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Hansson, Anneli
Publications (8 of 8) Show all publications
Lindberg, J. O., Olofsson, A. D., Fransson, G. & Hansson, A. (2017). Developing awareness of digital competence and skills through dialogue: a methodological reflection. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain. Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 5679-5686). The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Developing awareness of digital competence and skills through dialogue: a methodological reflection
2017 (English)In: INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2017, p. 5679-5686Conference paper, Published paper (Refereed)
Abstract [en]

Introduction: Great expectations have been placed on Information and Communication Technology (ICT) to change and improve education (OECD, 2010). In research (Olofsson et al, 2015) as well as in evaluations (Wastiau et al, 2013; OECD, 2015) the pictures seem to be of expectations not yet realised. To be able to change practice one key issue is teachers’ professional development (TPD) (Vrasidas, 2015). TPD has often been conducted as courses or programs (Helleve, 2010). In several cases there has been emphases made on teachers´ collegial learning, for instance in learning communities of different kinds (Lindberg & Olofsson, 2010). This paper investigates another way of stimulating TPD in the area of ICT in education by drawing on the works of Sannino (2011) and Engeström et al, (1996) among others.

Aim: The aim of this paper is to present the interview model used for interviewing teachers concerning ICT in education as model also for teachers´ professional development in the area of ICT. Further to present some early results and discuss the limit and possible strengths of this model.

Method: Based on Sannino (2016) this paper establish a space for development within the frames of group-wise interview sessions and double stimulation. In the sessions the technological pedagogical content knowledge (TPACK) model (Mishra & Koehler, 2009) was introduced as a specific tool for discussion. The model combines knowledge in three different domains, establishing seven different kinds of knowledge understood as crucial in understanding the role and possibilities of ICT in education. Departing from the model in the interviews the teachers developed ideas of how ICT can be seen as a possible tool within their subject area. By interviewing teachers in groups where the common denominator is the school subject they teach, the interviews took the form of a collegial conversation with the subject, pedagogy, technology and its interrelated parts as the core.

Participants: Participating in the interviews were seven different groups of teachers from three different upper secondary schools. These schools take part in a four year research project on ICT in education and they have all in some way distinguished themselves as successful in this area. In all 21 teachers representing four different subject areas participated in the interviews.

Theoretical perspective: The cultural historical activity theory (CHAT) (Engeström, 2015) was used for analysis. Focus was on how the teachers understand the object of the activity, where the activity is seen as teaching with ICT. With the TPACK model as framework for the interviews, the teachers moved from content through pedagogy to technology in the interviews, making the object of the activity of teaching with ICT a question of negotiating its meanings.

Preliminary results: The teachers moved from viewing their core competence as content-oriented towards an understanding of their competences and skills as partly dependent on pedagogy and the ICT tools they used. In each subject, the object of the activity of teaching with ICT differs according to the subject-specific logics that the teachers seem to hold. Digital competence and skills were expressed differently by different groups, but for each group their competence and skills in this area were more and more elaborated and expressed throughout the interviews and the TPACK framework guided the teachers towards mutual collective understanding and individual growth.

Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2017
Series
INTED Proceedings, ISSN 2340-1079
Keywords
digital competence, group interviews, information and communication technology, professional development
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-32196 (URN)000427401300085 ()978-84-617-8491-2 (ISBN)
Conference
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Available from: 2017-03-24 Created: 2017-11-30 Last updated: 2018-05-07Bibliographically approved
Hansson, A. (2014). Work with school development – a potential boundary zone between activities?: The work over time at a Swedish lower secondary school regar­ding educational integra­tion of ICT from an activity theoretical per­spec­tive.. In: : . Paper presented at NERA 2014 Congress.
Open this publication in new window or tab >>Work with school development – a potential boundary zone between activities?: The work over time at a Swedish lower secondary school regar­ding educational integra­tion of ICT from an activity theoretical per­spec­tive.
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
School development, Activity theory
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-23331 (URN)
Conference
NERA 2014 Congress
Available from: 2014-11-03 Created: 2014-11-03 Last updated: 2015-04-17Bibliographically approved
Hansson, A. (2013). Arbete med skolutveckling - En potentiell gränszon mellan verksamheter?: Ett verksamhetsteoretiskt perspektiv på en svensk skolas arbete över tid med att verksamhetsintegrera IT. (Doctoral dissertation). Härnösand: Mittuniversitetet
Open this publication in new window or tab >>Arbete med skolutveckling - En potentiell gränszon mellan verksamheter?: Ett verksamhetsteoretiskt perspektiv på en svensk skolas arbete över tid med att verksamhetsintegrera IT
2013 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

I en skola som historiskt präglats av en differentierad arbetsorganisation och autonoma traditioner kan ett skolövergripande arbete med att verksamhetsintegrera informations­teknik antas ställa aktörerna inför en rad utmaningar som involverar både omskapande och nyskapande processer. Föreliggande studie utgör ett bidrag till att med en holistisk och verksamhetsteoretisk ansats utforska arbete med förändring, i detta fall ett arbete med att verksamhetsintegrera modern teknik, i skärningspunkten mellan en skolas arbete med att sprida och utveckla teknikbruk över skolan samt dess lärares arbete med pedagogisk praxisförändring. Studiens övergripande fråga löd: Hur kan arbete med skol­utveckling förstås och förklaras i det potentiella spänningsfältet mellan arbete med skolförändring och lärares arbete med eller motstånd mot pedagogisk praxisförändring? Syftet var att utforska den förändringsprocess som uppstod när en skola satte i sikte att utveckla ”digitala” kompetenser och IT-stödd undervisning inom dess verksamhets­område liksom att över tid följa lärare, IT-pedagoger och skolledare i detta arbete. Studien genomfördes över tre år mellan hösten 2008 och våren 2011 som en etnografiskt orien­terad fallstudie vid en 7–9 skola i en mellan­stor svensk stad. Data­produktionen skedde genom närvaro vid skolan och på nätet genom deltagande och ickedeltagande observationer, genom informella samtal, semistrukturerade intervjuer, dokument­insamling samt genom en enkät. Resultatet visar framför allt hur verksamhets­integreringen av IT, bland de lärare som utforskar informationstekniken, i hög utsträckning motiveras av undervisningsrelaterade och elevutvecklande behov, medan arbetet med att leda skolans arbete med verksam­hetsintegrering av IT i högre utsträckning motiveras av organisations­relaterade behov, samt att dessa skilda motiv framträder på olika och systemiskt inkonsekvent sätt inom skolan. Utifrån studiens resultat formuleras tre interrelaterade utmaningar för skolut­veckling. Dessa rör (a) praxis- och objektsförståelse, vilket uppfattas ha betydelse för möjligheter att åstad­komma gemensam riktning i ett kollektivt och flerstämmigt arbete, samt (b) förutsättningar för gränsöver­skridande lärprocesser inom skolan mellan lärare sinsemellan liksom mellan lärare och skolledning jämte (c) processledarskap och dess förutsättningar.

Place, publisher, year, edition, pages
Härnösand: Mittuniversitetet, 2013. p. 207
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 165
Keywords
CHAT, verksamhetsteori, skolutveckling, utvecklingsprocess, praxisförändring, informationsteknik, etnografiskt orienterad fallstudie, gränszon, systemiska inkonsekvenser
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-19877 (URN)978-91-87557-09-5 (ISBN)
Public defence
2013-10-18, Alfhild Agrell Salen, U 401, Sambiblioteket, Härnösand, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2013-09-19 Created: 2013-09-17 Last updated: 2013-09-19Bibliographically approved
Hansson, A. (2011). Going Visible?: Teachers learning at work through the emerging use of wikis.
Open this publication in new window or tab >>Going Visible?: Teachers learning at work through the emerging use of wikis
2011 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-14721 (URN)
Available from: 2011-11-14 Created: 2011-11-14 Last updated: 2011-11-27Bibliographically approved
Hansson, A. (2010). Expected to become digitally competent teachers: Challenges in the case of a Swedish lower secondary school, with an ambition for whole-school development.
Open this publication in new window or tab >>Expected to become digitally competent teachers: Challenges in the case of a Swedish lower secondary school, with an ambition for whole-school development
2010 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-14722 (URN)
Available from: 2011-11-14 Created: 2011-11-14 Last updated: 2012-01-22Bibliographically approved
Hansson, A. (2009). Three years from the top - The beginning of a professional, expanding learning journey?: European conference of Educational Research, 2009.
Open this publication in new window or tab >>Three years from the top - The beginning of a professional, expanding learning journey?: European conference of Educational Research, 2009
2009 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-10323 (URN)
Available from: 2009-11-10 Created: 2009-11-10 Last updated: 2009-12-09Bibliographically approved
Lindblad, S., Hansson, A., Mardones Hernández, S. & Pérez Prieto, H. (1991). Skola utan lärare: Vad innebar lärarnas strejk för eleverna?. Nordisk Pedagogik, 11(2), 99-113
Open this publication in new window or tab >>Skola utan lärare: Vad innebar lärarnas strejk för eleverna?
1991 (Swedish)In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 11, no 2, p. 99-113Article in journal (Refereed) Published
Abstract [en]

Lindblad, Sverker, Hansson, Anneli, Mardones Hernández, Sandra & Pérez Prieto, Héctor 1991: A school without teachers: What did the teachers´ strike mean to the pupils? Nordisk Pedagogik, Vol.11, pp. 99-113. Oslo. ISSN 0901-8050. For more than a month at the end of 1989 the teachers in Swedish lower and upper secondary schools were on strike. Four schools in a medium-sized community where the strike had a large effect were studied during that period by various methods, to portray the students´ reactions to this structural change. Four categories of cultural responses were identified among the student: the intellectuals, the industrious school-oriented, the irresolute school-oriented, and the peer-oriented. There were no disturbances, but no much studying took place, and almost no attempts to organize lessons and learning were presented by the students. This is compared with studies of a similar event in Sweden in 1966, when likewise little trouble occurred in the schools, but, in contrast, the students studied in an organized manner. This is discussed in relation to school reforms and cultural changes in Sweden during the 1970s and 1980s. Sverker Lindblad, Anneli Hansson, Sandra Mardones Hernández & Héctor Pérez Prieto, Pedagogiska institutionen, Uppsala Universitet, Sverige

Keywords
elevrespons, lärarstrejk
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-2826 (URN)5140 (Local ID)5140 (Archive number)5140 (OAI)
Available from: 2008-09-30 Created: 2009-03-05 Last updated: 2017-12-12Bibliographically approved
Lindblad, S., Hansson, A., Mardones, S. & Pérez Prieto, H. (1990). Vad gjorde eleverna när lärarna strejkade?. Locus, 1990:2-3
Open this publication in new window or tab >>Vad gjorde eleverna när lärarna strejkade?
1990 (Swedish)In: Locus, ISSN 1100-3197, Vol. 1990:2-3Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:miun:diva-32197 (URN)
Available from: 2013-01-22 Created: 2017-11-30 Last updated: 2017-11-30Bibliographically approved
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