and comments in relation to two video clips published in VoiceThread©. The formal learning sequence model by Selander (2008) together with theories on communication and reflection was used in the analysis.

    Findings - The data and the analysis show that shared video media and blogging embrace a potential to facilitate communication and reflection among online higher education students. In addition the design of the course seems to strengthen the use of formative e-assessment.

    Research limitations/implications - The research reported on in this paper should preferable be followed by additional research on educational technology, social software and e-assessment; informed design of practices of formative e-assessment; and the role of formative e-assessment in the facilitating and enhancement of the students´ learning and meaning-making processes.

    Practical implications - This paper provides researched-based ideas of in what way teachers in online higher education can design their courses if wanting to cultivate the students´ communicative and reflective skills.

    Originality/value - The paper demonstrates originality and value by providing an important insight into the use of shared video media and blogging in online higher education. Especially the way it can be designed for within a formative e-assessment course approach. 

  • 29.
    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.

  • 30.
    Segerholm, Christina
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Responskapitel: Kvalitet som dold läroplan2013In: Kvalitet i fleksibel høyere utdanning: nordiska perspektiver / [ed] Yngve Nordkvelle, Trine Fossland & Grete Netteland, Trondheim: Akademika forlag, 2013, p. 195-205Chapter in book (Other academic)
1 - 30 of 30
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