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Håkansson Lindqvist, Marcia
Publications (10 of 27) 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. (2019). Digital technologies in preschool: Teacher work teams’ use of shared active board. In: Evangeline M. Varonis (Ed.), Proceedings of the International Conference on Information Communication Technologies in Education: . Paper presented at International Conference on Information Communication Technologies in Education (ICICTE 2019), Chania, Crete, Greece, 4-6 July, 2019 (pp. 132-143).
Open this publication in new window or tab >>Digital technologies in preschool: Teacher work teams’ use of shared active board
2019 (English)In: Proceedings of the International Conference on Information Communication Technologies in Education / [ed] Evangeline M. Varonis, 2019, p. 132-143Conference paper, Published paper (Other academic)
Abstract [en]

This paper explores the possibilities and challenges related to the use of SharedActive Screen (SAS), from the preschool teacher work team perspective. Usinglearning reflections, seven work teams reflected upon the possibilities andchallenges related to the use of SASs. The work teams saw challenges related toaccessibility, time and professional development. Possibilities were the use ofSASs in curriculum-based teaching activities and involving the children incollaborative learning activities. How preschool teacher work teams develop theuse of SASs over time in their teaching activities with preschool children will beimportant for supporting children’s learning with digital technologies.

National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-37526 (URN)
Conference
International Conference on Information Communication Technologies in Education (ICICTE 2019), Chania, Crete, Greece, 4-6 July, 2019
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-14Bibliographically 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: 2019-10-28Bibliographically 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). School leaders' texts on school development projects: Exploring prevailing issues. In: : . Paper presented at World Education Leadership Symposium (WELS), PH Zug, Switzerland, 25-27 September, 2019..
Open this publication in new window or tab >>School leaders' texts on school development projects: Exploring prevailing issues
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

School leaders continue to develop their practices through educational leadership and professional learning in schools as organizations. This proposed paper explores texts (N=35) on development projects written by school leaders in the final stage of their work in the Swedish National School Leaders’ Training Programme. Preliminary results of the text analysis show that school leaders have chosen to study own leadership in areas such as support for students with special needs, projects and activities to promote teachers’ professional development, policy documentation and analysis, and digitalization. These results paint a picture of prevailing issues for school leaders at present. These insights may be of importance when striving to create a stronger link between practice and research in training and professional development for school leaders in the future.

National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-37527 (URN)
Conference
World Education Leadership Symposium (WELS), PH Zug, Switzerland, 25-27 September, 2019.
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-14Bibliographically 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
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