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Through the Lens of Situated Learning and Levels of Scale: Theorizing Development of Remote Teaching and the Role of On-Site Facilitators
Umeå University, Faculty of Social Sciences, Department of Education. (lict, digsum)
Umeå University, Faculty of Social Sciences, Department of Education. (lict, digsum)ORCID iD: 0000-0003-3985-7848
2022 (English)In: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, no 2, p. 66-85Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Umeå University , 2022. Vol. 4, no 2, p. 66-85
National Category
Pedagogy
Research subject
education
Identifiers
URN: urn:nbn:se:umu:diva-195594DOI: 10.33621/jdsr.v4i2.104OAI: oai:DiVA.org:umu-195594DiVA, id: diva2:1662552
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2023-10-18Bibliographically approved
In thesis
1. Leading learning through digitalization in Swedish schools: beyond school leaders?
Open this publication in new window or tab >>Leading learning through digitalization in Swedish schools: beyond school leaders?
2023 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Leda lärande genom digitalisering i svenska skolor : bortom skolledare?
Abstract [en]

How can digitalization in schools be led towards positive outcomes? This has for education policy makers in Sweden been a question for decades. In recent years, formal school leaders in schools have come in focus in policy as important not only for schools in general, also specifically concerning digitalizing schools. The expectation is that school leaders leading of digitalization in schools will improve learning in schools by way of ‘harnessing’ the many supposed opportunities of digital technologies for learning. The thesis, in four empirical studies including school leaders, teachers, students and others, investigates how learning is lead through digitalization in schools beyond school leaders. The research questions asked are (RQ1) how can digitalization in schools as learning be understood and (RQ2) who is leading learning through digitalization in schools and by what means? Cultural-historical activity theory is utilized to understand learning as a relation between individual (person) and society. This entails, on the one hand, that (RQ1) how digitalization in schools as learning can be understood is answered by understanding learning as a relation between individuals and society in concrete (real) activities. On the other hand, given the individual learning-society relation, (RQ2) who is leading learning through digitalization in schools and by what means is constituted by many possible whos and means, not just formal school leaders. The results from the capstone’s analysis entail that how learning is lead through digitalization in Swedish schools beyond school leaders, is a process that spans national governing via national education agencies, urbanization in sparsely populated regions, and large-scale municipal digitalization projects. That is, concrete activities where societal needs for learning are different in kind, and yet where the expectation in policy concerning digitalization in schools would entail that any formal school leader, individually, is supposed to be able to deliver on societal needs.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2023. p. 77
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 132
Keywords
Leading, learning, digitalization in schools, cultural-historical activity theory, critical studies, education
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-215336 (URN)9789180702065 (ISBN)9789180702072 (ISBN)
Public defence
2023-11-17, ULED Triple Helix, Umeå, 10:00 (English)
Opponent
Supervisors
Projects
Adekvat digital kompetens för skolledare
Available from: 2023-10-27 Created: 2023-10-18 Last updated: 2023-10-20Bibliographically approved

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Siljebo, JosefPettersson, Fanny

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