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  • 1.
    Barthelson, Mats
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Ecotechnology and Sustainable Building Engineering.
    Myringer, Brittmarie
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Experiences on blended learning as an approach in higher education2013In: EDEN 2013 Annual Conference. The joy of learning. Enhancing learning experience. Improving learning quality., 2013, p. 99-Conference paper (Refereed)
  • 2.
    Brander, Laura
    et al.
    Mid Sweden University.
    Lindberg, J OLa
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Capacity Development For E-Learning – Educational Strategies At Mid Sweden Universities2015In: Expanding Learning Scenarios: Opening Out the Educational Landscape / [ed] António Moreira Teixeira, András Szűcs and Ildikó Mázár, Budapest: European Distance and E-Learning Network , 2015, p. 126-126Conference paper (Refereed)
  • 3.
    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)
  • 4.
    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.

  • 5.
    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.

  • 6.
    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.

  • 7.
    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.

  • 8.
    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.

  • 9.
    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.

  • 10.
    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)
  • 11.
    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.

  • 12.
    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)
  • 13.
    Gu, Limin
    et al.
    Pedagogiska institutionen, Umeå Universitet.
    Jiao, Jianli
    South China Normal University.
    Wang, Xiaodong
    South China Normal University.
    Jia, Yimin
    South China Normal University.
    Qin, Dan
    Tangshan Teachers College.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Case Studies on the Use of Technology in TPD (Teacher Professional Development)2012In: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, no 3, p. 278-290Article in journal (Refereed)
    Abstract [en]

    In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries.

  • 14.
    Gu, Limin
    et al.
    Umeå universitet, pedagogiska institutionen.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    IMPLEMENTING ICT IN EDUCATION: MORE THAN BUILDING THE INFRASTRUCTURE?2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, 2009, p. 44-55Conference paper (Refereed)
  • 15. Gu, Limin
    et al.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Technology Enhanced Teacher Professional Development in Sweden — policies,literature and recent initiatives2009In: Distance Education Journal, ISSN 1672-0008, no 4Article in journal (Refereed)
    Abstract [en]

    Information communication technology (ICT) has been bringing increasingly greater changes in education such as educational system, policies, programs, curricula, resources, teaching methods, and other aspects related to education, among which teacher education is one important area. "Technology Enhanced Teacher Professional Development (TETPD) in Sweden and China" is a three years’ research project funded by The Swedish Research Links. The purpose of the project is to study TETPD in Sweden and China, aiming at exploring status quo of TETPD in both countries, especially teachers′ attitudes, experiences, and understanding of technology-enhanced learning and teaching, and identifying TETPD models and the common factors that contribute to successful TETPD. This paper is based on the findings from the first stage of the project by Swedish researchers, which focuses on policies, literature and recent initiatives on TETPD in Sweden.

     

  • 16.
    Hrastinski, Stefan
    et al.
    KTH.
    Keller, Christina
    Högskolan i Jönköping.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Olsson, Ulf
    Stockholms universitet.
    Saalman, Elisabeth
    Chalmers Tekniska Högskola.
    Mer om nätbaserad utbildning: presentation av en bok2012In: NU2012, Gränslöst lärande, Proceedings, 2012, p. 122-123Conference paper (Other (popular science, discussion, etc.))
  • 17.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Anderson, Karen
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Persson Slumpi, Thomas
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Sefyrin, Johanna
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Snyder, Kristen
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sjöström, Mårten
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Slutrapport delprojekt 3.5.1 Forskning och forskarskolan i e-lärande2011Other (Other (popular science, discussion, etc.))
  • 18.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Designing for mobile learning in higher education2014In: NGL 2014: Next Generation Learning: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun, Sweden: Dalarna University , 2014, p. 22-26Conference paper (Refereed)
    Abstract [en]

    Abstract

    This paper deals with the problem of designing for participation in mobile learning. Particularly it discusses how such participation could be designed into higher educational settings. As society is increasingly dependent on mobile technological solutions, higher education needs to be prepared for changing behaviors in terms of increasingly emerging mobile communication patterns of students and teachers. Such communicative patterns are increasingly supported by technologies such as smartphones and tablets. Moreover, the number of mobile applications and devices ready to be implemented in educational settings are growing. Since the shift of the new millennium the research field of mobile learning has developed. Results from this field identifies that mobile learning is about learning through communicative actions between people and across different contexts. Personal portable and wireless devices support these communicative actions. The research field has discussed such learning in terms of aspects of physical space, technology, conceptual space, social space, and learning as dispersed over time. However, more research is needed from a Nordic perspective and with a focus on design of educational settings. Therefore, projects that explore models of mobile participation in blended higher education settings are needed. The design of such projects is of strategic value for institutions of higher education that need to be up-to-date with the development within the mobile society. In the paper the design of a development project is used as an example of how such design could be implemented in blended higher education settings. This project secured a wide range of learning about mobile learning in higher education settings by building on research reviews and experiences from teachers that informed their planning, and discussions of trials they performed in their own courses. The project includes trials that were conducted in four different first-cycle programs. These trials included an approach to mobile applications and devices that embraced the deployment of universityowned equipment as well as bring-you-rown-device scenarios. Cumulative features were included in the design of the project with the purpose of informing the performance of features in later stages of the project. Iteration was included to create loops of different features that could help participants recycle and share their experiences. The embracement of different approaches to technologies as well as the cumulative and iterative features of the design offered the opportunity to go beyond the traditional classroom in higher education settings. 

  • 19.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Designing for mobile participation in blended higher educational settings2014In: Proceedings of the 9th International Conference on Networked Learning 2014 / [ed] Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C., 2014, p. 364-367Conference paper (Refereed)
    Abstract [en]

    As society is increasingly dependent on mobile technological solutions, higher education needs to be prepared for changing behaviours in terms of increasingly emerging mobile communication patterns of students and teachers. Therefore, projects that explore models of mobile participation in blended higher education settings are needed. This paper concerns the design for participation in mobile learning and in particular how participation could be designed into educational settings. Focus in the paper is the design of a university project aimed at exploring models of participation in blended learning through the use of mobile learning. The project "Mid Sweden University and Mobile Learning (MUML)" is used in the paper as an example of such design. This is argued to be of strategic value for institutions of higher education, the need to be up-to-date with the development within the mobile society. A wide range of learning about mobile learning in higher education settings were built into the project, including conducting research reviews and diverse experiences from teachers. The project included trials that were conducted in four different first-cycle programs, which then informed the planning and conducting of further trials in courses. These trials included approaches to mobile applications and devices that embraced the deployment of university-owned equipment as well as bring-your-own-device scenarios. Cumulative features were included in the design of the project with the purpose of informing the performance of features in later stages of the project. Iterations were included to create loops of different features that could help participants recycle and share their experiences. In this way the project had the intentions to explore different forms of participation.

  • 20.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, J. Ola
    Enhancing supervision of undergraduate students dissertations through the use of educational technology2010In: Readings in Technology and Education: Proceedings of ICICTE 2010 / [ed] Ken Fernstrom, Fraser Valley: University of Fraser Valley Press , 2010, p. 146-156Conference paper (Refereed)
  • 21.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Technology-mediated supervision of undergraduate students’ dissertations2013In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, no 9, p. 1382-1392Article in journal (Refereed)
    Abstract [en]

    In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. However, one part has proven more resistant to change, technology-mediated or not: the supervision ofstudents’ undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students’ undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students’ undergraduate dissertation are, therefore, suggested as productive ways to enhance students’ learning.

  • 22.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEALTH).
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. (HEALTH).
    Technology-mediated supervision of undergraduate students’ dissertations2013In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, no 9, p. 1382-1392Article in journal (Refereed)
    Abstract [en]

    In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. However, one part has proven more resistant to change, technology-mediated or not: the supervision ofstudents’ undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students’ undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students’ undergraduate dissertation are, therefore, suggested as productive ways to enhance students’ learning.

  • 23.
    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.
    Ser du tekniken?: Om synsätt på teknik i nätbaserad utbildning2003In: Didaktikens mångfald: Artiklar presenterade vid 2002 års Rikskonferens i didaktik vid Högskolan i Gävle, Gävle: Högskolan i Gävle , 2003, p. 164-174Chapter in book (Other academic)
    Abstract [sv]

    I dagens utbildningssystem befinner sig de nätbaserade utbildningarna på stark frammarsch. I och med etablerandet av Nätuniversitetet, men även i och med utbredningen av distansbaserade friskolor, upplever vi att det finns behov av att klargöra de pedagogiska antaganden som undervisning vilar på i de miljöerna. Eftersom de flesta av dem dessutom använder sig av någon form av teknik för att genomföra undervisningen behöver även den syn på teknik som dominerar inom nätbaserad utbildning synliggöras. I denna studie har vi undersökt möjligheten att tydliggöra synen på teknik och underliggande teknikfilosofiska aspekter av nätbaserad utbildning. Vi har använt oss av en textanalyserande metod, där empiriskt material utgörs av artiklar ur tidskriften �Educational Technology�. Baserat på ett urval av artiklar publicerade under åren 2000-2001, har vi identifierat synen på teknik inom nätbaserad utbildning med utgångspunkt i en modell för hur teknik manifesteras i form av aktivitet, kunskap, objekt samt vilja. Vi har dessutom försökt klargöra hur de sätt att vara med teknik som finns representerat i artikelmaterialet går att ses. De sätt för teknik att manifestera sig och de sätt att vara med teknik ligger sedan till grund för en diskussion kring de synsätt på teknik som är dominerande inom nätbaserad utbildning, samt hur dessa synsätt kan tänkas påverka det sätt på vilket teknik används för undervisning inom nätbaserad utbildning.

  • 24.
    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.

  • 25.
    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.

  • 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.
    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.

  • 27.
    Jiao, Jianli
    et al.
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Wang, Xiaodong
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Dan, Qin
    Department of Physics, Tangshan Teachers College .
    Gu, Limin
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Tianhe Blogisphere and Lektion.se - a comparison of two online learning communities potential for teachers professional development2010In: 17th International conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010, 2010Conference paper (Refereed)
  • 28.
    Karakoyun, Ferit
    et al.
    Department of Computer Education and Instructional Technology, Dicle University, Diyarbakır, Turkey.
    Lindberg, Ola J.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Preservice teachers’ views about the twenty-first century skills: A qualitative survey study in Turkey and Sweden2020In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed)
    Abstract [en]

    The 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.

  • 29.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    KNOWING ABOUT ICT IN EDUCATION : REDEFINING DIGITAL COMPETENCE FOR TEACHERS?2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, Fraser Valley: University of the Fraser Valley Press , 2009, p. 268-277Conference paper (Refereed)
  • 30.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Preface2009In: Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery / [ed] J Ola Lindberg & Anders D Olofsson, Hershey, PA: Information Science Reference, 2009, p. xvii-xxvChapter in book (Other academic)
  • 31.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Teachers professional development and ICT: A comparison of four Swedish cases2011In: UFV Research Review, ISSN 1715-9849, Vol. 4, no 1Article in journal (Refereed)
  • 32.
    Lindberg, J Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Teachers professional development and ICT: A comparison of four Swedish cases2011In: UFV Research Review, ISSN 1715-9849, Vol. 4, no 1, p. 65-75Article in journal (Refereed)
    Abstract [en]

    In this article, the design of a multiple-case study on Technology Enhanced Teacher Professional Development (TETPD) is presented, as well as the selection of cases and theoretical framework for analyzing TETPD. The aim of the article is to discuss four Swedish cases of teacher professional development with technology and media selected on these premises. The significance and possibilities of the cases to describe how programs of professional development work in terms of enhancing the use of ICT for teaching and learning are then discussed. 

  • 33.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Umeå universitet, pedagogiska institutionen.
    ICT and Teacher Professional Development: Four Swedish Cases and the Theoretical Framework2009In: Distance Education Journal, ISSN 1672-0008, no 3, p. 24-27Article in journal (Refereed)
    Abstract [en]

    In this paper,the background,theoretical framework and design of the Swedish part of an international comparative study of Technology Enhanced Teacher Professional Development(TETPD)are presented.The focus of the paper is on Teacher Professional Development(TPD)in areas of ICT and education in which ICT is considered as a technology that could enhance the practice of teaching and learning.The further aim of the paper is to provide a framework for a multiple case study in Sweden in two dimensions.The first dimension concerns ownership and management including both top-down governmental programs and bottom-up participant driven initiatives.The Second dimension concerns methods or modes in which both traditional face-to-face programs and programs run in virtual environments as online communities are included.Through the use of the framework,four different cases that are described as programs in which ICT is used in and for TPD are selected.The four cases are presented and related to the different perspectives on models and programs for TPD,and the new perspective on TPD suggested by Villegas-Reimers. The significance and prospect of the programs in terms of enhancing the use of ICT for teaching and learning are then discussed.

  • 34.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Umeå universitet, pedagogiska institutionen.
    TECHNOLOGY ENHANCED TEACHER PROFESSIONAL DEVELOPMENT: FOUR CASES IN SWEDEN FOR TEACHERS’ PROFESSIONAL DEVELOPMENT AND THE USE OF ICT2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, Fraser Valley: University of the Fraser Valley Press , 2009, p. 35-43Conference paper (Refereed)
  • 35.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Pedagogiska institutionen, Umeå universitet.
    The case of Lektion.se, a Swedish Online Learning Community for Teachers Professional Development?2010In: 17th International Conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010, 2010Conference paper (Refereed)
  • 36.
    Lindberg, J. Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Using blogs to enhance a dialogical approach to learning in higher education2011In: Education and Technology: Innovation and Research. / [ed] Ken Fernstrom, Fraser Valley: University of Fraser Valley , 2011, p. 11-23Conference paper (Refereed)
    Abstract [en]

    This paper focuses on how the use of blogs can be seen to enhance a dialogicalapproach to learning in a higher education setting. Blogs have been in use ineducational settings for several years (see, for example, Williams & Jacobs,2004). Sixty-three students participated in the practice of writing blogs open forall students to read as assignments in which students were also expected to writecomments in the blogs of other students. The blogs were analysed through atransactional approach to dialogue using the ICE (Ideas, Connections, andExtension) model of Fostaty Young and Wilson, (2000) and Fostaty Young(2005) as a way of assessing students learning. The preliminary analysis indicatesthat students initially primarily express ideas in their comments, towards anincreased use of connections. This is discussed in the paper as an indication thatthe use of blogs support and enhance a dialogical approach to learning, eventhough their use seems to differ between different assignments and study groups.

  • 37.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Jiao, Jianli
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Gu, Limin
    Pedagogiska institutionen, Umeå universitet.
    Wang, Xiaodong
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Dan, Qin
    Department of Physics, Tangshan Teachers College .
    Technology Enhanced Teacher Professional Development (TETPD) - a comparative multiple-case study on teacher professional development models in Sweden and China.2010In: 17th International Conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010, 2010Conference paper (Refereed)
  • 38.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lind, Per
    Luleå Tekniska Universitet.
    Nyberg, Marie
    Utbildningsradion.
    Lindgren, Göran
    Högskolan i Gävle.
    SNH – Samverkan för nätbaserad högskoleutbildning utvecklar Verktyg för lärande i samverkan2012In: NU2012 Gränslöst lärande, Proceedings, 2012, p. 206-Conference paper (Refereed)
  • 39.
    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)
  • 40.
    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.

  • 41.
    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)
  • 42.
    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)
  • 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.
    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.

  • 44.
    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.

  • 45.
    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.

  • 46.
    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.

  • 47.
    Lindberg, J OLa
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    A decade later: Twelve teachers' retrospective views on a national programme for teachers' professional development and ICT2014In: Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, IGI Global, 2014, p. 1781-1790Chapter in book (Refereed)
    Abstract [en]

    Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

  • 48.
    Lindberg, J Ola
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Sahlin, Susanne
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    A decade later: twelve teachers' retrospective views on a national programme for teachers' professional development and ICT2014In: Adult and continuing education: concepts, methodologies, tools, and applications, IGI Global, 2014, p. 1781-1790Chapter in book (Refereed)
    Abstract [en]

    Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

  • 49.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    A decade later: Twelve Teachers´retrospective views on a national programme for teachers´ professional development and ICT.2012In: International Journal of Cyber Ethics in Education, ISSN 2155-8903, Vol. 2, no 1, p. 25-34Article in journal (Refereed)
    Abstract [en]

    Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

  • 50.
    Lindberg, J Ola
    et al.
    Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Mittuniversitetet.
    Sahlin, Susanne
    Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap, Mittuniversitetet.
    A decade later: Twelve Teachers´retrospective views on a national programme for teachers´ professional development and ICT2012In: International Journal of Cyber Ethics in Education, ISSN 2155-8903, Vol. 2, no 1, p. 25-34Article in journal (Refereed)
    Abstract [en]

    Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

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