Umeå University's logo

umu.sePublications
Change search
Refine search result
1 - 32 of 32
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Billmayer, Jakob
    et al.
    Malmö University, Sweden.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Remote teaching to ensure equal access to education in rural schools2020In: Education in the North, ISSN 0424-5512, Vol. 27, no 2, p. 1-6Article in journal (Refereed)
    Abstract [en]

    An impending challenge in today’s school is to ensure that all students have access to an equal education, which should in turn improve social and economic conditions for both individual and society (Lundahl, 2016). The equality aspect is especially accentuated in rural areas which, unlike metropolitan regions, often have significant difficulties related to long distances between schools, lack of qualified teachers and problems filling the classroom due to diminishing birthrates. This in turn restricts students' right to an equal education in rural areas (cf. Pettersson, 2017).

    At the same time, digitalization of society is one of the fundamental challenges for the future. The development and broad availability of digital technologies has created new unique opportunities, and pitfalls, for rethinking and reinventing students’ equal access to learning, education and collaboration in the digital age (Collins and Halverson, 2009). Distance and remote teaching are such examples used to ensure equal access to education, not least in rural areas (cf. Hilli, 2020; Pettersson and Olofsson, 2019). Using digital technologies for remote teaching have thereby also, to some extent, changed the way that schools operate and the ways that teaching is being conducted (cf. From, Pettersson and Pettersson, 2020). However, research, networks and collaborations within this area can be said to be scarce not only at a Nordic, but also at an international level (Barbour, 2013; Toppin and Toppin, 2016).

    Based on the lack of research, networks and collaboration for developing remote teaching as a practice, the significance of a symposium was identified. In May 2020, the international research symposium Remote teaching to ensure equal access to education in rural schools was held at Umeå University in Sweden. At the symposium different strategies to systematically and proactively increase access to education at upper secondary school level using digital technologies were discussed. One basic assumption that emerged during the discussions was that the existence of, and access to, new information technologies is necessary but not sufficient. In the discussions it became obvious that it will be of complementary importance who is empowered to design, create, invent and choose to use the technologies that enhance their personal and professional lives.

    The symposium resulted in an open call for a special issue of Education in the North, which resulted in a huge interest not only from the Nordic countries but from researchers all over the world. As can be seen in this special issue, research from Australia, Azerbaijan, Finland, Iceland, Scotland, and Sweden with different focuses on aspects of equal access to education in schools are represented. The great promise of this special issue lies in its potential to provide research of interest to a wide audience, including researchers, practitioners and policymakers in both Nordic and international contexts.

    Download full text (pdf)
    fulltext
  • 2.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    In Need of Development, Learning and Research?: On the Possibilities of a Common Point of Departure for Digital and Educational Development2022In: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, no 2, p. 47-65Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 3.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fjärrundervisning - en central del i skolans digitalisering2020In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 2-3, p. 69-91Article in journal (Refereed)
    Abstract [sv]

    I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.

  • 4.
    Håkansson Lindqvist, Marcia
    et al.
    Department of Education, Mittuniversitetet – Campus Sundsvall, Sundsvall, Sweden.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Digitalization and school leadership: on the complexity of leading for digitalization in school2019In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 218-230Article in journal (Refereed)
    Abstract [en]

    Purpose: Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools.

    Design/methodology/approach: Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization.

    Findings: The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization.

    Practical implications: It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning.

    Originality/value: This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.

  • 5.
    Håkansson Lindqvist, Marcia
    et al.
    Mittuniversitetet.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leading For Digitalization: Exploring The Leadership Perspective2018In: ICICTE 2018, the international conference on information communication technologies in education 2018: proceedings / [ed] Linda Morris, Costas Tsolakidis, Chania, Crete, 2018, p. 371-381Conference paper (Refereed)
    Abstract [en]

    This paper focuses on how school leaders understand digitalization and the digital competences needed for leading digitalization in Swedish schools. In this small study, 31 school leaders at the end of their studies in the Swedish national professional development program for school leaders answered a survey, mainly based on open questions, regarding professional development and leadership for digitalization. In the analysis, Dexter’s four categories of (a) setting the direction, (b) developing people, (c) developing the organization, and (d) developing teaching and learning, were used to bring order in the data. The results show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization.

    Download full text (pdf)
    fulltext
  • 6. Håkansson-Lindqvist, Marcia
    et al.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Digitalization and school leadership through the les of ecology of resources model2020In: ICICTE 2020: Conference Proceedings / [ed] Nancy Pyrini,Ġorġ Mallia, Marcia Håkansson Lindqvist, 2020, p. 22-34Conference paper (Other academic)
    Abstract [en]

    Through the lens of the Ecology of Resources Model, this paper focuses on how school leaders understand the activity of leading digitalization in school. The study is based on a survey and interviews conducted with school leaders. The results show that school leaders lead for digitalization through many different activities. It can be concluded that the role of the school leader is important for supporting teachers’ work with digitalization for teaching and learning, and in turn supporting students’ learning with digital technologies. How school leaders lead the digitalization process will most likely have an impact on school development. 

  • 7.
    Lindberg, Ola J.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Tomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lundberg, Petter
    Region Västerbotten.
    Pettersson, Gerd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rudolfsson, Linda
    Region Västerbotten.
    Thomson, Tobias
    Region Västerbotten.
    Researching school practices with a complementary and symmetrical approach: the case of remote teaching in the rural north of Sweden2020In: Education in the North, ISSN 0424-5512, Vol. 27, no 2, p. 235-241Article in journal (Refereed)
    Abstract [en]

    This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.

    Download full text (pdf)
    fulltext
  • 8.
    Lindfors, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    K–12 Students’ Experiences of the Synchronous Remote Teaching and Learning Environment2021In: Journal of Online Learning Research, ISSN 2374-1473, Vol. 7, no 3, p. 249-268Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 9.
    Lindfors, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Conditions for professional digital competence: the teacher educators’ view2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 12, no 4, p. 390-409Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 10.
    Olofsson, Anders D
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ljungberg, Christina
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Hand Surgery.
    Hultin, Magnus
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Anaesthesiology.
    Naredi, Silvana
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Anaesthesiology.
    The implementation of distance teaching in the Swedish Regionalized Medical Program - multiple small steps of change for an inert system2013In: Book of Abstracts of the 40th AMEE-conference: Colouring outside the lines / [ed] AMEE, Prague, 2013, p. 329-329Conference paper (Refereed)
    Abstract [en]

    Background: This study examines possibilities and challenges when implementing distance teaching for teaching theoretical content in the Swedish regionalized medical program (RMP). The distance teaching by means of digital technologies and Technology-Enhanced Learning (TEL) is seen as an alternative to the face-to-face teaching in the medical program. Summary of work: A framework built upon the work of Sannino (2008) including the notion of dominant and non-dominant activities, conflicts and transitional actions were used for analysis. Summary of results: In the results a number of conflicts were identified which inhibit medical teachers from adopting especially interactive and communicative elements of distance teaching. Those were for example teachers’ digital literacy, lack of trust in digital teaching tools and willingness to keep to the face-to-face teaching practice. Conclusions: Illustrated by transitional actions it is discussed how the non-dominant distance teaching activity actually functioned as a catalyst for minor but important changes in the medical teachers’ dominant face-to-face teaching practice. Based on the results from this study one can raise the question of what really can be seen as a success or a failure when implementing TEL in medical education. Implementation processes in medical education is a process of interplay between dominant and non-dominant activities. Recognizing such interplay provides possibilities for future educational development. Take-home messages: Implementing distance teaching is not a straightforward process but rather characterized by small steps of change that needs to be continuously supported by the medical program management.

  • 11.
    Olsson, Johanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Frohm, Anna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    A pedagogical perspective on the implementation process of digital technologies at the regionalized medical program at Umeå University in Sweden2012Conference paper (Refereed)
  • 12.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Digital kompetente Schulorganisationen: Entwicklung vonunterstützenden Organisationsstrukturen2023In: Digital Leadership: Schulen im digitalen Wandel führen / [ed] Tobias Röhl; Johannes Breitschaft; Eliane Burri; Nicole Wespi, Bern: hep verlag , 2023, 1, p. 102-121Chapter in book (Refereed)
  • 13.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Digitally Competent School Organizations: Developing Supportive Organizational Infrastructures2018In: Seminar.net: Media, technology and lifelong learning, E-ISSN 1504-4831, Vol. 14, no 2, p. 132-143Article in journal (Refereed)
    Abstract [en]

    While research on digital competences so far has focused on the level of single actors (teachers, pupils, and school leaders), a growing but occasionally overlooked field of research looks at school-level competences when promoting digitalization and educational change. The aim of this study is to explore how schools structure their organizations, institutional infrastructure, and activities as conditions for digitalization. The study relies on interviews with school leaders and educational technologists from fiveupper secondaryschools with extensive experience in digitalization and remoteteaching. By using three categories, namely setting the direction, developing people, and developing the organization, as an analytical framework, this study identifies two types of digitally competent school organizations: goal-and structure-oriented schools and culture-oriented schools. This study’s insights serve as a point of departure for understanding the different ways schools can organize themselves to become comprehensive, stable, and digitally competent organizations and for understanding important challenges related to this process

    Download full text (pdf)
    fulltext
  • 14.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fjärrundervisningens organisatoriska förutsättningar2019Other (Other academic)
    Abstract [sv]

    Skolans uppdrag är att skapa förutsättningar för en likvärdig utbildning som ska förbereda elever för framtida arbete och socialisation. Vi vet också att många skolor och kommuner har svårt att erbjuda elever en likvärdig utbildning, bland annat på grund av omfattande lärarbrist och stora geografiska avstånd (Pettersson & From, 2018). En möjlig del av lösningen på problemet är utvecklingen av fjärrundervisning, vilket skapat möjligheter att erbjuda undervisning av behöriga lärare i ämnen som annars inte kunnat genomföras (Pettersson & From, 2018). I föreliggande artikel flyttar vi fokus från lärares utveckling av fjärrundervisning till skolors sätt att organisera för att stötta pedagogisk och digital utveckling. Aktuell forskning visar att skolorganisationen utgör en viktig del i förutsättningarna för, och utvecklingen av fjärrundervisning (Pettersson, 2018a; Pettersson, 2018b; Pettersson & Olofsson, 2019). Hur rektor beslutar att planera och strukturera för utveckling får också betydelse för dess anställda att göra detsamma. Vilka mål och visioner skolans ledning formulerar och kommunicerar, vilka resurser som tillsätts för professionell utveckling samt hur skolans ledning väljer att arbeta med organisatoriska stödstrukturer för fjärrundervisning är några av de aspekter som berörs i artikeln. 

    Download full text (pdf)
    fulltext
  • 15.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning to be at a distance: structural and educational change in the digitalization of medical education2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.

    Download full text (pdf)
    fulltext
    Download (pdf)
    Spikblad
  • 16.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    On the issues of digital competence in educational contexts: a review of literature2018In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, no 3, p. 1005-1021Article, review/survey (Refereed)
    Abstract [en]

    In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

    Download full text (pdf)
    fulltext
  • 17.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept2021In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 26, no 1, p. 187-204Article in journal (Refereed)
    Abstract [en]

    As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change and transformation in different stages and several organizational levels. Based on cultural-historical activity theory and the concept of levels of learning, this study will elaborate on the concept of digitalization as well as how schools are dealing with digital and educational change. Two schools known for their large-scale digitalization processes are analyzed. In the analysis, it is indicated that the object of digitalization harbors an idea that influence how digitalization is planned for and enacted within the school organization. How schools conceptualized-what is theoretically and practically meant by digitalization-influence how they plan their budget, professional development, and organizational change. With this backdrop, it is a concluded need for explicit discussions and conceptual clarifications on what digitalization is and what it involves in different school contexts.

    Download full text (pdf)
    fulltext
  • 18.
    Pettersson, Fanny
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12: [Special issue introduction]2022In: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, no 2, p. 1-6Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 19.
    Pettersson, Fanny
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hjelm, Peter
    Region Västerbotten, Sverige.
    Med rätt till modersmålsundervisning: fjärrundervisning som alternativ för ett ökat språkande mellan elever och lärare2021In: 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, p. 175-188Chapter in book (Other academic)
    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. 

  • 20.
    Pettersson, Fanny
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hjelm, Peter
    Region Västerbotten, Sweden.
    Researching and developing remote teaching in mother tongue tuition2020In: Education in the North, ISSN 0424-5512, Vol. 27, no 2, p. 242-247Article in journal (Refereed)
    Abstract [en]

    This feature describes an ongoing research and development project (2019-2022) on remote mother tongue teaching in Sweden. The project is based on the collaboration between the Department of Education, Umeå University, and the Competence Centre for Multilingualism. The feature elaborates on challenges and needs for research and practice emerging from the first phase of the project including (1) Strategies for systematically increasing pupils’ digital competence, (2) Remote didactics for interactive and collaborative learning, (3) Forms and methods for more active teaching, especially for younger ages, and (4) Digital relational competence for pupils, teachers and supervisors.

    Download full text (pdf)
    fulltext
  • 21.
    Pettersson, Fanny
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mittuniversitetet.
    Grönlund, Åke
    Örebro Universitet.
    Digitalization, school leadership, and the new normal: school leaders' perceptions of post-pandemic development in school organizations2024In: The power of technology in school leadership during COVID-19: insights from the field / [ed] Antonios Kafa; Nikleia Eteokleous, Springer, 2024, p. 169-185Chapter in book (Refereed)
    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.

  • 22.
    Pettersson, Fanny L. M.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ljungberg, Christina
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences.
    Educating students in a Swedish regionalized medical program through the use of digital technologies2011In: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, Rhodes, Greece: ICICTE 2011 , 2011, p. 282-293Conference paper (Refereed)
    Abstract [en]

    In 2011, the first regionalized medical program (RMP) started in Sweden. Digital technologies are used for educational and administrational purposes. This paper explores medical teachers and administrators understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP. A survey was distributed to teachers and administrators. Early findings indicate that the use of digital technologies began at a small scale, but there is potential for increased development. It is concluded that although teachers and administrators have a limited experience of distance education, the faculty has been able to create a feeling of being prepared.

  • 23.
    Pettersson, Fanny L. M.
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ljungberg, Christina
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences.
    Medical education through the use of digital technologies: The implementation of a Swedish regionalized medical program2013In: The University of the Fraser Valley Research Review, ISSN 1715-9849, Vol. 4, no 3, p. 16-30Article in journal (Refereed)
    Abstract [en]

    In 2011, the first regionalized medical program (RMP) started in Sweden. The Swedish RMP means that students are distributed in groups while doing their five clinical clerkship semesters. To enable the medical students' theoretical studies when being regionalized, digital technologies are used for educational and administrational purposes. This paper explores medical teachers' and administrators' understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP supported by digital technologies. A survey was distributed to teachers and administrators before the first regionalized semester was conducted. Findings indicate that the use of digital technologies began at a small scale, but that there is potential for increased development. It is concluded that although teachers and administrators have limited experience of distance education, the faculty has been able to create a feeling of being prepared.

    Download full text (pdf)
    Medical education through the use of digital technologies
  • 24.
    Pettersson, Fanny LM
    Umeå University, Faculty of Social Sciences, Department of Education.
    Implementing a Swedish regionalized medical program supported by digital technologies: possibilities and challenges from a management perspective2013In: Rural and remote health, ISSN 1445-6354, Vol. 13, no 2, article id 2173Article in journal (Refereed)
    Abstract [en]

    Introduction:  In 2011, Umeå University in Sweden was facing its first attempt to transform the existing medical program into a regionalized medical program (RMP), supported by the use of digital technologies. The Swedish RMP means that students are distributed in geographically separated groups while doing their five clinical clerkship semesters. To provide medical students with ways of undertaking their theoretical studies when geographically distributed, digital technologies are used for educational and administrative purposes. In this article, the Swedish RMP will be described and related to previous international research on educating medical students in rural settings. The aim of this article was, from a management perspective, to understand if and how contradictions arise during the implementation process of the Swedish RMP, supported by digital technologies. Based on this analysis, a further aim was to discuss, from a management perspective, the possibilities and challenges for improvement of this medical educational practice, as well as to provide implications for other similar changes in medical programs internationally.

    Method:  To identify possible contradictions during the implementation process, ethnographically inspired observations were made during management work meetings, before and during the first regionalized semester. In addition, in-depth follow-up interviews were held in May and June 2011 with six management executives of the Swedish RMP, concerning their expectations and experiences of the implementation process. The qualitative and activity theory (AT)-inspired analysis resulted in the emergence of two main themes and seven sub-themes.

    Results:  The analysis suggests that a number of contradictions arose during the implementation process of the Swedish RMP. For instance, a contradiction constituted as a conflict between the university management and some teachers concerning how digital technologies and technology enhanced learning (TEL) could and should be used when educating medical students. In addition, due to the use of digital technologies the implementation process helped to reveal existing problems and tensions in educational practice, not previously visible to management. These included contradictions such as a lack of alignment in how course goals, teaching practices, and examinations should be carried out. Further, obsolete course content and overlap between courses and subjects were identified, leading to an overhaul of all semesters, not only those regionalized.

    Conclusion:  This study showed how contradictions in educational practice arose when the Swedish RMP, supported by digital technologies, was implemented. These contradictions involve both possibilities and challenges for management to improve how and with what quality the Swedish RMP is conducted. A challenge for management is to find the most effective way to enhance up-take and use of the more interactive and innovative TEL-solutions. However, a possibility is that the regionalization process and implemented improvements may also influence non-regionalized semesters, with the potential to eventually increase the quality of the entire program.

  • 25.
    Pettersson, Fanny
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D
    Umeå University, Faculty of Social Sciences, Department of Education.
    A longitudinal study of facilitating medical students’ stepwise transformation from face-to-face to distance learners2015In: Transformative curriculum design in health sciences education / [ed] Colleen Halupa, Hershey, PA: IGI Global , 2015, p. 235-247Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on medical students’ experiences in transforming from faceto-faceto distance learners in a Swedish regionalized medical program (RMP).One group of students (n=100) were followed during six semesters through surveys,log data, observations, and in-depth interviews. A research model built on theCultural-Historical Activity Theory (CHAT), including the notion of dominant andnon-dominant activities, was used in order to identify factors that influence students’stepwise transformation from face-to-face to distance learners. The analysis containsthe investigation of pedagogical, institutional, and historically grounded conflictsthat seem to inhibit medical students from making a complete transformation todistance learners. By going deeper into the analysis of transitional actions, whichseems to help in solving conflicts, the chapter discusses implications to facilitatingmedical students’ future transformation from face-to-face to distance learners.These implications are examples of curriculum redesigns, such as new educationaldesigns and integration of technology and pedagogy in the curriculum.

  • 26.
    Pettersson, Fanny
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Implementing distance teaching at a large scale in medical education: a struggle between dominant and non-dominant teaching activities2015In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 20, no 2, p. 359-380Article in journal (Refereed)
    Abstract [en]

    This paper examines possibilities and challenges when implementing distance teaching of theoretical content in a regionalized medical program (RMP). It will be argued that Cultural-Historical Activity Theory (CHAT) and the concepts of dominant and non-dominant activities, including conflicts and transitional actions, can lead to an understanding of the distance teaching implementation process. The concepts further provide a theoretical lens through which one can understand the complex relationship between the established and historically rooted, face-to-face teaching activity and the new non-dominant distance teaching activity introduced in the educational setting. Data in the study was collected through an online survey, log data, observations, and in-depth interviews. During the analysis, conflicts between the dominant face-to-face teaching and non-dominant distance teaching activity were identified, and they partly inhibited medical teachers at the program from adopting and developing distance teaching. By illustrating transitional actions as small, innovative bottom-up solutions, further analysis revealed how medical teachers tried to overcome those conflicts to facilitate the adoption and development of distance teaching. The non-dominant distance teaching activity, even if not fully adopted, actually influenced and facilitated change in educational practice. The discussion argues that understanding the implementation of a non-dominant teaching activity in medical education in terms of mere success or failure is not fruitful. Instead, we should strive for sensitivity by closely analyzing the implementation process as interplay between dominant and non-dominant teaching activities. Such sensitivity will make it possible to cultivate future educational development and change.

  • 27.
    Pettersson, Fanny
    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.
    Learning to teach in a remote school context: exploring the organisation of teachers' professional development of digital competence through networked learning2019In: Networked professional learning: emerging and equitable discourses for professional development / [ed] Allison Littlejohn; Jimmy Jaldemark; Emmy Vrieling-Teunter; Femke Nijland, Cham: Springer, 2019, p. 167-185Chapter in book (Refereed)
    Abstract [en]

    This chapter takes a school management perspective and investigates an upper secondary remote school in northern Sweden and its ambitions to create conditions for teachers' professional development (TPD) of digital competence. More specifically, the chapter explores possibilities and challenges in how TPD of digital competence can be organised, facilitated, and sustained. By means of Cultural-Historical Activity Theory (CHAT), the results and analysis show that the development of teachers' digital competence requires a school management that is supportive in creating a culture of change that can be sustained beyond single TPD actions and activities. Moreover, teachers need support to elaborate and negotiate on what type of tools, rules, roles, and divisions need to be added to the activity for the networked learning to take place and to proceed both in a short-term and long-term perspective. It is also shown how the school management needs to be sensitive to when and how the learning network is in need of encouragement and external support, that is, the importance of finding a balance between when the learning network can be self-organised and when it is in need of being externally directed with support from the school management.

  • 28.
    Siljebo, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Tomas
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Öjefors Stark, Katarina
    Umeå University, Faculty of Social Sciences, Department of Education.
    School leadership in a digitalized society: Reflections on the Use of a Survey Tool for Improving Educational Practice2021In: ECER programmes, 2021Conference paper (Refereed)
    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.

  • 29.
    Siljebo, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Through the Lens of Situated Learning and Levels of Scale: Theorizing Development of Remote Teaching and the Role of On-Site Facilitators2022In: Journal of Digital Social Research (JDSR), E-ISSN 2003-1998, Vol. 4, no 2, p. 66-85Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 30.
    Skog, Simon
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Facilitating learning and interaction in K-12 remote teaching contexts2024In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 31.
    Stenman, Saga
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Remote teaching for equal and inclusive education in rural areas?: An analysis of teachers' perspectives on remote teaching2020In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 37, no 3, p. 87-98Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this study is to explore equality and inclusion as an aspect of remote teaching in rural areas. Moreover, the aim is to explore teachers' pedagogical digital competence(PDC) and school organizational support as conditions for developing remote teaching.

    Design/methodology/approach: A mixed method approach with both qualitative and quantitative data was used.

    Findings: According to this study, remote teaching can solve many problems for school organizations and offer pupils new opportunities to learn in rural areas. Remote teaching expands the learning environment and provides pupils with equal access to qualified teachers and a wider range of learning solutions for different needs. However, the learning context needs to be redesigned with flexibility to meet the needs of individual pupils, where as the remote teaching format itself can contribute to difficulties in teachers' flexibility. In meeting these challenges teachers' PDC and digital relational competencies are becoming increasingly important. Moreover, teachers' access to communities and school contexts where remote teaching is collaboratively discussed and elaborated on.

    Research limitations/implications: The study is limited to a region in Sweden, with ten participants.

    Practical implications: The practical implications are that equal and inclusive remote teaching is dependent on technological as well as pedagogical competence from teachers as well as from organizations.

    Social implications: If sufficient professional development for teachers is provided as well as organizational structure are in place, remote teaching is an option for equal access to education in sparsely populated areas. This means inclusive education can be provided to areas otherwise lacking in teacher competence.

    Originality/value: The study is one of few that investigates how remote teaching teachers perceive the teaching form and the competencies and support required to develop and use it in rural areas.

  • 32.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Faculty of Social Sciences, Department of Education.
    Häll, Lars O.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Robert
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sjöberg, David
    Umeå University, Faculty of Social Sciences, Department of Education.
    Simulations in education - How useful?2010In: Poster presented at AMEE conference, Glasgow, Scotland, Sept. 4-8, 2010., 2010Conference paper (Other academic)
1 - 32 of 32
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf