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  • 1.
    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.

  • 2.
    Olofsson, Anders D.
    et al.
    Department of Applied Educational Science, Umeå University, Umeå, Sweden.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Lindberg, Ola J.
    Department of Education, Umeå University, Umeå, Sweden.
    A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative2019In: Educational Studies, ISSN 0013-1946, E-ISSN 1532-6993Article in journal (Refereed)
    Abstract [en]

    In Sweden, adequate digital competence has been put in the spotlight due to the Swedish 2017 national strategy for the digitalisation of the K-12 school system. Based on both policy and practice, the aim is to explore teachers’ enacted digital competence in three upper secondary schools in Sweden and thereby provide an empirical account of what the notion ‘adequate’ means in practice. The data consists of interviews with teachers and classroom observations. At an aggregated analytical level, the results are presented as four  narrative sub-case descriptions. It is concluded that teachers’ adequate digital competence is flexible in meaning, determined by local contextual conditions and enacted in activities and decisions that are based on the teachers’ own value frameworks. The understanding of ‘adequate’ in this study does not appear to be clarified in the formulations used in the national strategy.

  • 3.
    Olofsson, Anders D.
    et al.
    Department of Education, Umeå University, Umeå, Sweden.
    Lindberg, J. Ola
    Department of Education, Umeå University, Umeå, Sweden.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    What do upper secondary school teachers want to know from research on the use of ICT and how does this inform a research design?2017In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, no 6, p. 2897-2914Article in journal (Refereed)
    Abstract [en]

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

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