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  • 1.
    Aghaee, Naghmeh
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Finding Potential Problems in the Thesis Process in Higher Education: Analysis of e-mails to develop a support system2015Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 20, nr 1, s. 21-36Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Autonomous learning hype has created much speculation in educational systems regarding how to develop the learning process. Final project (thesis) in Bachelor’s and Master’s levels is a significant part of study for students in higher education. However, there are some problems, which lead students not managing to do or finish their thesis. As a part of a solution to these problems, the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden, has established an information and communication platform, called SciPro. The system was initiated in 2011 to support students and supervisors during the thesis process courses. This study contributes by exploring problems that learners have faced during the final project courses and analyzing discussed issues in the emails, sent to the SciPro support group, ThesisSupport. A random sample of one hundred emails has been analyzed with the help of a content analysis tool, in order to develop the categories, which cover the discussed issues. The result of the study shows six exhaustive and mutually exclusive categories of problems: 1) Thesis initiation (26 %), 2) Info-mail (4.7 %), 3) Technical issues (17.1 %), 4) Exemption (18.7 %), 5) Supervision (17.1 %), 6) Final seminar (16.4 %). Consequently, based on the significance of the categories, two groups of strategic suggestions are developed: 1) developing communications and 2) developing instructions. These strategies intend to enhance support for the autonomous learning process for the thesis courses in higher education.

  • 2.
    Agélii Genlott, Annika
    et al.
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Grönlund, Åke
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Viberg, Olga
    KTH, Royal Institute of Technology, Stockholm, Sweden.
    Disseminating digital innovation in school - leading second-order educational change2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 3021-3039Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.

  • 3.
    Bergdahl, Nina
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Fors, Uno
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Disengagement, engagement and digital skills in technology-enhanced learning2020Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 25, nr 2, s. 957-983Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students’ digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students’ (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students’ digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

  • 4.
    Dahlström, Helene
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Digital writing tools from the student perspective: Access, affordances, and agency2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 2, s. 1563-1581Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Along with digital development, new possibilities for communicating have emerged. The younger generation has adopted these new possibilities to a great extent. In order to be able to utilise the opportunities offered by digital tools when writing, access to digital tools is essential. Schools need to develop a writing education that meets students’ contemporary writing needs. In considering this, it is important to learn more about the gains and the losses in digital writing. The purpose of this study was to understand and discuss the relation between students’ digital access, students’ per- ceived affordances with digital writing, and student agency. The methods used were a statistical survey and qualitative interviews. Six classes from five different schools located in a municipality in the middle of Sweden were chosen as an informant group. The results indicate that the most common condition concerning students’ digital access was that students shared digital tools for writing with their families. An analysis of affordances was carried out to interpret the empirical findings from the qualitative data. Affordances that emerged were: write-ability, edit-ability, story-telling ability and accessibility. In addition, the ways in which digital access and the affordances per- ceived can be related to student agency were analysed. The main conclusion was that given the conditions of digital access and opportunities to practice, the affordances of digital writing can increase student agency. In turn, this suggests that writing education that focuses on student agency can contribute to equity in writing activities.

  • 5. Davoli, Paolo
    et al.
    Monari, Matteo
    KTH, Skolan för datavetenskap och kommunikation (CSC), Numerisk analys, NA.
    Severinsson Eklundh, Kerstin
    KTH, Skolan för datavetenskap och kommunikation (CSC), Numerisk analys, NA.
    Peer activities on Web learning platforms: Impact on collaborative writing and usability issues2009Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 14, nr 3, s. 229-254Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The importance of groupware tools in e-learning practice is increasing, because of their educational relevance and of the importance of group abilities in today's job activities. The paper addresses some critical issues of asynchronous collaborative tools hosted in Web-learning platforms. A model to capture user quality perceptions for these tools is presented, and an investigation conducted in three case studies where e-learning platforms were used to share and comment on written works is reported in detail. Quantitative and qualitative data are used in a complementary way to capture the complexity of educational collaborative activities. The impact of technologies on work organization, writing and peer-feedback activities is discussed. Users dedicated more time to feedback activities than they would have in real-life contexts, and paid more attention to the style and content of their writing. Communication was more focused and honest than in real life (even though more distant and at the risk of misunderstanding), and its indirectness encouraged shy and impaired people. Usability problems emerged from platform design, educators' choices and server-side settings; Web-based systems seem to pose specific usability issues when users are required a strong active role; compatibility issues highlight the need for a closer Web standard compliance.

  • 6.
    Enochsson, Ann-Britt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Reflective discussions in teacher training: A comparison between online and offline discussions of course literature in a class of pre-service teachers2018Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, ISSN 1573-7608, Vol. 3, nr 1, s. 303-319Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper compares outcomes of student teachers’ use of oral classroom and written online forum discussions of course literature, with the aim of examining how each mode facilitates reflective practice. Data were collected from a class of 11 participating student teachers. Oral discussions were video-recorded and written online discussions were saved as Word files. Clinchy’s levels of knowing were used to determine the depth of the reflections and qualitative analyses inspired by Harasim were carried out as a complement. Findings indicate that on a group level the performance according to the levels of reflective thinking was the same. Both modes have advantages and drawbacks, but it is clear that there should be a variety of modes to provide individual student teachers with better possibilities of developing their reflections. Further explorations of the interaction between modal preference and modal performance, as well as the implications for online peer collaboration, are discussed.

  • 7. Faraon, Montathar
    et al.
    Ronkko, Kari
    Wiberg, Mikael
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för informatik.
    Ramberg, Robert
    Learning by coding: A sociocultural approach to teaching web development in higher education2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As information technology continues to evolve rapidly in society, coding skills become increasingly essential to develop. The purpose of this article is to examine differences between the learner-centered and sociocultural approaches when teaching and learning coding in higher education. A quasi-experiment was applied over six academic semesters evaluating the mentioned approaches in terms of students' explicit attitudes, grades, and course evaluations. The findings indicated that the sociocultural approach may be a viable alternative to the learner-centered approach. More specifically, students indicated a preference for the sociocultural approach over the learner-centered approach, a greater number of students who passed the courses were educated via the sociocultural approach, and overall satisfaction was significantly higher for this approach as well. While the sociocultural approach has demonstrated to be advantageous, its integration in courses must concurrently be carefully balanced against constraints that teachers continuously experience in higher education, such as time and resources, which presents a challenge to the design of courses and to academia at large.

  • 8. Faraon, Montathar
    et al.
    Rönkkö, Kari
    Wiberg, Mikael
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Learning by coding: A sociocultural approach to teaching web development in higher education2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As information technology continues to evolve rapidly in society, coding skills become increasingly essential to develop. The purpose of this article is to examine differences between the learner-centered and sociocultural approaches when teaching and learning coding in higher education. A quasi-experiment was applied over six academic semesters evaluating the mentioned approaches in terms of students' explicit attitudes, grades, and course evaluations. The findings indicated that the sociocultural approach may be a viable alternative to the learner-centered approach. More specifically, students indicated a preference for the sociocultural approach over the learner-centered approach, a greater number of students who passed the courses were educated via the sociocultural approach, and overall satisfaction was significantly higher for this approach as well. While the sociocultural approach has demonstrated to be advantageous, its integration in courses must concurrently be carefully balanced against constraints that teachers continuously experience in higher education, such as time and resources, which presents a challenge to the design of courses and to academia at large.

  • 9.
    Faraon, Montathar
    et al.
    Högskolan Kristianstad, Fakulteten för ekonomi, Avdelningen för design.
    Rönkkö, Kari
    Högskolan Kristianstad, Fakulteten för ekonomi, Avdelningen för design.
    Wiberg, Mikael
    Umeå universitet.
    Ramberg, Robert
    Stockholms universitet.
    Learning by coding: a sociocultural approach to teaching web development in higher educationInngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As information technology continues to evolve rapidly in society, coding skills become increasingly essential to develop. The purpose of this article is to examine differences between the learner-centered and sociocultural approaches when teaching and learning coding in higher education. A quasi-experiment was applied over six academic semesters evaluating the mentioned approaches in terms of students’ explicit attitudes, grades, and course evaluations. The findings indicated that the sociocultural approach may be a viable alternative to the learner-centered approach. More specifically, students indicated a preference for the sociocultural approach over the learner-centered approach, a greater number of students who passed the courses were educated via the sociocultural approach, and overall satisfaction was significantly higher for this approach as well. While the sociocultural approach has demonstrated to be advantageous, its integration in courses must concurrently be carefully balanced against constraints that teachers continuously experience in higher education, such as time and resources, which presents a challenge to the design of courses and to academia at large.

  • 10.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Westelius, Claes
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective2020Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The use of head mounted displays (HMDs) to experience virtual realities (VR) hasbecome increasingly common. As this technology becomes more affordable,immersive and easier to use, it also becomes more serviceable in educationaland training contexts. Even though the technology, content and feasibility forK-12 school purposes are still being developed, it is reasonable to expect thatthe call or ‘push’ to use HMD VR in K-12 schools will increase, especially asthere is now a greater economic interest in the use of digital technologies ineducational contexts. This article aims to inform the process of implementingHMD VR in K-12 contexts by researching the preconditions and challenges of usefrom a teacher perspective. It does this by analysing the organisational, institutional,contextual and practical challenges and opportunities in the implementationof HMD VR in K-12 school contexts. The data draws on (a) interviews, informalconversations and observations of teachers testing HMD VR and different VRapplications in a Digital Learning Lab (DLL) and (b) data from a project involvingupper secondary school history teachers discussing the planned implementation ofHMD VR in their teaching and being in the DLL. The main findings are relatedto: (a) economy and technology, (b) initial learning barriers, (c) organisation andpractical enactment for teaching and learning, (d) curricula, syllabuses and expectedlearning outcomes and (e) teachers’ competences, professional developmentand trust. The consequences for educational contexts and possible waysforward are also discussed.

  • 11.
    Fransson, Göran
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Lindberg, Ola J.
    Department of Education, Umeå University, Umeå, Sweden.
    Olofsson, Anders D.
    Department of Applied Educational Science, Umeå University, Umeå, Sweden.
    From a student perspective, what constitutes a good (or less good) use of ICT in teaching?2018Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, nr 5, s. 2155-2177Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used ‘ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well’ and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. ‘Clarity’ was the most prominent theme, followed by ‘teachers’ ‘ICT skills’, ‘uses ICT in a good way’, ‘fun factor’, ‘puts information on the LMS’, ‘varies the teaching methods’, ‘demonstrates how to use ICT’ and ‘general pedagogical skills’. The results show that although the specific focus is on students’ views of their teachers’ use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher’s use of ICT in teaching differently.

  • 12.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    From a student perspective, what constitutes a good (or less good) use of ICT in teaching?2018Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, nr 5, s. 2155-2177Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper investigates what upper secondary school students regard as goodor less good teaching using ICT. 367 Swedish upper secondary students in 2 schoolsresponded to a web-based questionnaire. The students were asked to describe one oftheir teachers who used ‘ICT in a way that made them learn very well, and one whoused ICT in a way that made them learn less well’ and to describe what these teachersdid and why their teaching was understood as good or less good. 18 themes wereidentified, of which 17 were combined into eight overall counterpart themes and onenon-counterpart theme. ‘Clarity’ was the most prominent theme, followed by ‘teachers’‘ICT skills’, ‘uses ICT in a good way’, ‘fun factor’, ‘puts information on the LMS’,‘varies the teaching methods’, ‘demonstrates how to use ICT’ and ‘general pedagogicalskills’. The results show that although the specific focus is on students’ views of theirteachers’ use of ICT, general pedagogical skills are a major focus in the themes.Effectiveness is an explicit theme in terms of ICT adding value to teaching andlearning, while ineffectiveness is an implicit underlying dimension in the themesrelating to less good teaching. It is also evident that the students value the sameteacher’s use of ICT in teaching differently.

  • 13.
    Fredriksson, Ulf
    et al.
    Mid Sweden University.
    Jedeskog, Gunilla
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för pedagogik i utbildning och skola, PiUS.
    Plomp, Tjeerd
    University of Twente, The Netherlands.
    Innovative use of ICT in schools based on the findings in ELFE project2008Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 83-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no 'instrumental' problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. © 2007 Springer Science+Business Media, LLC.

  • 14.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Jedeskog, Gunilla
    Linköpings universitet.
    Plomp, Tjeerd
    University of Twente, the Netherlands.
    Innovative use of ICT in schools based on the findings in ELFE project2008Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 83-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The European eLearning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: 1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? 2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT?

    The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents.

    The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.

  • 15.
    Fredriksson, Ulf
    et al.
    Mittuniversitetet.
    Jedeskog, Gunilla
    Plomp, Tjeerd
    Innovative use of ICT in schools based on the findings in ELFE project2008Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 83-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract  The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents.

  • 16. Genlott, Annika Agélii
    et al.
    Grönlund, Åke
    Viberg, Olga
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Disseminating digital innovation in school – leading second-order educational change2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 3021-3039Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.

  • 17.
    Grönlund, Åke
    et al.
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Wiklund, Matilda
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Böö, Richard
    Örebro University, Örebro, Sweden.
    No name, no game: Challenges to use of collaborative digital textbooks2018Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, nr 3, s. 1359-1375Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.

  • 18.
    Holmberg, Jörgen
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. University of Gävle, Sweden.
    Applying a conceptual design framework to study teachers' use of educational technology2017Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 5, s. 2333-2349Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Theoretical outcomes of design-based research (DBR) are often presented in the form of local theory design principles. This article suggests a complementary theoretical construction in DBR, in the form of a design framework at a higher abstract level, to study and inform educational design with ICT in different situated contexts. Laurillard's Conversational Framework (CF) is used as a conceptual lens to analyse how eight teachers use or envisage using technology to support learning in one-to-one environments. The findings demonstrate how the researcher uses the CF to discern different aspects of the teachers' situated design practices. In the study, ICT is primarily used to support communication and the exchange of knowledge representations between the teachers and their students. Considerably fewer examples are found where ICT is used to support communication, collaborative creation and modelling between peers. However, the interview analyses reveal that the teachers' intentions to apply ICT to support learning often include this second type of ICT use. Reasons for this discrepancy between the expressed intentions and de facto use of ICT include limitations in technical know-how and a perceived conflict between collaborative learning, existing school cultures and individual assessment. The findings suggest that in DBR, an analytical design framework could be an important tool for researchers and teachers when analysing and discussing educational uses of ICT. The CF provides a promising basis for a design framework, but should be expanded to include interactions with actors outside the classroom.

  • 19.
    Holmberg, Jörgen
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Applying a conceptual design framework to study teachers'€™ use of educational technology2017Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 5, s. 2333-2349Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Theoretical outcomes of design-based research (DBR) are often presented in the form of local theory design principles. This article suggests a complementary theoretical construction in DBR, in the form of a design framework at a higher abstract level, to study and inform educational design with ICT in different situated contexts. Laurillard’s Conversational Framework (CF) is used as a conceptual lens to analyse how eight teachers use or envisage using technology to support learning in one-to-one environments. The findings demonstrate how the researcher uses the CF to discern different aspects of the teachers’ situated design practices. In the study, ICT is primarily used to support communication and the exchange of knowledge representations between the teachers and their students. Considerably fewer examples are found where ICT is used to support communication, collaborative creation and modelling between peers. However, the interview analyses reveal that the teachers’ intentions to apply ICT to support learning often include this second type of ICT use. Reasons for this discrepancy between the expressed intentions and de facto use of ICT include limitations in technical know-how and a perceived conflict between collaborative learning, existing school cultures and individual assessment. The findings suggest that in DBR, an analytical design framework could be an important tool for researchers and teachers when analysing and discussing educational uses of ICT. The CF provides a promising basis for a design framework, but should be expanded to include interactions with actors outside the classroom.

  • 20.
    Hrastinski, Stefan
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign.
    Aghaee, Naghmeh
    How are campus students using social media to support their studies? An explorative interview study2012Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 17, nr 4, s. 451-464Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus students perceive using social media to support their studies and the perceived benefits and limitations compared with other means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging, which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems, and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy plays a key role in supporting students in moving from using social media to support coordination and information retrieval to also using such media for collaborative learning, when appropriate.

  • 21. Hrastinski, Stefan
    et al.
    Aghaee, Nam
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    How are campus students using social media to support their studies? An explorative interview study.2012Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 17, nr 4, s. 451-464Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus students perceive using social media to support their studies and the perceived benefits and limitations compared with other means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging, which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems, and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy plays a key role in supporting students in moving from using social media to support coordination and information retrieval to also using such media for collaborative learning, when appropriate.

  • 22.
    Hrastinski, Stefan
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC), Medieteknik och interaktionsdesign.
    Jaldemark, J.
    How and why do students of higher education participate in online seminars?2012Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 17, nr 3, s. 253-271Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.

  • 23.
    Hrastinski, Stefan
    et al.
    Kungliga Tekniska Högskolan.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    How and why do students of higher education participate in online seminars?2012Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 17, nr 3, s. 253-271Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.

  • 24.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Participation and genres of communication in online settings of higher education2008Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 129-146Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both behaviourist and constructivist genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.

  • 25.
    Jaldemark, Jimmy
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Participation and genres of communication in online settings of higher education2008Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 129-146Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both behaviourist and constructivist genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.

  • 26.
    Jedeskog, Gunilla
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för pedagogik i utbildning och skola, PiUS.
    Nissen, Jörgen
    ITUF Linköpings universitet.
    ICT in the Classroom: Is Doing More Important than Knowing?2004Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 9:1, s. 37-45Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greaer focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where "to do" something with the computer seems to be more important than to understand the content in different subjects.

  • 27.
    Jonsson, Camilla
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Are online communities for young people an issue for education researchers?: A literature review of Swedish and international studies within the educational field2011Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 16, nr 1, s. 55-69Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Issues concerning children and young people are of interest for the educational field as question about fostering, up-bringing, learning and socialisation are core topics for academic researchers in education. Today many young people in Sweden and around the world spend an increasing amount of their time in online communities or social networking sites. This article aims to investigate whether it also is highlighted by the education researchers. Is it an area to which educational researchers currently contribute? The goal for this article is to present research that is done regarding these issues. My findings show that few academic studies deal with youth and their online environments. Foremost is the research about Information and Communication Technology (ICT) in formal learning situations: in higher education, in schools and classrooms, among professional groups such as teachers and about more general computer use rather than on questions about the fostering or up-bringing of children online. This study implies that online activities for children and young people is a topic currently lying outside the educational research field, resulting in a discussion on why that can be. My work consisted of three parts: a manual search in Swedish research journals at a university library and by searching one Swedish (Libris) and one international (ISI Web of Science) online database. This activity took place in 2009 and covered research conducted between 2003 and 2008. I conclude that this area is one where educational expertise is lacking; hence further research is strongly required.

  • 28.
    Josefsson, Pernilla
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Hrastinski, Stefan
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Pargman, Daniel
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Pargman C, Teresa
    The student, the private and the professional role: Students’ social media use2015Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, nr 6, s. 1583-1594Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course BSocial media technologies^. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

  • 29.
    Josefsson, Pernilla
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Hrastinski, Stefan
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Pargman, Daniel
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Pargman C, Teresa
    The student, the private and the professional role: Students’ social media use2015Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, nr 6, s. 1583-1594Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course BSocial media technologies^. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

  • 30. Josefsson, Pernilla
    et al.
    Hrastinski, Stefan
    Pargman, Daniel
    Pargman, Teresa C.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    The student, the private and the professional role: Students’ social media use2016Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, nr 6, s. 1583-1594Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course “Social media technologies”. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

  • 31.
    Karakoyun, Ferit
    et al.
    Department of Computer Education and Instructional Technology, Dicle University, Diyarbakır, Turkey.
    Lindberg, Ola J.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Preservice teachers’ views about the twenty-first century skills: A qualitative survey study in Turkey and Sweden2020Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this study was to investigate the views of preservice teachers from Turkey and Sweden about twenty-first century skills. The participants of the study were 197 preservice teachers from universities in Turkey and Sweden. In the study, the views of preservice teachers about twenty-first century skills were investigated with an open-ended questionnaire, and the collected qualitative data were analysed using a content analysis method. The findings indicate that within the context of daily life, the preservice teachers from both countries associated twenty-first century skills mostly with technology, digital citizenship, communication, and information literacy. Within the context of education, a great majority of the preservice teachers from Turkey associated twenty-first century skills with information literacy and technology, while those from Sweden associated twenty-first century skills mostly with technology, distance learning and communication. In addition, it was seen that among the skills considered by the preservice teachers from both countries to be necessary for their careers and for their future students, they all put most emphasis on digital literacy. However, as the second most frequent skills, the preservice teachers from Turkey emphasized critical thinking and problem solving skills, while the preservice teachers from Sweden mentioned communication skills and information literacy.

  • 32.
    Kempe, Anna-Lena
    et al.
    Department of Education, Stockholm University, Stockholm, Sweden.
    Grönlund, Åke
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Collaborative digital textbooks - a comparison of five different designs shaping teaching and learning2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 2909-2941Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital "book in a box"; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.

  • 33.
    Kempe, Anna-Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Grönlund, Åke
    Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 2909-2941Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital “book in a box”; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.

  • 34.
    Kroksmark, Tomas
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Skola på vetenskaplig grund. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Övrig skolnära forskning.
    The stretchiness of learning the digital mystery of learning in one-to-one environments in schools2016Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, nr 1, s. 35-52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the study is to generate knowledge of how teachers change their teaching and how pupils change their learning as a consequence of working in One-to-One environments in schools. The result shows that teachers and students are changing their relation to teaching and learning when school is digitized. The most important dimension of this change is that content related knowledge of the digitized learning in a one-to-one school, is a prerequisite for improved quality and better results in schools where digital artefacts are used. The results also show in what ways teachers must understand that knowledge is stretched between analogue and digital teaching and learning in the classroom.

  • 35.
    Olofsson, Anders D.
    et al.
    Department of Education, Umeå University, Umeå, Sweden.
    Lindberg, J. Ola
    Department of Education, Umeå University, Umeå, Sweden.
    Fransson, Göran
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?2017Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 6, s. 2897-2914Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and open-ended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of ‘technological pedagogical content knowledge’ only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers’ expressed research interests and the design and implementation of a formative intervention group interview.

  • 36.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fransson, Göran
    Faculty of Education and Business Studies University of Gävle, Gävle, Sweden.
    What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?2017Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 6, s. 2897-2914Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about. At the beginning of the project eighty-four teachers were invited to respond to a questionnaire relating to what teachers wanted to learn more about during their participation in a research project, both for themselves, their colleagues and their students. The questionnaire consisted of Likert-scale and open-ended questions. Sixty teachers responded, thereby yielding a response rate of 71%. In focus in this paper is a qualitative content analysis of the open-ended questions. The analysis revealed six desired areas of learning: (a) technological aspects, (b) how to use ICT for teaching and learning, (c) the Learning Management System (LMS), (d) safety and plagiarism, (e) best practice and (f) collaboration and professional development. The aspects of knowledge addressed in these themes were analysed and discussed in relation to the TPACK model. A conclusion that can be drawn from the analysis is that the teachers inquired different forms of knowledge and that interpretation of ‘technological pedagogical content knowledge’ only emerged in one of the themes. This study then informed the research design in multiple ways, the two most apparent being a survey of students acknowledging teachers’ expressed research interests and the design and implementation of a formative intervention group interview.

  • 37.
    Pettersson, Fanny
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    On the issues of digital competence in educational contexts: a review of literature2018Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, nr 3, s. 1005-1021Artikkel, forskningsoversikt (Fagfellevurdert)
    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.

  • 38.
    Pettersson, Fanny
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Implementing distance teaching at a large scale in medical education: a struggle between dominant and non-dominant teaching activities2015Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 20, nr 2, s. 359-380Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 39.
    Pettersson, Fanny
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Implementing distance teaching at a large scale in medical education: a struggle between dominant and non-dominant teaching activities2013Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 20, nr 2, s. 359-380Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 40.
    Rasmusson, Maria
    et al.
    The Department of Education, Mid Sweden University, Härnösand, Sweden.
    Eklund, Monica
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Forskning om utbildning och lärande inom lärarutbildningen (FULL).
    "It's easier to read on the Internet - you just click on what you want to read...": Abilities and skills needed for reading on the Internet2013Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 18, nr 3, s. 401-419Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Today's youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English. © 2012 Springer Science+Business Media, LLC.

  • 41.
    Rasmusson, Maria
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Eklund, Monica
    Halmstad University, Halmstad, Sweden.
    “It’s easier to read on the Internet—you just click on what you want to read...”: Abilities and skills needed for reading on the Internet2013Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 18, nr 3, s. 401-419Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Today’s youth spend a lot of time on the Internet where they meet a multimodal world. The focus in the present study has been on the skills and abilities needed for on-line reading. This study explores reading on the Internet, with pairs of Swedish students aged 10 and 15. The pairs completed tasks on the Internet and these sessions were video-taped. Five main categories of skills and abilities were found: traditional literacy, multimodal literacy, path-finding, IT abilities, and information abilities. The results support earlier research in the field at large, and also add to the literature on on-line reading, in areas such as the crucial need for the ability to spell and knowing web address conventions in English. 

  • 42.
    Samuelsson, Joakim
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för pedagogik i utbildning och skola, PiUS.
    ICT as a change agent of mathematics teaching in Swedish secondary school2006Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 11, nr 1, s. 71-81Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is a common assumption that computers will change the conditions for mathematics teaching. In this article the author discusses how the computer as a change-agent may influence the conditions, methods and results in everyday mathematics teaching. The empirical material is collected through interviews with eighteen teachers in lower secondary school. The author has also participated in all computer-aided lessons given by two teachers during one year. That means 700 possible computer-aided lessons. Teaching of mathematics seems to have such a strong tradition that the computer as a change-agent is relatively weak. The fact is that the computer is assimilated into an old tradition of methods and contents. A great deal of the computer-aided lessons give attention to drilling pupils with different types of drill-program where they can learn mathematical procedures. In some lessons laborative work is pursued with the intention that the pupils computer-aided learn mathematical concepts. © Springer Science+Business Media, Inc. 2006.

  • 43.
    Stahre Wästberg, Beata
    et al.
    Department of Computer Science & Engineering, Chalmers University of Technology/University of Gothenburg, Gothenburg, Sweden.
    Eriksson, Thommy
    Department of Computer Science & Engineering, Chalmers University of Technology/University of Gothenburg, Gothenburg, Sweden.
    Karlsson, Göran
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sunnerstam, Maria
    PIL Pedagogical Development & Interactive Learning, University of Gothenburg, Gothenburg, Sweden.
    Axelsson, Michael
    Department of Biological and Environmental Sciences, University of Gothenburg, Gothenburg, Sweden.
    Billger, Monica
    Department of Architecture & Civil Engineering, Chalmers University of Technology, Gothenburg, Sweden.
    Design considerations for virtual laboratories: A comparative study of two virtual laboratories for learning about gas solubility and colour appearance2019Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 3, s. 2059-2080Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Building a virtual laboratory for teaching and learning is a highly complex process, incorporating diverse areas such as interaction design, visualisation, and pedagogy. This article focuses on the production and implementation issues that were found in the comparison of two different virtual laboratory projects, and discuss which design considerations can be drawn from these observations. Two web-based virtual laboratories - the Gas Laboratory and the Virtual Colour Laboratory - were developed independently of each other within two different content areas. The laboratories share considerable overlaps in goals and production circumstances. Through a comparison of production and outcome, similar problems related to design, development and implementation were observed. The research uses a mixed method approach combining quantitative pre- and post-tests for assessments, qualitative surveys, and qualitative, ethnographic observations and interviews. By comparing the background material, five design challenges for developing virtual laboratories are identified: 1) how to balance ambitions with available resources; 2) how to balance intended levels of user interaction with exploratory freedom; 3) how to find appropriate levels of realism depending on target group; 4) how to choose between mimicking real world appearance and enhanced features; and 5) how to find the best learning situation for the virtual laboratory. To meet these challenges, the following design considerations are proposed: Guide the design work with a clear understanding of purpose and context; select appropriate technology to ensure efficient design and media usage; select level of realism considering purpose and end users; and provide learning guides before and after the virtual lab session. © 2019, The Author(s).

  • 44.
    Sundgren, Marcus
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Blurring Time And Place In Higher Education With Bring Your Own Device Applications: A Literature Review2017Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, nr 6, s. 3081-3119Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009–2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students. 

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