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Willermark, S., Olofsson, A. D. & Lindberg, O. J. (Eds.). (2024). Digitalization and digital competence in educational contexts: a Nordic perspective from policy to practice (1ed.). London: Routledge
Open this publication in new window or tab >>Digitalization and digital competence in educational contexts: a Nordic perspective from policy to practice
2024 (English)Collection (editor) (Refereed)
Abstract [en]

This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work. Using a multidisciplinary and holistic approach, the book compares Nordic countries’ attitudes toward the digitalization of education and demonstrates the Nordic region’s position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education. Ultimately, this book’s reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.

Place, publisher, year, edition, pages
London: Routledge, 2024. p. 224 Edition: 1
Series
Routledge Research in Digital Education and Educational Technology
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-216707 (URN)10.4324/9781003355694 (DOI)2-s2.0-85176904124 (Scopus ID)978-1-032-40986-3 (ISBN)978-1-032-40987-0 (ISBN)978-1-003-35569-4 (ISBN)
Available from: 2023-11-15 Created: 2023-11-15 Last updated: 2023-12-04Bibliographically approved
Willermark, S., Olofsson, A. D. & Lindberg, J. O. (2024). Introduction (1ed.). In: Sara Willermark; Anders D. Olofsson; J. Ola Lindberg (Ed.), Digitalization and digital competence in educational contexts: a Nordic perspective from policy to practice (pp. 1-12). London: Taylor & Francis
Open this publication in new window or tab >>Introduction
2024 (English)In: Digitalization and digital competence in educational contexts: a Nordic perspective from policy to practice / [ed] Sara Willermark; Anders D. Olofsson; J. Ola Lindberg, London: Taylor & Francis, 2024, 1, p. 1-12Chapter in book (Other academic)
Abstract [en]

Hardly any organization remains unaffected by the digitalization of society. Educational institutions are the pillars of modern society, and teaching has been described as the 'mother of all professions', as building the foundations for all professions. Therefore, teachers are part of shaping tomorrow's citizens and leaders, and the teacher's central role can hardly be exaggerated. At the same time, the development of society challenges traditional educational assumptions and puts traditional practices under pressure. Due to technological and pedagogical advancements, artificial intelligence, as well as virtual reality, has gained momentum in research and education. Digitalization contributes to writings in international, national, and local policy documents. The digitalization of society constitutes a significant force for redefining the role and function of curricula in education system. The chapter also presents an overview on the key concepts discussed in this book.

Place, publisher, year, edition, pages
London: Taylor & Francis, 2024 Edition: 1
Series
Routledge Research in Digital Education and Educational Technology
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-217328 (URN)10.4324/9781003355694-1 (DOI)2-s2.0-85176884460 (Scopus ID)9781003355694 (ISBN)9781032409863 (ISBN)
Available from: 2023-11-30 Created: 2023-11-30 Last updated: 2023-11-30Bibliographically approved
Siddiq, F., Olofsson, A. D., Lindberg, O. J. & Tomczyk, L. (2024). Special issue: What will be the new normal?: Digital competence and 21st-century skills. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 29(5), 7697-7705
Open this publication in new window or tab >>Special issue: What will be the new normal?: Digital competence and 21st-century skills
2024 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 29, no 5, p. 7697-7705Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Springer, 2024
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-212849 (URN)10.1007/s10639-023-12067-y (DOI)2-s2.0-85165184797 (Scopus ID)
Available from: 2023-08-15 Created: 2023-08-15 Last updated: 2024-04-17
Fischer, G., Lundin, J. & Lindberg, O. J. (2023). The challenge for the digital age: making learning a part of life. The international journal of information and learning technology, 40(1), 1-16
Open this publication in new window or tab >>The challenge for the digital age: making learning a part of life
2023 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 40, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Purpose: The main argument behind this paper is learning in the digital age should not be restricted to creating digital infrastructures for supporting current forms of learning nor taking schools in their current form as God-given, natural entities, but changing current forms of education by developing new frameworks and socio-technical environments for making learning an integral part of life. The authors provide a framework for this argumentation as well as a call-to-action for research on the co-evolution of learning, media, and learning organizations.

Design/methodology/approach: This paper theoretically and argumentatively explores the core assumption that the digitalization of society results in challenges and opportunities for learning and education based on fundamental transformations (Collins and Halverson, 2009; Fischer et al., 2020).

Findings: The digital age greatly enhances the opportunities and supports the necessity for “making learning a part of life”. But while the growth of technology is certain, the inevitability of any particular future is not. The impact of schooling goes beyond that new information about computers, the Internet, and social media are integrated into the schools of today. The transformation of schools needs to be informed by an understanding of the impact of mindset formation that will determine people's approach to learning for the rest of their lives. The authors’ framework is focused on moving “beyond gift-wrapping” by not only fixing and existing systems but to change them and not only reforming but transforming them.

Originality/value: It is the authors’ hope that this article will be of interest to many stakeholders (including learners, teachers, curriculum designers, technology experts, parents, and politicians) and provide a foundation for an ongoing debate and informed actions for “Making Learning a Part of Life” in the digital age.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
Digital, Education, Learning
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-199918 (URN)10.1108/IJILT-04-2022-0079 (DOI)000853731100001 ()2-s2.0-85138160466 (Scopus ID)
Available from: 2022-10-04 Created: 2022-10-04 Last updated: 2023-07-14Bibliographically approved
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
Open this publication in new window or tab >>Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12: [Special issue introduction]
2022 (English)In: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, no 2, p. 1-6Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Umeå University, 2022
National Category
Social Sciences Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-195593 (URN)10.33621/jdsr.v4i2.139 (DOI)
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2022-06-01Bibliographically approved
Olofsson, A. D. & Lindberg, O. J. (2021). A glimpse of a Nordic model? Policy and practice in the digitalisation of the K-12 school and teacher education in Denmark, Finland, Norway and Sweden: Editorial introduction. Education Inquiry, 12(4), 311-316
Open this publication in new window or tab >>A glimpse of a Nordic model? Policy and practice in the digitalisation of the K-12 school and teacher education in Denmark, Finland, Norway and Sweden: Editorial introduction
2021 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 4, p. 311-316Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Taylor & Francis Group, 2021
National Category
Pedagogy
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-188941 (URN)10.1080/20004508.2021.1988451 (DOI)000712069100001 ()2-s2.0-85118772041 (Scopus ID)
Funder
Swedish Research Council, 2014-1762
Available from: 2021-10-27 Created: 2021-10-27 Last updated: 2023-03-23Bibliographically approved
Olofsson, A. D., Lindberg, O. J., Young Pedersen, A., Arstorp, A.-T., Dalsgaard, C., Einum, E., . . . Willermark, S. (2021). Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?. Education Inquiry, 12(4), 317-328
Open this publication in new window or tab >>Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?
Show others...
2021 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 4, p. 317-328Article in journal (Refereed) Published
Abstract [en]

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2021
Keywords
Boundary objects, digital competence, digital technology, K-12 school, nordic countries, policy
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-187207 (URN)10.1080/20004508.2021.1976454 (DOI)000693656700001 ()2-s2.0-85114435308 (Scopus ID)
Funder
Swedish Research Council, 2014-1762
Available from: 2021-09-06 Created: 2021-09-06 Last updated: 2022-02-10Bibliographically approved
Siljebo, J. & Lindberg, O. J. (2021). Distributed and Individual School Leadership Properties for Digitalization in Schools: a Policy Artifact Translation. In: ECER programmes, 2021: . Paper presented at ECER 2021, European Conference on Educational Research, Online via Geneva, Switzerland, September 6-9, 2021. EERA
Open this publication in new window or tab >>Distributed and Individual School Leadership Properties for Digitalization in Schools: a Policy Artifact Translation
2021 (English)In: ECER programmes, 2021, EERA , 2021Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a study aimed at understanding two school policy artifacts as part of a digitalized school leadership practice. A digitalized practice that today focus on the digital knowledge, skills and values of school leaders in particular (see e.g. Dexter, 2008;2018 for research on school leaders’ role for digitalized school practice, and Kampylis, Punie and Devine, 2015 for European policy). A practice, moreover, where educational policy makers today come in close contact with these individuals through digital school policy artifacts that suggest which actions to take in school practice.  

Both artifacts in focus are online self-assessment questionnaires. One is authored by the Swedish Association of Local Authorities and Regions (SALAR), the other is authored by the European Commission (EC). Both artifacts are by these authors proposed to have a similar purpose: to support school leaders’ actions to digitalize their schools. Leaving the question whether ‘implementing’ digitalization in schools is appropriate or not to the side, our aim is to deepen educational research’s theoretical understanding of these policy artifacts. Specifically focusing on how they work as policy artifacts, and how they translate into digital competence and may work through the people that use them.

The approach we take to deepening the theoretical understanding, is to analyze possible policy translations, following Freeman and Sturdy’s (2014) policy embodiment, inscription and enactment framework and two different perspectives on leadership in schools. Freeman and Sturdy argue for a comprehensive approach to knowledge in policy, that builds on a few central assumptions that we share. The first is that that policy making today is influenced by governance processes (e.g. Kooiman, 2003): processes that take on horizontal aspects of policy movement between countries, between institutions, and between actors. Governance is often portrayed in contrast to vertical, top-down governing processes. Thus, governance in educational policy making can, for example, be framed in terms of large European policy actors influencing national educational policy (e.g. Grek et al., 2009) in contrast to one nation governing its own educational policy without influence from the surrounding environment.

The second assumption is that policy is concretely material, inscribed in material objects and bodies (Freeman and Sturdy, 2014). Depending on the materials, policy making naturally takes on different affordances and constraints. Today, of course, when our material world is increasingly digital, policy making is taking place increasingly in digital practice, inscribed in digital information technologies. Digital technologies can for example afford educational policy making to increasingly draw on real-time big data generated from people using digital policy artifacts (e.g. Williamson, 2016). Conversely, the technologies may also constrain action for supposed 'receivers’ of educational policy, such as school leaders in schools taking action based on ‘supportive’ digital policy artifacts.

The third is that knowledge in ‘policy in general’ is a process taking place in practice and can be framed in terms of practical knowledge. Through this perspective, knowledge in policy making is a very human process, operating on the same practical terms as people do and not as some universal epistemic truths. Freeman and Sturdy thus frame ‘policy in general’ as a knowledge process, where knowledge in policy is translated and thus transformed when it goes through phases of being embodied in people, becoming inscribed in policy artifacts, and is enacted by people taking action in complex practice.MethodThis paper focuses the analysis on the creation of the questionnaires as described by the policy actors in documentation, and the statements included in the questionnaire items as they are made available to school leaders online. These documents and items constitute the study's data. The theoretical framing used in the analysis is Freeman and Sturdy (2014) to make visible the translation processes, as well as two different perspectives on school leadership practice. One perspective is role focused, where school leadership practice is described in terms of what successful school leaders do (Leithwood and Riehl, 2003). The other perspective is community focused, where school leadership practice is described in terms of the distributed leadership properties within the distribution of labor in schools (Gronn, 2000). By utilizing these two different perspectives, we will pursue a deeper theoretical understanding on the translation that school leaders may make when taking steps to digitalize their schools by use of the policy artifacts. The reasoning being that it seems reasonable that the artifacts can be translated as both individual leadership (role) and distributed leadership (community), depending on the person doing the translation and the practice where the person works. These different translations will lead to different actions taken. Documents and questionnaire items are analysed qualitatively using the computer program NVivo 12, where categories from Leithwood and Riehl (2003) and Gronn (2000) are used to systematically analyse the policy artifacts. Moreover, Freeman and Sturyd's (2014) description of the translation process is used to frame the artifacts as part of a knowledge process in the digitalized school leadership practice.Expected OutcomesOur initial assumption is that to be an ‘adequately digitally competent school leader’ using these artifacts to digitalize school practice, one or the other perspective will weigh more heavily. Moreover, that translating digital competence as it is meant by policy actors ‘in the artifacts’, weighs more heavily into supplying digital technologies over either perspective’s broader assumptions about leadership in school practice. Our two-fold analysis is expected to bring a deeper understanding of digitalized school leadership practice where national and European policy actors are one important influence. There is a concrete need for both educational research and educational practice to go beyond the description found on the websites where they are labeled as supportive tools. This is a significant contribution not currently found in research on the digitalization of schools. We also expect that implications for educational research and practice relative to digital competence for school leaders will be found.

Place, publisher, year, edition, pages
EERA, 2021
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-196656 (URN)
Conference
ECER 2021, European Conference on Educational Research, Online via Geneva, Switzerland, September 6-9, 2021
Note

Network: 26. Educational Leadership. 

Session: 26 SES 06 A, School Leadership in a Digital Era.

Available from: 2022-06-16 Created: 2022-06-16 Last updated: 2022-07-01Bibliographically approved
Olofsson, A. D., Lindberg, O. J. & Fransson, G. (2021). När IT i skolan tar form - en studie av ett avancerat användande av digitala teknologier i svensk gymnasieskola. In: Resultatdialog 2021: (pp. 56-59). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>När IT i skolan tar form - en studie av ett avancerat användande av digitala teknologier i svensk gymnasieskola
2021 (Swedish)In: Resultatdialog 2021, Stockholm: Vetenskapsrådet , 2021, p. 56-59Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2021
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-189948 (URN)978-91-88943-53-8 (ISBN)
Funder
Swedish Research Council, 2014-1762
Note

Bidrag tilll Vetenskapsrådets konferens Resultatdialog, Karlstad, 20 november - 1 december, 2021

Available from: 2021-11-26 Created: 2021-11-26 Last updated: 2021-11-29Bibliographically approved
Karakoyun, F. & Lindberg, O. J. (2021). Pre-service teachers' perceptions of social media – A qualitative survey study in Turkey and Sweden. Journal of Educational Technology & Online Learning, 4(2), 334-348
Open this publication in new window or tab >>Pre-service teachers' perceptions of social media – A qualitative survey study in Turkey and Sweden
2021 (English)In: Journal of Educational Technology & Online Learning, ISSN 2618-6586, Vol. 4, no 2, p. 334-348Article in journal (Refereed) Published
Abstract [en]

The purpose of this study was to investigate pre-service teachers' perceptions of social media. The phenomenology approach, one of the qualitative research methods, was used in the study. The participants of the study included 201 pre-service teachers studying at two state universities, one in Turkey and the other in Sweden, in the spring term of the 2018-2019 academic year. In the study, metaphors were used to reveal pre-service teachers' perceptions of social media. The pre-service teachers were asked to fill in the following query: 'Social Media is like ……… because ………'. The collected qualitative data were analyzed by using content analysis method. The findings indicated that the pre-service teachers from both countries perceived social media mostly as a tool for communication and access to information and that a very few of them associated social media with education. In addition, it was found that pre-service teachers from Turkey had more negative perceptions of social media compared to those from Sweden. The pre-service teachers from Turkey who had negative perceptions associated social media mostly with addiction.

Place, publisher, year, edition, pages
Dergipark, 2021
Keywords
Social media, Social networks, Pre-service teachers, Metaphor
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-187412 (URN)10.31681/jetol.929304 (DOI)
Projects
lict
Available from: 2021-09-09 Created: 2021-09-09 Last updated: 2021-09-10Bibliographically approved
Projects
Graduate school - Digital technologies in education - GRADE [2017-03687_VR]; Umeå UniversityUPGRADE - Teacher education and the digitalization in schools [2019-03607_VR]; Umeå University; Publications
Örtegren, A. & Olofsson, A. D. (2024). Pathways to professional digital competence to teach for digital citizenship: social science teacher education in flux. Teachers and Teaching: theory and practiceÖrtegren, A. (2024). Philosophical underpinnings of digital citizenship through a postdigital lens: implications for teacher educators’ professional digital competence. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 29, 4253-4285Örtegren, A. (2023). A postdigital lens on teaching for digital citizenship: opportunities and challenges for teacher educators’ professional digital competence. In: : . Paper presented at Participation and the Postdigital: Contemporary technologies and practices in education and urban life, Braunschweig, Germany, May 4-5, 2023. Örtegren, A. & Velander, J. (2023). Artificial intelligence in Nordic K-12 education: implications of materials and resources for digital citizenship formation. In: NERA Conference 2023: Conference Agenda. Paper presented at NERA Conference 2023, Oslo, Norway, March 15-17, 2023. Örtegren, A. (2023). Professionell digital kompetens för att undervisa för ett digitalt medborgarskap: förslag på praktiknära forskning för utveckling av ämneslärarutbildningsprofessionen. In: David Rapp (Ed.), Konferens i pedagogiskt arbete, 2023: book of abstracts. Paper presented at Nationella konferensen i pedagogiskt arbete, Norrköping, Sweden, August 16-17, 2023 (pp. 30-30). Linköping: Linköping University Electronic PressÖrtegren, A. (2022). Digital Citizenship and Professional Digital Competence: Swedish Subject Teacher Education in a Postdigital Era. Postdigital Science and Education, 4, 467-493Örtegren, A. (2022). Digital citizenship in teacher education – Exploring conceptualizations in a postdigital era. In: Jimmy Jaldemark; Marcia Håkansson Lindqvist; Peter Mozelius; Lena-Maria Öberg; Maarten De Laat; Nina Bonderup Dohn; Thomas Ryberg (Ed.), Networked Learning 2022: Proceedings for the thirteenth International Conference on Networked Learning. Paper presented at NLC2022, The thirteenth International Conference on Networked Learning, Sundsvall, Sweden, May 16-18, 2022 (pp. 348-357). Örtegren, A. & Olofsson, A. D. (2022). Preparing Teachers of Social Studies in a Postdigital Era – Teacher Educators’ Views of Digital Citizenship and Professional Digital Competence. In: : . Paper presented at European Conference on Educational Research, ECER Plus, Yerevan, Armenia, September 1-10, 2022.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0941-9364

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