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  • 1.
    Englund, Claire
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Price, Linda
    Centre for Higher Education Research and Practice (CHERP), Kingston University, Kingston-upon-Thames, London, UK.
    Teaching with technology in higher education: understanding conceptual change and development in practice2017In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 1, p. 73-87Article in journal (Refereed)
    Abstract [en]

    Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

  • 2.
    Englund, Claire
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Price, Linda
    Centre for Higher Education Research and Practice (CHERP), Kingston University, Kingston-upon-Thames, London, UK.
    Teaching with technology in higher education: understanding conceptual change and development in practice2017In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 1, p. 73-87Article in journal (Refereed)
    Abstract [en]

    Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

  • 3.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Price, Linda
    University of Bedfordshire, UK.
    The influence of sociocultural and structural contexts in academic change and development in higher education2018In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 76, no 6, p. 1051-1069Article in journal (Refereed)
    Abstract [en]

    Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.

  • 4.
    Fransson, G.
    et al.
    Högskolan i Gävle.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hauge, Trond Eiliv
    Universitetet i Oslo, Norge.
    Förväntningar och realiteter: Om digitala teknologieri spänningsfältet mellan formulerings- och realiseringsarenor2012In: Små skritt eller store sprang?: Om digitale tilstander i skolen / [ed] Trond Eiliv Hauge & Andreas Lund, Oslo: Cappelen Damm Akademisk , 2012, p. 274-293Chapter in book (Refereed)
  • 5.
    Fransson, Göran
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Holmberg, Jörgen
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Lindberg, J. Ola
    Umeå University, Umeå, Sweden.
    Olofsson, Anders D.
    Umeå University, Umeå, Sweden.
    Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts2019In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, no 1, p. 102-118Article in journal (Refereed)
    Abstract [en]

    The digitalisation of educational contexts has changed the prac- tice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capi- talise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

  • 6.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Holmberg, Jörgen
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts2019In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, no 1, p. 102-118Article in journal (Refereed)
    Abstract [en]

    The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

  • 7.
    Fransson, Göran
    et al.
    University of Gävle.
    Hrastinski, Stefan
    KTH Royal Institute of Technology.
    Jaldemark, Jimmy
    Mid Sweden University .
    Lindberg, J. Ola
    Umeå University.
    Lundin, Johan
    University of Gothenburg .
    Olofsson, Anders D.
    Umeå University.
    Svensson, Lars
    University West, Sweden.
    Öberg, Lena-Maria
    Mid Sweden University .
    On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors2018In: ICERI2018 Proceedings: 11th annual International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2018, p. 769-774Conference paper (Refereed)
    Abstract [en]

    The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.

  • 8.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Hrastinski, Stefan
    Kungliga Tekniska Högskolan.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Umeå universitet.
    Lundin, Johan
    Göteborgs universitet.
    Olofsson, Anders D.
    Umeå universitet.
    Svensson, Lars
    Högskolan Väst.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors2018In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 769-774Conference paper (Refereed)
    Abstract [en]

    The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.

  • 9.
    Fransson, Göran
    et al.
    Faculty of Education and Business Studies, University of Gävle, Sweden .
    Lindberg, J Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Adequate digital competence: a close reading of the new national strategy for digitalization of the schools in Sweden2018In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 217-228Article in journal (Refereed)
    Abstract [en]

    In this paper, the notion of ‘adequate digital competence’, as it is used in the 2017 Swedish strategy for digitalization of the school system, is in focus. Based on a close reading of the strategy, three dimensions are formulated for discussion: time, context, and interpretation. These dimensions open a more general discussion about the content of policies regarding digital competence. The notion of striving for an ‘adequate digital competence’ for children, students, teachers, school leaders, and other school staff is loaded with a variety of possible meanings. The strategy provides guidance in some aspects, but leaves a lot to local enactment of the strategy.

  • 10.
    Fransson, Göran
    et al.
    University of Gävle.
    Lindberg, J. Ola
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Conditions for implementing ICT in Swedish upper secondary schools : How national strategies for implementation relate to existing local educational practices2017Conference paper (Refereed)
    Abstract [en]

    The implementation and use of information- and communication technology (ICT) in education are high on the educational agendas of most countries. In principle, all western countries now have a policy or strategy for ICT in K-12 schools. Although countries may have similar economic preconditions, they often implement different ICT policies in school (Austin & Hunter, 2013; Ottestad, 2010).  ICT policies may also have different rationales and are often over-optimistic about ICT options (Convery, 2009; Egea, 2014; Jordan, 2011) and the use of ICT as a tool for teaching and learning in education (Hammond, 2014). Most research on ICT policies seems to focus on issues such as policy rationale or how policy is implemented in schools. However, few studies focus on the existing educational practices in schools as preconditions for ICT implementation. In this paper, the focus is on how policy implementation strategies, as they are understood in the recently proposed Swedish ICT policy, relate to already established educational practices in upper secondary school settings. Specifically, the aim of the paper is to discuss how policy implementation strategies relate to the existing local practices in three upper secondary contexts as preconditions for integration of ICT. We discuss whether the proposed strategies can be understood as supported or not by existing contextual factors as conditions for the policy implementation.

     

    Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education.

     

    The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Olofsson, Lindberg, Hauge, & Fransson, 2011; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.

  • 11.
    Fransson, Göran
    et al.
    Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Högskolan i Gävle.
    Lindberg, J. Ola
    Mid Sweden University.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Policy Narratives VS. The Actual Use of Digital Technologies. Practices That Never Meets?2016Conference paper (Refereed)
    Abstract [en]

    Often great faith is given to the use of digital technologies to facilitate and transform teaching and learning in primary and secondary schools. Especially prominent are such a belief in various policy papers on a wide international level of supranational organizations such as the United Nations, OECD, or the European Union (Egea, 2014; Scheurmann & Pedro, 2009, Bassi, 201; cf. OECD 2015;) as well as at national levels (eg. Akcaoglu, 2015). Policy documents often mention digital technologies in terms of their ability and potential to improve and transform educational activities. Such statements can both be seen as part of a political rhetoric in order to push for change, as well as a belief that such claims are reasonable.

    Expressions of the reasonable to include digital technology and the use of IT in schools' activities appear in the various trans-national studies that aim to create a picture of the use of digital technologies in various European countries. Several such studies have been conducted in recent years (cf. OECD, 2015; Fredriksson, Gajek & Jedeskog, 2009; Blamire, 2009). Many of these studies have the aim to create a form of benchmarking process on the use of digital technologies in schools. The rhetoric of how digital technology can transform teaching and learning is also stressed by private operators offering services that in a simple way seems to be able to solve schools' problems with the use of digital technology and related applications (see eg. Grimaldi, 2013).

    However, educational contexts are complex and multidimensional. With scarce financial and human resources, teachers and other school staff is to deal with a variety of requirements, goals and expectations that are not always compatible with each other. In addition, a variety of complex relationships and positions as well as norms, traditions and values ​​of what teaching and learning is and should be, and how it ought to take shape. According to Säljö (2010) research focusing the uptake and use of digital technologies in schools are not always clear and seldom indicate success (e.g. Hammond, 2013; Krange & Ludvigsen, 2009). The outcomes are far from straightforward when digital technologies are introduced either in general or in specific subjects or contexts of learning.

    Aim

    The purpose of this paper is to analyze and discuss differences in how digital technology is expected to be used for learning in schools in, on one hand, various policy documents and evaluations, and on the other hand, the use that is reported in research. In that sense, evaluations are seen as evaluations-as-policy, rather than 'objectice' search for knowledge.

  • 12.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå Universitet.
    Hauge, Trond Eiliv
    Universitetet i Olso .
    Förväntningar och realiteter: Om digitala teknologier i spänningsfältet mellan formulerings- och realiseringsarenor2012In: Små skritt eller store sprang?: Om digitala tillstander i skolen / [ed] Trond Eiliv Hauge och Andreas Lund, Oslo: Cappelen Damm AS, 2012, p. 274-293Chapter in book (Refereed)
  • 13.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Lindberg, Ola J.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    From a student perspective, what constitutes a good (or less good) use of ICT in teaching?2018In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 23, no 5, p. 2155-2177Article in journal (Refereed)
    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.

  • 14.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tolkning och bildning eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara2004Conference paper (Other academic)
  • 15.
    From, Jörgen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holmgren, Carina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Tolkning och bildning. Eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara: Paper presenterat vid symposiet Begreppet ut/bildningsvetenskap ett försök att fånga det gemensamma i pedagogik, lärande, pedagogiskt arbete mm. Stockholm, 041021-22.2004Conference paper (Other academic)
  • 16.
    Grankvist, Olov
    et al.
    Department of Obstetrics and Gynecology, Sunderby Hospital, Norrbotten County Council, Luleå , Sweden.
    Olofsson, Anders D
    Umeå University, Faculty of Social Sciences, Department of Education.
    Isaksson, Rose-Marie
    Department of Research, Norrbotten County Council, Luleå , Sweden & Division of Nursing, Department of Medical and Health Sciences, Linko¨ping University, Sweden.
    Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.2014In: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 96, no 1, p. 50-54Article in journal (Refereed)
    Abstract [en]

    Objective The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW.

    Methods Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants’ experiences and to understand social interactions.

    Results Five themes revealed in the medical students’ experiences: “Hoping that anxiety will be replaced with security,” “Meeting as equals creates a sense of calm,” “Succeeding creates a sense of security for the future,” “Wanting but not having the opportunity to learn more,” and “Feeling relieved and grateful.” One theme revealed in the GTW experiences: “Hoping to relate in a trustworthy way.”

    Conclusion To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students’ basic medical examination techniques and physician–patient relationships.

    Practice implications Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students.

  • 17.
    Grankvist, Olov
    et al.
    Department of Obstetrics and Gynecology, Sunderby Hospital, Norrbotten County Council, Luleå , Sweden.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Isaksson, Rose-Marie
    Department of Research, Norrbotten County Council, Luleå , Sweden & Division of Nursing, Department of Medical and Health Sciences, Linko¨ping University, Sweden.
    Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.2014In: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 96, no 1, p. 50-54Article in journal (Refereed)
    Abstract [en]

    Objective The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW.

    Methods Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants’ experiences and to understand social interactions.

    Results Five themes revealed in the medical students’ experiences: “Hoping that anxiety will be replaced with security,” “Meeting as equals creates a sense of calm,” “Succeeding creates a sense of security for the future,” “Wanting but not having the opportunity to learn more,” and “Feeling relieved and grateful.” One theme revealed in the GTW experiences: “Hoping to relate in a trustworthy way.”

    Conclusion To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students’ basic medical examination techniques and physician–patient relationships.

    Practice implications Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students.

  • 18.
    Hrastinski, Stefan
    et al.
    KTH Royal Institute of Technology.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Arkenback, Charlotte
    University of Gothenburg.
    Ekström, Sara
    University West.
    Ericsson, Elin
    University of Gothenburg.
    Fransson, Göran
    Högskolan i Gävle.
    Jaldemark, Jimmy
    Mid Sweden University.
    Ryberg, Thomas
    Aalborg University.
    Öberg, Lena-Maria
    Mid Sweden University.
    Fuentes, Ana
    University West.
    Gustafsson, Ulrika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Humble, Niklas
    Mid Sweden University.
    Mozelius, Peter
    Mid Sweden University.
    Sundgren, Marcus
    Mid sweden University.
    Utterberg, Marie
    University of Gothenburg.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019In: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, no 2, p. 427-445Article in journal (Refereed)
    Abstract [en]

    It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they robots, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

  • 19.
    Höög, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Johansson, Olof
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Olofsson, Anders
    Successful principalship: the Swedish case2007In: Successful principal leadership in times of change / [ed] Christopher Day, Kenneth Leithwood, Springer Publisher , 2007, p. 87-101Chapter in book (Refereed)
  • 20.
    Jaldemark, Jimmy
    et al.
    Department of Education, Mid Sweden University.
    Hrastinski, Stefan
    Department of Computer & System Science, Mid Sweden University; School of Education and Communication in Engineering Science, KTH Royal Institute of Technology.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education. Department of Education, Mid Sweden University.
    Öberg, Lena-Maria
    Department of Computer & System Science, Mid Sweden University.
    Editorial introduction: Collaborative learning enhanced by mobile technologies2018In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 201-206Article in journal (Refereed)
  • 21.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hrastinski, Stefan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science. KTH, Stockholm.
    Olofsson, Anders D.
    Mid Sweden University, Faculty of Human Sciences, Department of Education. Umeå University.
    Öberg, Lena-Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Editorial introduction: Collaborative learning enhanced by mobile technologies2018In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 201-206Article in journal (Refereed)
  • 22.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hrastinski, Stefan
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science. Kungliga tekniska högskolan.
    Olofsson, Anders D.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Collaborative learning enhanced by mobile technologies: New perspectives and opportunities2018Other (Other academic)
  • 23. Jaldemark, Jimmy
    et al.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att förstå hur man deltar via redskap i en lärgemenskap2005In: Att förstå lärgemenskaper och mötesplatser på nätet, Studentlitteratur AB, Lund , 2005, p. 109-147Chapter in book (Other academic)
  • 24. Jaldemark, Jimmy
    et al.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning with others as learning by myself2005In: The Challenge of Integrating ICT in Teacher Education. The Need for Dialogue, Change and Innovation, 2005Conference paper (Refereed)
  • 25.
    Jaldemark, Jimmy
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sharing the distance or a distance shared. Social and individual aspects of participation in ICT-supported distance-based teacher education2005In: ICT in teacher education: Challenging prospects, Högskolan i Jönköping, Högskolan för lärande och kommunikation, Encell / Nationellt Kompetenscentrum för Livslångt Lärande, Jönköping , 2005, p. 142-160Chapter in book (Other academic)
  • 26.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Att förstå hur man deltar via redskap i en lärgemenskap2005In: Att förstå lärgemenskaper och mötesplatser på nätet, Lund: Studentlitteratur , 2005, p. 109-147Chapter in book (Refereed)
    Abstract [sv]

    Syftet med detta kapitel är att fördjupa förståelsen av ett deltagande via redskap i utbildningsrelaterade nätbaserade lärgemenskaper. För att kunna sammanfläta redskap med deltagande, och samtidigt lyfta fram hur innebörden av deltagandet kan tillskrivas ett teoretiskt perspektiv, problematiserar vi behavioristisk, kognitiv och sociokulturell teoribildning. De nämnda perspektiven utgör en tolkningsram för en generell analys och diskussion av användningen av redskap vid deltagande i utbildningsrelaterade nätbaserade lärgemenskaper. I kapitlet illustreras deltagandet via redskapen med hjälp av chatt, e-post och videokonferens. En diskussion förs kring konsekvenserna av att deltaga i en utbildningsplattform där flera redskap ingår. Skillnader mellan perspektiven tydliggörs för deltagandet.

  • 27.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Learning through others as learning for myself2004In: Paper presented at The Challange of integrating ICT in teacher education. The need for dialogue, change and innovation. A scandinavian/Asian Pacific conference, June 2-4  2004, Jönköping: Högskolan i Jönköping , 2004Conference paper (Refereed)
    Abstract [en]

    This paper is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The paper contains some early results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. Preliminary findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.

  • 28.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Sharing the distance or a distance shared: Social and individual aspects of participation in ICT-supported distance-based teacher education2005In: ICT in teacher education: Challenging prospects, Jönköping: Jönköping University Press , 2005, p. 142-160Chapter in book (Refereed)
    Abstract [en]

    This chapter is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The chapter contains some results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. The findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings also suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.

  • 29. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Conditioned content. Democratic aspects on learning in netbased education2006In: NFPF, Örebro, Sweden, 2006Conference paper (Other academic)
  • 30.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Distancing democracy. Organising on-line teacher training to promote community values2006In: UCFV Research Review, ISSN 1715-9849, Vol. 1, no 1, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This article is concerned with conceptions of democracy among teacher trainees attending a distance-based on-line teacher training programme through the use of ICT. Analyses of interviews with teacher trainees provide an understanding of the teacher trainees' conceptions of democracy. The analysis is informed by a framework for understanding democracy based on Held (1966), and points toward a view in which the teacher trainees are focusing foremost on individual aspects of democracy, and not as much on social or collective conceptions reflecting community values. Thus a possible conclusion could be that distance-based on-line teacher training is highly individualised, to the point of conceiving values connected to a social dimension as an individual enterprise. 

  • 31.
    Lindberg, J Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Editorial - Recent trends in the digitalization of the Nordic K-12 schools2018In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, no 2, p. 103-108Article in journal (Refereed)
  • 32.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Edukation - ett möjligt studieobjekt?2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 1, p. 52-64Article in journal (Refereed)
    Abstract [sv]

    Med den här artikeln vill vi bidra till diskussion om det svenska pedagogikämnet. Vi inleder med att teckna en bild av pedagogiken som vetenskaplig disciplin utifrån vilken vi tycker oss spåra utvecklingen av ett nyvaknat intresse för filosofiska spörsmål. Utifrån denna utveckling presenterar vi en forskningsansats och ett studieobjekt, som vi menar öppnar till en annorlunda förståelse av pedagogisk forskning. Den forskningsansats vi för fram är filosofisk hermeneutik, och studieobjektet är edukation.

  • 33. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Global perspectives on E-learning. Rhetoric and reality by Alison A. Carr-Chellman (Ed.), 2005. Review2007In: seminar.net Media, Technology & Life Long Learning, ISSN 1504-4831, Vol. 3, no 1Article in journal (Other academic)
  • 34.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education2006In: International Education Journal, ISSN 1443-1475, E-ISSN 2202-493X, Vol. 7, no 5, p. 699-708Article in journal (Refereed)
    Abstract [en]

    This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.

  • 35. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    OLC in the context of the other. Face, trace and cyberspace2008In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 4, no 2, p. 188-198Article in journal (Refereed)
  • 36.
    Lindberg, J Ola
    et al.
    Mittuniversitetet.
    Olofsson, Anders D.Umeå University, Faculty of Social Sciences, Department of Education.
    Online learning communities and teacher professional development: methods for improved education delivery2010Collection (editor) (Other (popular science, discussion, etc.))
  • 37.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.Umeå universitet, pedagogiska institutionen.
    Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery2009Collection (editor) (Other academic)
    Abstract [en]

    In today’s society, the professional development of teachers is urgent due to the constant change in working conditions and the impact that information and communication technologies have in teaching practices.

    Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery features innovative applications and solutions useful for teachers in developing knowledge and skills for the integration of technology into everyday teaching practices. This defining collection of field research discusses how technology itself can serve as an important resource in terms of providing arenas for professional development.

  • 38.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Phronesis – on teachers’ knowing in practice. Towards teaching as embodied moral2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 3, p. 148-162Article in journal (Refereed)
    Abstract [en]

    This article concerns a possible way to understand the concept of teaching. It begins with an elaboration on three different aspects of knowledge with roots in ancient Greece; epistmé, techné and phronesis. Thereafter some traditions and lines of development in research on teaching over the last thirty years are presented. It is shown that phronesis still seems to be a useful concept when trying to understand teaching and teachers’ knowing in practice. In an attempt to go beyond the Cartesian dualism of subject and object, phronesis is then described within a philosophical hermeneutical approach. The conclusion points towards a possibility to understand teaching and teachers’ knowing in practice as embodied moral.

  • 39. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Review of global perspectives on e-learning. Rhetoric and reality2007In: seminar.net: Media, Technology & Lifelong LearningArticle, book review (Other academic)
  • 40.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå Universitet.
    Sustaining a professional dimension in the use of educational technology in European higher educational pracitices2012In: Educational Technology, ISSN 0013-1962, Vol. 52, no 2, p. 34-38Article in journal (Other academic)
  • 41.
    Lindberg, J Ola
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Sustaining a professional dimension in the use of educational technology in European higher educational practices2012In: Educational Technology, ISSN 0013-1962, Vol. 52, no 2, p. 34-38Article in journal (Refereed)
  • 42. Lindberg, J. Ola
    et al.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Telling them apart. Participation in teacher education through the use of ICT2004In: ICICTE, Samos, Greece, 2004Conference paper (Other academic)
  • 43.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Training teachers through technology: A case study of a distance-based teacher training programme2005Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

  • 44.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fransson, Göran
    University of Gävle, Sweden.
    Contrasting views: student and teacher perceptions on ICT in education2016In: The proceedings of the International Conference on Information Communication Technologies in Education 2016, 2016, p. 1-10Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish fouryear project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use ofICT, out of school they rely more on their smartphones than they do in school.

  • 45.
    Lindberg, J Ola
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Fransson, Göran
    University of Gävle, Sweden.
    Contrasting views: Student and teacherperceptions on ICT in education2016In: ICICTE 2016 Proceedings, 2016, p. 1-10Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish fouryear project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use ofICT, out of school they rely more on their smartphones than they do in school.

  • 46.
    Lindberg, J. Ola
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fransson, Göran
    Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden.
    Same but different?: An examination of Swedish upper secondary school teachers' and students' views and use of ICT in education2017In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, no 2, p. 122-132Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’views and use of ICT in education.Design/methodology/approach – In total, 25 individual teachers and 39 students in small focus groupswere interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conductedin three steps: with each individual teacher, the student groups and the cohort of teachers and students.A comparative analysis was also conducted.Findings – The teachers’ views and use of ICT are diverse. Teachers and students identify similar challengeswhen using ICT in education, e.g. time and subject, the shortcomings of a school’s learning managementsystem (LMS) and teachers’ digital competence. Students report an extensive out-of-school use ofsmartphones and an extensive in-school use of laptops and LMS.Research limitations/implications – The relatively small number of teachers and students in threeschools make generalisations difficult. The examination of teachers’ and students’ views and use in the samecontext reveals new knowledge.Practical implications – The study may influence teachers’ use of ICT in education, based on a betterunderstanding of students’ use.Social implications – The study may lead to a better understanding of teachers’ and students’ differentperspectives and a more enhanced and sustainable in-school use of ICT.Originality/value – The originality is that teachers’ and students’ views and use of ICT in education areexamined at the same time. The paper contributes new knowledge about how teachers and studentsconceptualise and use ICT in upper secondary school practices.

  • 47. Lindberg, J. Ola
    et al.
    Olofsson, Anders D
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stödberg, Ulf
    Umeå University, Faculty of Social Sciences, Department of Education.
    Signs for learning in a digital environment2010In: Australasian Journal of Educational Technology, ISSN 1449-3098, Vol. 26, no 7, p. 996-1011Article in journal (Refereed)
    Abstract [en]

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

  • 48.
    Lindberg, J. Ola
    et al.
    Mid Sweden Univ, Dept Educ, Härnösand, Sweden.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stödberg, Ulf
    Umeå University, Faculty of Social Sciences, Department of Education.
    Signs for learning to perform in a digital environment2010In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, no 7, p. 996-1011Article in journal (Refereed)
    Abstract [en]

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

  • 49.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå universitet.
    Stödberg, Ulf
    Pedagogiska institutionen, Umeå universitet.
    Signs for learning to perform in a digital environment2010In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, no 7, p. 996-1011Article in journal (Refereed)
    Abstract [en]

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

  • 50.
    Lindberg, J.O.
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå universitet.
    Distancing Democracy: Organising on-line teacher training to promote community values2006In: UCFV Research Review, ISSN 1715-9849, Vol. 1, no 1Article in journal (Refereed)
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