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School organisers' expression on the expansion of the access and application of digital technologies in educational systems
Mid Sweden University, Faculty of Human Sciences, Department of Education.ORCID iD: 0000-0003-1926-0104
2023 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 40, no 1, p. 73-83Article in journal (Refereed) Published
Abstract [en]

Purpose This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people's lives. Schools have an important task: to prepare young people for a future permeated by digital technology. Design/methodology/approach Participant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system. Findings The findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system. Practical implications School organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities. Originality/value This paper contributes knowledge about school organisers' work to expand the access and application of digital technologies in the educational system.

Place, publisher, year, edition, pages
2023. Vol. 40, no 1, p. 73-83
Keywords [en]
Challenge, Digital competence, Digital technology, Opportunity, School organiser
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:miun:diva-46078DOI: 10.1108/IJILT-03-2022-0070ISI: 000850770100001Scopus ID: 2-s2.0-85137415552OAI: oai:DiVA.org:miun-46078DiVA, id: diva2:1696326
Available from: 2022-09-16 Created: 2022-09-16 Last updated: 2024-02-01Bibliographically approved
In thesis
1. Leadership in digitalisation: A practice-oriented approach for expanding access and application of digital technologies in K–12 education
Open this publication in new window or tab >>Leadership in digitalisation: A practice-oriented approach for expanding access and application of digital technologies in K–12 education
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to identify, describe, and analyse practices in school organisers’ and school leaders’ collaborative efforts to expand access to and application of digital technologies in K–12 education from a leadership perspective. A practice-oriented approach has been used to analyse practices for expanding this access and application. This approach facilitates a deeper understanding of the actual occurrences in municipalities when it comes to the expansion of digital technologies in their schools. The thesis employs the theory of practice architecture as an analytical tool to investigate the expansion of digital technologies in K–12 education from leaders’ perspectives. The research took place in three Swedish municipalities. The data comes from document analysis, participant observations, interviews, and surveys. The thesis comprises four articles, each contributing valuable insights into digitalisation in K–12 education, with the first two focussing on the perspectives of school organisers and school leaders, the third emphasising the expansion of digital technologies, and the last exploring the perceptions of school organisers and school leaders regarding the expansion of digital technologies in K–12 education. School organisers underlined the importance of schools gaining access to digital technologies that are not only usable but also well suited for their intended purposes. At the same time, school leaders explained that the misapplication of digital technologies in K–12 education may generate negative effects. For example, nonuser-friendly interfaces in software may increase users’ workloads and reduce teachers' motivation to use digital technologies in teaching due to a lack of support and digital competence. The school leaders highlighted that their collaboration with the school organiser and IT department has been successful in recent years. At the same time, they pointed out that the reduced number of staff at strategic and operational levels has created challenges in maintaining a productive dialogue with school organisers, consequently impacting digitalisation in schools. School organisers highlighted that leadership for expanding digital technologies in K–12 education should include a complete understanding of what digitalisation entails, which is vital to digital expansion and enhancing teaching quality. At the same time, they pointed out that school leaders need to prioritise their time and that digitalisation leadership training might not be the highest prioritisation in K–12 education. The results have implications for K–12 education leaders striving to expand digital technologies in their schools.

Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2024. p. 146
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 402
Keywords
Collaboration, digitalisation, digital competence, digital technology, K–12 education, leader, leadership, practice, schools
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-50332 (URN)978-91-89786-48-6 (ISBN)
Public defence
2024-02-23, Fälldinsalen, Holmgatan 10, Sundsvall, 13:15 (Swedish)
Opponent
Supervisors
Note

Vid tidpunkten för framläggandet av avhandlingen var följande delarbeten opublicerade: delarbete 3 och 4 inskickade.

At the time of the PhD defence the following papers were unpublished: paper 3 and 4 submitted.

Available from: 2024-02-01 Created: 2024-02-01 Last updated: 2024-06-28Bibliographically approved

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Reis-Andersson, Jussara

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