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Håkansson Lindqvist, Marcia
Publications (10 of 25) Show all publications
Håkansson Lindqvist, M. (2019). Conditions for Teaching with Mobile Technology in the School Classroom. In: Teresa Cerratto Pargman, Isa Jahnke (Ed.), Emergent Practices and Material Conditions in Learning and Teaching with Technologies: (pp. 69-87). Cham: Springer
Open this publication in new window or tab >>Conditions for Teaching with Mobile Technology in the School Classroom
2019 (English)In: Emergent Practices and Material Conditions in Learning and Teaching with Technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Cham: Springer, 2019, p. 69-87Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2019
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-35886 (URN)978-3-030-10763-5 (ISBN)978-3-030-10764-2 (ISBN)
Available from: 2019-03-28 Created: 2019-03-28 Last updated: 2019-03-28Bibliographically approved
Håkansson Lindqvist, M. & Pettersson, F. (2019). Digitalization and school leadership: on the complexity of leading for digitalization in school. The international journal of information and learning technology, 36(3), 218-230
Open this publication in new window or tab >>Digitalization and school leadership: on the complexity of leading for digitalization in school
2019 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 218-230Article in journal (Refereed) Published
Abstract [en]

Purpose: Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools. Design/methodology/approach: Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization. Findings: The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization. Practical implications: It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning. Originality/value: This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.

Keywords
Information and communication technology (ICT), Principals, School leadership
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-35885 (URN)10.1108/IJILT-11-2018-0126 (DOI)000479053000003 ()
Available from: 2019-03-28 Created: 2019-03-28 Last updated: 2019-08-23Bibliographically approved
Håkansson Lindqvist, M., Gustafsson, M. & Gallego, G. (2019). Exploring physicians, nurses and ward-based pharmacists working relationships in a Swedish inpatient setting: a mixed methods study. International Journal of Clinical Pharmacy, 41(3), 728-733
Open this publication in new window or tab >>Exploring physicians, nurses and ward-based pharmacists working relationships in a Swedish inpatient setting: a mixed methods study
2019 (English)In: International Journal of Clinical Pharmacy, ISSN 2210-7703, E-ISSN 2210-7711, Vol. 41, no 3, p. 728-733Article in journal (Refereed) Published
Abstract [en]

Background In Sweden there has been limited work investigating the integration and nature of collaborative relationships between pharmacists and other healthcare practitioners. Objective To explore the working relationships of physicians, nurses and ward-based pharmacists in a rural hospital after the introduction of a clinical pharmacy service. Setting General medical ward in a rural hospital in northern Sweden. Method Mixed methods involving face-to-face semi-structured interviews with nurses, physicians and pharmacists, and a physician survey using the Physician-Pharmacist Collaboration Index to measure the extent of physician-reported collaborative working relationships. Main outcome measure Perceptions about collaborative working relationships between physician, nurses and pharmacists. Results All physicians (n = 9) who interacted with the clinical pharmacists completed the survey. The mean total score was 78.6 ± 4.7, total 92 (higher scores represent a more advanced relationship). Mean domain scores were highest for relationship initiation (13.0 ± 1.3, total 15), and trustworthiness (38.9 ± 3.4, total 42), followed by role specification (26.3 ± 2.6, total 30). The interviews (with nurses and physicians), showed how communication, collaboration and joint knowledge-exchange in the intervention changed and developed over time. Conclusion This study provides new insights into collaborative working relationships from the perspectives of physicians and nurses. The Physician-Pharmacist Collaboration Index scores suggest that physicians felt that clinical pharmacists were active in providing patient care; could be trusted to follow up on recommendations; and were credible. The interviews suggest that the team-based intervention provided good conditions for creating new ways to work to achieve commitment to professional working relationships.

Keywords
Clinical pharmacy, Collaboration, Nurses, Physicians, Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-35961 (URN)10.1007/s11096-019-00812-8 (DOI)000470689000014 ()30937695 (PubMedID)
Available from: 2019-04-08 Created: 2019-04-08 Last updated: 2019-07-08Bibliographically approved
Håkansson Lindqvist, M. (2019). School leaders' practices for innovative use of digital technologies in schools. British Journal of Educational Technology, 50(3), 1226-1240
Open this publication in new window or tab >>School leaders' practices for innovative use of digital technologies in schools
2019 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 50, no 3, p. 1226-1240Article in journal (Refereed) Published
Abstract [en]

School leaders' practices to support the innovative use of digital technologies for teaching and learning and the conditions for technology-enhanced learning were studied in a 1:1 laptop initiative in two schools over a period of 3years in Umea, Sweden. The aim of this paper is to explore, analyze and discuss the possibilities and challenges in the final phase of this 1:1 initiative from the perspective of the school leader. The school leaders saw possibilities in new methods of working, sharing and collaboration, and created a beneficial environment for the use of digital technologies in teaching. The challenges were technical problems, supporting teachers in their work, and finding time to prioritize leadership for the use of digital technologies. How school organizers support school leaders' practices in creating beneficial conditions for technology-enhanced learning will be important for how school leaders' practices support, promote, and advance innovative and sustainable teaching and learning environments through the use of digital technologies.

National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36200 (URN)10.1111/bjet.12782 (DOI)000465340800019 ()2-s2.0-85063692233 (Scopus ID)
Available from: 2019-05-22 Created: 2019-05-22 Last updated: 2019-05-24Bibliographically approved
Håkansson Lindqvist, M. (2019). Talking about digital textbooks: The teacher perspective. The international journal of information and learning technology, 36(3), 254-265
Open this publication in new window or tab >>Talking about digital textbooks: The teacher perspective
2019 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 254-265Article in journal (Refereed) Published
Abstract [en]

Purpose

An increasing amount of students' and teachers' work in the classroom involves digital technologies such as tablets and laptop computers. The purpose of this paper is to gain insight into the possibilities and challenges related to teachers? use of digital textbooks and, through this work, the conditions for technology-enhanced learning (TEL).

Design/methodology/approach This study was based on interviews with two teachers. In the analysis, The Ecology of Resources Model (Luckin, 2010) was used.

Findings The findings of this study show that teachers see challenges in finding time to review digital textbooks and support the work with the textbooks in the classroom. However, the teachers in this study prioritize this work, seeing it as providing structure and improved accessibility for students.

Practical implications The findings of this study point toward the need to support teachers in their work with reviewing and using digital textbooks, as well as other digitalized resources. How schools as organizations can support teachers' activities, both individually and collaboratively, will be important. If this work is supported it may, in turn, have impact on TEL and promoting students' use of digital textbooks and improving student outcomes.

Originality/value This small study provides interesting insights into how teachers prioritize their work with digital textbooks to, despite challenges related to time, individualize and support students' work with digital textbooks and other digital resources. Research on teachers' use of digital textbooks in practice is limited.

Keywords
Digital resources, Teacher professional development, Digital technologies, Information and communication technology (ICT)
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-35962 (URN)10.1108/IJILT-11-2018-0132 (DOI)000479053000006 ()
Available from: 2019-04-08 Created: 2019-04-08 Last updated: 2019-08-23Bibliographically approved
Jaldemark, J., Håkansson Lindqvist, M. & Mozelius, P. (2019). Teachers’ beliefs about professional development: Supporting emerging networked practices in higher education. In: Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke (Ed.), Networked professional learning: Emerging and equitable discourses for professional development (pp. 147-164). Springer
Open this publication in new window or tab >>Teachers’ beliefs about professional development: Supporting emerging networked practices in higher education
2019 (English)In: Networked professional learning: Emerging and equitable discourses for professional development / [ed] Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke, Springer, 2019, p. 147-164Chapter in book (Refereed)
Abstract [en]

During recent decades society has gone through changes related to social and technological development. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. An answer to this challenge to higher education is efforts in professional development. This chapter discusses teachers’ beliefs about such professional development. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of beliefs of teachers from three different departments that participated in two development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development concerns beliefs on both individual and collective levels. Within these levels teachers related their professional development to both social and technological networks.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
development projects, higher education, networked learning, professional development, teachers’ beliefs
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35013 (URN)10.1007/978-3-030-18030-0_9 (DOI)978-3-030-18030-0 (ISBN)
Available from: 2019-08-16 Created: 2019-08-16 Last updated: 2019-08-16Bibliographically approved
Håkansson Lindqvist, M. (2018). Conditions for Technology Enhanced Learning and Educational Change: A case study of a 1:1 initiative. In: : . Paper presented at 5th ICRTEL 2018 – International Conference on Research in Teaching, Education & Learning, Singapore, 14-15 November..
Open this publication in new window or tab >>Conditions for Technology Enhanced Learning and Educational Change: A case study of a 1:1 initiative
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The uptake and use of digital technologies continues to increase in schools throughout the world. In this thesis, the uptake and use of digital technologies was studied from the student, teacher and school leader perspectives in order to gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. Two schools participating in a One-to-One (1:1) initiative in which teachers and students had their own laptops, were studied. To explore, identify and describe conditions for TEL and educational change, surveys, interviews and classroom observations were used to follow the development of teaching and learning activities over a period of two years. The Ecology of Resources Model was used as a theoretical framework. Regarding the conditions for TEL, the results showed that the uptake and use of digital technologies provided possibilities for new forms of teaching and learning in the 1:1 classroom. Students reported increased motivation, engagement and variation in schoolwork. Teachers described new forms of teaching as well as possibilities for collaboration, sharing of materials and continued professional development. For school leaders possibilities were found in collaboration, administrative support, collaboration and follow-up of students and teachers. The challenges seen from all perspectives were related to use, technical support and optionality. If the possibilities for TEL are to be achieved, there is a need for continued professional development for teachers and school leaders as well as clear directives through policy. If sustainable conditions for TEL and educational change in the 1:1 classroom can be created and maintained, the practical implications may comprise teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices, thus increasing equality of digital competence between students, between schools and between classrooms in the same school.

Keywords
Digital technologies, students, teachers, school leaders
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-35887 (URN)
Conference
5th ICRTEL 2018 – International Conference on Research in Teaching, Education & Learning, Singapore, 14-15 November.
Available from: 2019-03-28 Created: 2019-03-28 Last updated: 2019-03-28Bibliographically approved
Håkansson Lindqvist, M. & Pettersson, F. (2018). Leading For Digitalization: Exploring The Leadership Perspective. In: ICICTE 2018 Proceedings: . Paper presented at International Conference on Information Communication Technologies in Education 2018, Chania, Crete, Greece, 5-7 July, 2018 (pp. 371-381).
Open this publication in new window or tab >>Leading For Digitalization: Exploring The Leadership Perspective
2018 (English)In: ICICTE 2018 Proceedings, 2018, p. 371-381Conference paper, Published paper (Other academic)
Abstract [en]

This paper focuses on how school leaders understand digitalization and the digital competences needed for leading digitalization in Swedish schools. In this small study, 31 school leaders at the end of their studies in the Swedish national professional development program for school leaders answered a survey, mainly based on open questions, regarding professional development and leadership for digitalization. In the analysis, Dexter’s four categories of (a) setting the direction, (b) developing people, (c) developing the organization, and (d) developing teaching and learning, were used to bring order in the data. The results show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization.

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-34208 (URN)
Conference
International Conference on Information Communication Technologies in Education 2018, Chania, Crete, Greece, 5-7 July, 2018
Available from: 2018-08-06 Created: 2018-08-06 Last updated: 2018-08-06Bibliographically approved
Håkansson Lindqvist, M., Jaldemark, J. & Mozelius, P. (2018). Professional development as a collaborative endeavour of networked learning in higher educational settings: Dissemination of knowledge among teacher training professionals. In: Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T (Ed.), Proceedings of the Eleventh International Conference on Networked Learning 2018: . Paper presented at Networked Learning Conference 2018, Zagreb, Croatia, 14-16 May 2018.
Open this publication in new window or tab >>Professional development as a collaborative endeavour of networked learning in higher educational settings: Dissemination of knowledge among teacher training professionals
2018 (English)In: Proceedings of the Eleventh International Conference on Networked Learning 2018 / [ed] Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T, 2018Conference paper, Published paper (Refereed)
Abstract [en]

University teachers continue to strive to take up mobile and blended learning technologies in their teaching practices and universities continue to support this work through professional development courses for university teachers. At Mid Sweden University, two projects have recently been carried out with the objective to develop higher education practices supported by mobile and blended learning technologies in teaching in practice. Professional development for university teachers was expected take place using an iterative design comprising five features: participating in a competence development course, planning trials, conducting trials, evaluating teaching and participating in a pedagogical seminar. In this paper, the preliminary results of the final interviews with 12 teacher educators will be presented. The interviews were carried out to explore beliefs regarding changes in teaching practices, following the completion of teacher professional development project. The results showed that the teacher educators in this study experienced change in the use of mobile and blended learning in their teaching through dialogue, collaboration, dissemination and networked learning. Three themes were identified. The first theme was collaboration. Here, the teacher educators expressed beliefs which could be related to collaboration for learning to use mobile and blended learning technologies in their teaching, supporting conditions for networked learning. This involved working and planning new technologies in new courses together. In the second theme, sharing is caring, the teachers in the study expressed helping each other out and supporting each other in the work to learn and use new technologies in their teaching. Support through pep talks and taking on learning new technologies as a group was one example of gaining knowledge about new technologies. In the third and final theme, the teacher educators’ expressed beliefs regarding dissemination as a way to share knowledge and experiences. Beliefs expressed here included learning through seeing what others were working with and exchanging knowledge. The teacher educators’ in this study also expressed the need for continued learning through collaboration and dissemination, as networked learning in their community of practice. How universities continue to provide professional development to support teachers’ continued work together in communities of practice through networked learning will be of importance. These efforts in professional development will provide possibilities to push forward change in teachers’ use of mobile and blended learning in their teaching practices.

Series
Proceedings of the International Conference on Networked Learning ; 11
Keywords
teacher professional development, blended learning, collaborative learning, community of practice, higher education, mobile learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-33660 (URN)978-1-86220-337-2 (ISBN)
Conference
Networked Learning Conference 2018, Zagreb, Croatia, 14-16 May 2018
Available from: 2018-05-23 Created: 2018-05-23 Last updated: 2018-08-06Bibliographically approved
Håkansson Lindqvist, M. (2018). Reconstructing the doctoral publishing process. Exploring the liminal space. Higher Education Research and Development, 37(7), 1395-1408
Open this publication in new window or tab >>Reconstructing the doctoral publishing process. Exploring the liminal space
2018 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, no 7, p. 1395-1408Article in journal (Refereed) Published
Abstract [en]

An increasing number of professionals take on doctoral studies in order to advance their professional knowledge and develop their practice in line with academic practice. Many choose a thesis by publication. Using a mixed method approach, including data from the publishing process and autoethnographic narrative, this article explores one case of the publishing process for a professional doctoral student. The results show that the doctoral process when reconstructed is an overlapping process in which the professional combines academic and professional skills, moving from a professional doing research to a professional researcher. This space can be understood as a transformative or liminal space of creative opportunities in line with Van Gennep’s thoughts regarding rites of passage and liminal space. It is concluded that awareness of the doctoral publishing process may facilitate this process for doctoral students as well as supervisors.

Keywords
Doctoral students, doctoral education, thesis by publication
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-34209 (URN)10.1080/07294360.2018.1483323 (DOI)000447812600006 ()2-s2.0-85048372280 (Scopus ID)
Available from: 2018-08-06 Created: 2018-08-06 Last updated: 2019-03-27Bibliographically approved
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