Change search
CiteExportLink to record
Permanent link

Direct 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
Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola
University West, School of Business, Economics and IT, Division of Media and Design. (LINA)ORCID iD: 0000-0003-1390-8379
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst , 2018. , p. 134
Series
PhD Thesis: University West ; 13
Keywords [sv]
Digital teknik, digital didaktisk design, lärare, virtuellt klassrum, TPACK, verksamhetsteori, expansivt lärande, gränser
National Category
Didactics Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-12009ISBN: 978-91-87531-74-3 (print)ISBN: 978-91-87531-73-6 (electronic)OAI: oai:DiVA.org:hv-12009DiVA, id: diva2:1174749
Public defence
2018-02-09, F306, Trollhättan, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2018-01-19 Created: 2018-01-16 Last updated: 2018-01-19
List of papers
1. Challenges of Achieving ICT Competent Teachers through Continuing Professional Development: Teachers' perspectives
Open this publication in new window or tab >>Challenges of Achieving ICT Competent Teachers through Continuing Professional Development: Teachers' perspectives
2013 (English)In: Proceedings IRIS36: August 11-14 2013 at Gran, Norway, University of Oslo, department of informatics / [ed] Tone Bratteteig, Margunn Aanestad & Espen Skorve, Oslo: Akademika forlag, 2013, no 4, p. 103-117Conference paper, Published paper (Refereed)
Abstract [en]

This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory school.  Continuing professional development (CPD) is often used as a mean to increase competence in general among teachers, and is used for ICT initiatives as well. However, numerous studies have shown that previous ICT initiatives have not achieved sustainable change in teaching practices to the extend desired by policymakers. This study addresses the problem by investigating how such change initiatives can affect teachers in their every-day work. Therefore, we explore challenges and experiences, as perceived by teachers, related to CPD as a mean to achieve ICT competence into their profession. 17 teachers have been interviewed. The interviews were recorded, transcribed, and analysed by learning theories suitable for professional practices. Teachers’ expressed needs were well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were diverse, reflecting their individual competence, length of teaching experience, personal motivation and learning preferences. 

Place, publisher, year, edition, pages
Oslo: Akademika forlag, 2013
Keywords
ICT, teacher learning, teacher professional development, Swedish schools, WIL, Work-integrated Learning, AIL
National Category
Human Aspects of ICT Information Systems, Social aspects Learning
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-5849 (URN)9788232104062 (ISBN)
Conference
IRIS 36,August 11-14 2013 at Gran, Norway, University of Oslo, department of informatics
Available from: 2014-01-07 Created: 2014-01-07 Last updated: 2018-01-16Bibliographically approved
2. Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016
Open this publication in new window or tab >>Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016
2018 (English)In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 56, no 3, p. 315-343Article in journal (Refereed) Published
Abstract [en]

Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an investigation of how the framework has been applied to show teacher TPACK is needed. This study is a systematic literature review of107 peer-reviewed journal articles concerning the use of TPACK in empirical studies published from 2011 to 2016. The study supplements previous review studies with more recent work on general characteristics of TPACK studies as well as contributes an analysis of how the framework has been applied to identify teacher TPACK inrecent literature. Findings show a variety of approaches and instruments to examine teacher TPACK. Most common is to identify teacher TPACK via self-reporting, while performance evaluations of teaching activities are rare. Additionally, the ways TPACK is operationalized as a measuring instrument are often implicit and make comparison of results difficult. Future directions for research are discussed.

Place, publisher, year, edition, pages
Farmingdale, N.Y.: Baywood Publishing Company, Inc., 2018
Keywords
technological pedagogical content knowledge, TPACK, knowledge evaluation, pre-service teachers, in-service teachers
National Category
Information Systems Didactics
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-11036 (URN)10.1177/0735633117713114 (DOI)000432085600001 ()
Available from: 2017-06-21 Created: 2017-06-21 Last updated: 2018-06-15Bibliographically approved
3. Progression in Practice: Development of TPACK in didactical designs
Open this publication in new window or tab >>Progression in Practice: Development of TPACK in didactical designs
2015 (English)In: Proceedings of Society for Information Technology & Teacher Education International Conference 2015 / [ed] D. Slykhuis & G. Marks, Chesapeake, VA:, 2015, p. 79-86Conference paper, Published paper (Refereed)
Abstract [en]

We report results from a three-year School Development Project in which digital technology supports cross-border collaboration and innovative models for teaching in virtual classrooms are designed. The study involved 22 teachers and 600 students in elementary school. The development and implementation of didactical designs were examined by using the TPACK model as an analytic lens. An in-depth analysis of 14 didactical designs, i.e., pre-planned sequences of lessons with specified learning objectives, in mathematics were conducted. We show how the TPACK model can be used to identify progression in practice, when didactical designs are studied in detail. We have been able to track progression in the didactical designs, where the TPACK components are becoming more integrated and balanced over time. We have seen examples of organizational development, in which teacher teams together with researchers built a productive community of practice around developing TPACK-based competence.

Place, publisher, year, edition, pages
Chesapeake, VA:: , 2015
Keywords
TPACK, ICT, technology, progression, collaboration, teachers, school development, didactical design, community of practice.
National Category
Social Sciences
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-8834 (URN)978-1-939797-13-1 (ISBN)
Conference
Society for Information Technology & Teacher Education International Conference
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2018-01-16Bibliographically approved
4. TPACK in situ: A Design-based Approach Supporting Professional Development in Practice
Open this publication in new window or tab >>TPACK in situ: A Design-based Approach Supporting Professional Development in Practice
2018 (English)In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 0, no 0, p. 1-41Article in journal (Refereed) Epub ahead of print
Abstract [en]

Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.

Keywords
Technological pedagogical content knowledge, technological pedagogical content knowledge in situ, design based, teaching practice, reflective practitioner, teacher professional development
National Category
Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12007 (URN)10.1177/0735633118783180 (DOI)
Funder
European Regional Development Fund (ERDF)
Note

Ingår i avhandlingFirst Published June 29, 2018

Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2018-07-04Bibliographically approved
5. Expansive Learning in Transforming Teaching Practices
Open this publication in new window or tab >>Expansive Learning in Transforming Teaching Practices
(English)In: Article in journal (Refereed) Submitted
Keywords
Teaching practise, learning
National Category
Didactics Pedagogical Work Learning
Research subject
SOCIAL SCIENCE, Pedagogics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12008 (URN)
Note

Ingår i avhandling

Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2018-01-16Bibliographically approved

Open Access in DiVA

fulltext(8856 kB)2429 downloads
File information
File name FULLTEXT01.pdfFile size 8856 kBChecksum SHA-512
1b6c05e849e4af31e6d3b92123a6abdc27ca36cc0db7b3f5741b2e26ca8ce21c37963523bba539c0442c04dd04a572736d705f29d091a575efc42909138bdaa3
Type fulltextMimetype application/pdf
Spikblad(62 kB)40 downloads
File information
File name FULLTEXT02.pdfFile size 62 kBChecksum SHA-512
06150748714014b54008b19cc994ef16116ff8e08f3e25724fc9ec9d1f34e66223a6ad7ec8c72854e3cf4a14cf996035bec72cfdfd669325ad32eb6231aec40c
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Willermark, Sara
By organisation
Division of Media and Design
DidacticsLearningPedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 2469 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 2984 hits
CiteExportLink to record
Permanent link

Direct 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