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Pettersson, F., Håkansson Lindqvist, M. & Grönlund, Å. (2024). Digitalization, school leadership, and the new normal: school leaders' perceptions of post-pandemic development in school organizations. In: Antonios Kafa; Nikleia Eteokleous (Ed.), The power of technology in school leadership during COVID-19: insights from the field (pp. 169-185). Springer
Öppna denna publikation i ny flik eller fönster >>Digitalization, school leadership, and the new normal: school leaders' perceptions of post-pandemic development in school organizations
2024 (Engelska)Ingår i: The power of technology in school leadership during COVID-19: insights from the field / [ed] Antonios Kafa; Nikleia Eteokleous, Springer, 2024, s. 169-185Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

School leaders have a crucial role in leading digitalization and school development. However, regarding the pandemic, digital school development comprises many different aspects and includes many different processes for school leaders to consider as the new normal. In this chapter, we analyze how school leaders perceive the development of digital practices, based on their experience from the pandemic. In this study, 300 school leaders were interviewed using a highly structured interview guide. The analysis was conducted using a conceptualization of digital school leadership as their work with four extensive processes, involving setting the direction, developing people, developing the organization, and improving teaching and learning. The study shows that school leaders visioning small steps forward using and facing many different activities ranging from new structures for communication to new digitalized teaching activities aimed to meet students' different individual needs. As such, school leaders' own knowledge and skills, in a variety of areas, are of importance. Reflections on practical implications regarding the complexities school leaders face in leading for digitalization post-COVID-19 as well as opportunities are presented.

Ort, förlag, år, upplaga, sidor
Springer, 2024
Serie
Studies un Educational Leadership, ISSN 1572-3909, E-ISSN 2543-0130 ; 26
Nyckelord
school leader, digitalization, covid-19, school organization, school development
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-221688 (URN)10.1007/978-3-031-51575-0 (DOI)9783031515743 (ISBN)9783031515750 (ISBN)
Tillgänglig från: 2024-03-01 Skapad: 2024-03-01 Senast uppdaterad: 2024-04-11Bibliografiskt granskad
Skog, S., Pettersson, F. & From, J. (2024). Facilitating learning and interaction in K-12 remote teaching contexts. Education and Information Technologies: Official Journal of the IFIP technical committee on Education
Öppna denna publikation i ny flik eller fönster >>Facilitating learning and interaction in K-12 remote teaching contexts
2024 (Engelska)Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The use of a facilitator is a growing phenomenon in K-12 remote teaching contexts. The aim of this study is to analyse aspects of facilitating students’ learning and interaction, with a special focus on the role of the facilitator. Frame factor theory was used as an analytical framework, including different educational conditions. The following research questions were posed: (1) How do different frame factors condition remote teaching? (2) How do these frame factors influence the role of the facilitator in remote teaching? Data were generated from observations (12 h) and interviews with remote teachers and facilitators (N = 18). Results show that frame factors seem to create two types of classroom context that condition the role, task, and responsibility of the facilitator. In the larger classroom context, the facilitator was a threefold resource - practical, pedagogical, and social in an ongoing collaboration with the teacher, whereas in the small classroom context, the facilitator mainly was a practical resource when needed.

Ort, förlag, år, upplaga, sidor
Springer, 2024
Nyckelord
Facilitator, Frame factor theory, Distance, Online, Remote, Virtual
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-221470 (URN)10.1007/s10639-024-12579-1 (DOI)
Tillgänglig från: 2024-02-23 Skapad: 2024-02-23 Senast uppdaterad: 2024-02-26
Pettersson, F. (2023). Digital kompetente Schulorganisationen: Entwicklung vonunterstützenden Organisationsstrukturen (1ed.). In: Tobias Röhl; Johannes Breitschaft; Eliane Burri; Nicole Wespi (Ed.), Digital Leadership: Schulen im digitalen Wandel führen (pp. 102-121). Bern: hep verlag
Öppna denna publikation i ny flik eller fönster >>Digital kompetente Schulorganisationen: Entwicklung vonunterstützenden Organisationsstrukturen
2023 (Tyska)Ingår i: Digital Leadership: Schulen im digitalen Wandel führen / [ed] Tobias Röhl; Johannes Breitschaft; Eliane Burri; Nicole Wespi, Bern: hep verlag , 2023, 1, s. 102-121Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Bern: hep verlag, 2023 Upplaga: 1
Serie
Führung von und in Bildungsorganisationen ; 3
Nyckelord
Digital competence, Pedagogical digital competence, Digital literacy, Digitalization, Digital technologies, Information and communication technologies (ICT), Organization, School leaders, Teachers
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-216386 (URN)978-3-0355-2320-1 (ISBN)978-3-0355-2339-3 (ISBN)
Tillgänglig från: 2023-11-09 Skapad: 2023-11-09 Senast uppdaterad: 2023-11-10Bibliografiskt granskad
From, J. & Pettersson, F. (2022). In Need of Development, Learning and Research?: On the Possibilities of a Common Point of Departure for Digital and Educational Development. Journal of Digital Social Research (JDSR), 4(2), 47-65
Öppna denna publikation i ny flik eller fönster >>In Need of Development, Learning and Research?: On the Possibilities of a Common Point of Departure for Digital and Educational Development
2022 (Engelska)Ingår i: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, nr 2, s. 47-65Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

A growing body of initiatives aims to connect school improvement with external actors, such as universities, by means of networks and collaborative partnerships of different kinds. Simultaneously, many schools have difficulties in assessing or predicting their needs associated with the digitalization of a specific local school practice given their lack of existing tools to articulate those needs. This has made it difficult to study digitalization in a complementary and symmetrical way between academia and practice. In this study, we used a quantitative instrument to generate findings and development needs relevant to both research and school development. The instrument, which we distributed to all school leaders in one municipality, measures perceptions of three overall areas: (a) levels of digitalization, (b) organizational digital maturity, and (c) notions of leadership. The data shows, for example, that digitalization, in this municipality, was a concern or issue on an individual level. Achieving a more complex view of digitalization as school development—a collegial approach and mindset together with leadership and organization that focuses on strategy and common goals—appears to be a high priority for research and practice. To conclude, the results generated from the instrument used in this study can contribute to a shared understanding of the findings and the needs relevant to both research and school development.

Ort, förlag, år, upplaga, sidor
Umeå University, 2022
Nyckelord
digitalization; digital technologies;organization; school leadership; school development.
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-195595 (URN)10.33621/jdsr.v4i2.110 (DOI)
Tillgänglig från: 2022-05-31 Skapad: 2022-05-31 Senast uppdaterad: 2022-06-02Bibliografiskt granskad
Pettersson, F., From, J. & Lindberg, J. O. (2022). Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12: [Special issue introduction]. Journal of Digital Social Research (JDSR), 4(2), 1-6
Öppna denna publikation i ny flik eller fönster >>Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12: [Special issue introduction]
2022 (Engelska)Ingår i: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, nr 2, s. 1-6Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

There are many situations where digital technology has served as the lifeline or salvation for society. Unexpected and unpredictable situations like catastrophic floods, blizzards, earthquakes, and more recently the Covid-19 pandemic have forced families to stay home, meaning that digital technologies have become important tools for people to work and learn. Other examples are societal and regional challenges such as lack of qualified teachers, diminishing birth rates, and difficulties in filling classrooms that force digital and educational development. The symposium held in May 2021, which resulted in this special issue, was intended to explore possibilities for ensuring equal access to education in rural schools using remote teaching. At the symposium, different strategies to increase access to education in the context of K-12 using digital technologies was presented and discussed. It brought together researchers from Europe and North America, all represented in this issue.

Ort, förlag, år, upplaga, sidor
Umeå University, 2022
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-195593 (URN)10.33621/jdsr.v4i2.139 (DOI)
Tillgänglig från: 2022-05-31 Skapad: 2022-05-31 Senast uppdaterad: 2022-06-01Bibliografiskt granskad
Siljebo, J. & Pettersson, F. (2022). Through the Lens of Situated Learning and Levels of Scale: Theorizing Development of Remote Teaching and the Role of On-Site Facilitators. Journal of Digital Social Research (JDSR), 4(2), 66-85
Öppna denna publikation i ny flik eller fönster >>Through the Lens of Situated Learning and Levels of Scale: Theorizing Development of Remote Teaching and the Role of On-Site Facilitators
2022 (Engelska)Ingår i: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, nr 2, s. 66-85Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this paper is to contribute to theoretical development within a field otherwise mostly characterized by empirical contributions, with a primary focus on the practice and perspectives of on-site facilitators. To theoretically understand the development and use of remote teaching, we focus on the interaction between systems of human activity in education and the relationships enacted in practice through their interaction, with a focus on on-site facilitators’ work. In doing so, we use the concept levels of scale in situated learning. Through levels of scale, we conceptualize the historical development of remote teaching as the large scale and the remote learning environment as the small scale. Integrating the levels of scale and tracing the historical development of remote teaching in Sweden into the enactments taking place in a classroom of modern language teaching is the concrete theoretical development that our aim entails.

Ort, förlag, år, upplaga, sidor
Umeå University, 2022
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-195594 (URN)10.33621/jdsr.v4i2.104 (DOI)
Tillgänglig från: 2022-05-31 Skapad: 2022-05-31 Senast uppdaterad: 2023-10-18Bibliografiskt granskad
Lindfors, M., Pettersson, F. & Olofsson, A. D. (2021). Conditions for professional digital competence: the teacher educators’ view. Education Inquiry, 12(4), 390-409
Öppna denna publikation i ny flik eller fönster >>Conditions for professional digital competence: the teacher educators’ view
2021 (Engelska)Ingår i: Education Inquiry, E-ISSN 2000-4508, Vol. 12, nr 4, s. 390-409Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digital competence (PDC) needed for their future working lives in a digitalised school. Using a purposive sampling approach, we used thematic coding to analyse 13 semistructured interviews with teacher educators representing 21 mandatory courses in educational science at one teacher education institution in Sweden. The findings cover aspects of the teacher educators’ PDC, how to act as a digital role model for the student teachers, support in educational policy and assignments, and the possibilities for participating in continuous professional development (CPD) in PDC. This study demonstrates an urgent need to improve conditions for successful fulfilment of teacher educators’ dual didactical task. For example, TE policy requires a strong focus on digital technology and PDC. CPD activities should be easy to access in order for teacher educators to develop their PDC. Moreover, leaders at the organisational level in TE institutions should acknowledge and place higher value on teacher educators’ work to digitalise educational practices.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2021
Nyckelord
Dual didactical task, professional digital competence, teacher education, teacher educators
Nationell ämneskategori
Samhällsvetenskap Pedagogik Pedagogiskt arbete
Identifikatorer
urn:nbn:se:umu:diva-180911 (URN)10.1080/20004508.2021.1890936 (DOI)000664357500001 ()2-s2.0-85102022239 (Scopus ID)
Projekt
lict
Tillgänglig från: 2021-03-02 Skapad: 2021-03-02 Senast uppdaterad: 2023-03-24Bibliografiskt granskad
Lindfors, M. & Pettersson, F. (2021). K–12 Students’ Experiences of the Synchronous Remote Teaching and Learning Environment. Journal of Online Learning Research, 7(3), 249-268
Öppna denna publikation i ny flik eller fönster >>K–12 Students’ Experiences of the Synchronous Remote Teaching and Learning Environment
2021 (Engelska)Ingår i: Journal of Online Learning Research, ISSN 2374-1473, Vol. 7, nr 3, s. 249-268Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The use of online, distance, and remote teaching is a growing phenomenon in the K–12 context. However, within this field of research, focus has primarily been on the use of asynchronous (not real-time) remote teaching and with a specific focus on the experience of teachers. The aim of this pilot study was to explore K–12 students’ experiences of the synchronous (real-time) remote teaching and learning environment. The following research questions were posed: (1) What possibilities and challenges can be identified from the perspective of students? (2) What development needs can be discerned for unexperienced teachers and students in synchronous remote teaching and learning environments? The data was collected from 177 students, using a quantitative instrument with questions in four dimensions: teacher support, involvement, cooperation, and autonomy support. Findings reveal both possibilities and challenges experienced by students in the synchronous remote teaching environment.

Ort, förlag, år, upplaga, sidor
Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE), 2021
Nyckelord
online, K–12, students, synchronous, remote, virtual, WIHIC
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-191122 (URN)
Projekt
lict
Tillgänglig från: 2022-01-10 Skapad: 2022-01-10 Senast uppdaterad: 2022-01-13Bibliografiskt granskad
Pettersson, F. & Hjelm, P. (2021). Med rätt till modersmålsundervisning: fjärrundervisning som alternativ för ett ökat språkande mellan elever och lärare. In: Gerd Pettersson; Oddbjørn Knutsen; Eva Silfver; Kristina Ström (Ed.), Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi (pp. 175-188). Umeå: Pedagogiska institutionen, Umeå universitet
Öppna denna publikation i ny flik eller fönster >>Med rätt till modersmålsundervisning: fjärrundervisning som alternativ för ett ökat språkande mellan elever och lärare
2021 (Svenska)Ingår i: Praktiknära pedagogisk forskning i det lärande nordiska nätverket Gemensamma Vägar: en antologi / [ed] Gerd Pettersson; Oddbjørn Knutsen; Eva Silfver; Kristina Ström, Umeå: Pedagogiska institutionen, Umeå universitet , 2021, s. 175-188Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [sv]

Trots att modersmålsundervisning har ett starkt lagstadgat stöd i Sverige har skolors möjlighet att tillhandahålla alla elever en likvärdig tillgång till modersmålundersvisning varierat under åren. Det beror i vissa fall på geografiska utmaningar som långa avstånd och restider för modersmålslärare och i andra fall på svårigheter att rekrytera modersmålslärare i det aktuella språket, framför allt i glesbygdsskolor och mindre kommuner. I detta kapitel fokuseras fjärrundervisning som alternativ för att öka tillgängligheten till modersmålsundervisning för de barn som enligt skollagen har rätt till det. Studien, som utgör en del av ett större forsknings- och utvecklingsprojekt mellan Umeå universitet och Kompetenscentrum vid Umeå kommun, syftar till att undersöka och förstå fjärrbaserad modersmålsundervisning samt vilka utmaningar undervisningsformen tycks stå inför. I delstudien diskuteras ett antal kategorier som skulle kunna förstås som potentiella forsknings- och utvecklingsbehov (1) digitalt undervisningsmaterial, (2) utveckling av elevers digitala kompetens, (3) gemenskap och trygga relationer mellan elever och lärare, (4) fjärrdidaktik för gruppundervisning och (5) aktiva undervisningsformer, framför allt för yngre elever. Kapitlet avslutas med en diskussion kring forsknings- och utvecklingsprojekts betydelse för det större forskningsfältet fjärr- och distansundervisning. 

Ort, förlag, år, upplaga, sidor
Umeå: Pedagogiska institutionen, Umeå universitet, 2021
Serie
Pedagogiska rapporter från Pedagogiska institutionen, ISSN 1403-6169 ; 100
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:umu:diva-189013 (URN)9789178555611 (ISBN)
Tillgänglig från: 2021-11-01 Skapad: 2021-11-01 Senast uppdaterad: 2021-11-01Bibliografiskt granskad
Siljebo, J., Holmgren, T., Lindberg, J. O., From, J., Pettersson, F. & Öjefors Stark, K. (2021). School leadership in a digitalized society: Reflections on the Use of a Survey Tool for Improving Educational Practice. In: ECER programmes: . Paper presented at ECER 2021, European Conference on Educational Research, Online via Geneva, Switzerland, September 6-9, 2021.
Öppna denna publikation i ny flik eller fönster >>School leadership in a digitalized society: Reflections on the Use of a Survey Tool for Improving Educational Practice
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2021 (Engelska)Ingår i: ECER programmes, 2021Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

This presentation will report from a pilot study using a novel quantitative instrument as a mean for findings of scientific relevance as well as of relevance for school development. The aim of the pilot study was to better understand school leadership in the midst of digitalization in school. The project was based on two theoretical positions for understanding leadership in the context of digitalization: Leadership behaviours according to Yukl (2013) and Cultural Historical Activity Theory (CHAT) according to Engeström, (2015). The essence of leadership in organizations is, according to Yukl (2013),“influencing and facilitating individual and collective efforts to accomplish shared objectives”. Leaders can improve the performance of a team or organization by influencing the processes that determine performance.

Background: The Swedish government has commissioned a national pilot project to test sustainable collaboration models between academia and the school or school system regarding research, school activities and teacher education for the period 2017 to 2021 (ulfavtal.se). Expectations are to contribute to the research base of the school system, and to conduct research build on equal terms between researchers and schools. In Sweden there is an explicit expectation in the Education Act, that education is to “rest on a scientific grounds and proven experience” (Section 5). This means that teachers and school leaders are to base the exercise of their profession on research and that school development is to be permeated by a scientific approach. Along this argument, a need to develop sustainable collaboration models between the school system and academia resting on common grounds is formulated as a goal of the pilot project. Similar collaborative approaches between practice and academa are adopted in many European countreis. This means embracing a dimension of development work into the approach to research.

The idea of forming collaborations between schools and academia to improve the quality of the educational practice is not new internationally. There is a growing body of initiatives with the aim to connect school improvement with external actors such as universities through networks and collaborative partnerships of different kinds (Chapman et al., 2016). Research shows how this may lead to meaningful changes in the teaching and learning processes in schools (Ainscow, 2012). Literature on initial teacher education, professional development for teachers, and educational research, also acknowledges how school–academia partnerships are powerful collaborations that can result in improved practice and results for students (Day & Smethem, 2010). However, only a limited amount of research tries to understand how such partnerships and collaboration forms stem from strategic leadership (e.g., Murphy, 2017).

In this paper we address the issue of better understanding how such collaborations can be built on strategic decisions about content for collaboration, when it comes to digitalization in schools.  

Digitalization and school leadership: As discussed by Olofsson et al. (2015), school leaders often experience digitalization processes as “challenging and difficult” (p. 117). Chua Reyes (2015) showed that school leaders experience that their role has changed “from leading a team of teachers who have been deliverers of knowledge towards leading a team of teacher facilitators” (2015, p. 378). In Sweden, research on school leadership is rather limited (Ärlestig et al., 2016). Studies at hand argues that leadership is important for implementation of digital visions and reforms (Petersen, 2014). Moreover, that school leaders’ professional development is needed to effectively lead for digitalization in school (cf. Håkansson-Lindqvist & Pettersson, 2019; Pettersson, 2018). In 2012, the Swedish School Inspectorate (Lund, 2012) pointed out that school leaders do not actively lead, and support digitalization and that more knowledge is needed for leading digitalization in school.

Method: The quantitative instrument is based on two constructs (1) notions of leadership (based on the survey developed by Yukl, 2013); and (2) levels of expansive learning with digital technology (based on the theoretical foundations found in Engeström, 2015). The first construct is measured in four meta-categories: Task-oriented behaviours, Relations-oriented behaviours, Change-oriented behaviours, and External leadership behaviours. The four meta-categories consist of a total of 17 specific component behaviours, such as Clarifying, Supporting, Advocating change and External monitoring. In total, this part of the survey consists of 49 questions, all modified to address the current state of leadership at the respondent workplace. The second construct is measured in 18 questions related to three levels 1) how respondents use digital technologies in their daily work, 2) how the use has changed the daily practice, and 3) how the use has changed the way they work, communicate, and operate in the entire organization. The questions concern to what degree the use of digital technologies has developed new ways of organising and talking about daily practice. Item are designed as fixed-response format (Wilson, 2005) and responses are on a Likert-type scale ranging from 1 (not relevant) to 5 (absolutely essential). A series of background questions of relevance for the different constructs are also asked. The instrument is available online and will be administered as an online self-administered questionnaire. In this pilot study, the survey was distributed to all school leaders in one municipality in the northern Sweden (N = 44 with a response rate of 90 %). As can be seen, the total number of school leaders in municipalities in this region is low, but the tests have been made covering the total number of respondents possible. As such, awareness of this challenge is kept in mind in terms of analysis and inferences possible by use of the data.

Expected Outcomes: The possibilities for the results of the survey to be used as a basis for school development is discussed, as is the possibilities for the approach to be a way of conducting research, and thus also development work of relevance for school practice with the outspoken intention to improve the quality of the educational practice. Even if the data at the moment is not fully analyzed yet, there are some interesting trends in the material. For instance, due to the participant school leaders, Task-oriented and Relations-oriented leadership behaviours are more important than Change-oriented behaviours, when it comes to leading digitalization in school. There are also some interesting discrepancies between what is judged as important for their school organisations on one hand, and what is important in their leadership on the other. These trends seem to be of importance for strategic decisions about content for continous collaboration, and thereby for school development when it comes to digitalization in school. For the approach to be a collaboration form that provide genuine possibilities for research to be the scientific ground that educational quality should rest on, as is intended in the education act, there are a number of possibilities as well as challenges such as the inconsistency of the educational practice as such and the contextual boundaries of knowledge of what works and improve the quality of practice.

Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:umu:diva-187475 (URN)
Konferens
ECER 2021, European Conference on Educational Research, Online via Geneva, Switzerland, September 6-9, 2021
Tillgänglig från: 2021-09-13 Skapad: 2021-09-13 Senast uppdaterad: 2021-09-13Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-3985-7848

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