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  • 1.
    Hansson, Anneli
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Arbete med skolutveckling - En potentiell gränszon mellan verksamheter?: Ett verksamhetsteoretiskt perspektiv på en svensk skolas arbete över tid med att verksamhetsintegrera IT2013Doctoral 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.

  • 2.
    Hansson, Anneli
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Expected to become digitally competent teachers: Challenges in the case of a Swedish lower secondary school, with an ambition for whole-school development2010Conference paper (Refereed)
  • 3.
    Hansson, Anneli
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Going Visible?: Teachers learning at work through the emerging use of wikis2011Conference paper (Refereed)
  • 4.
    Hansson, Anneli
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Three years from the top - The beginning of a professional, expanding learning journey?: European conference of Educational Research, 20092009Conference paper (Other academic)
  • 5.
    Hansson, Anneli
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    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.2014Conference paper (Refereed)
  • 6.
    Lindberg, J. Ola
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Fransson, Göran
    University of Gävle, Sweden.
    Hansson, Anneli
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Developing awareness of digital competence and skills through dialogue: a methodological reflection2017In: 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 (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.

  • 7. Lindblad, Sverker
    et al.
    Hansson, Anneli
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Mardones Hernández, Sandra
    Pérez Prieto, Héctor
    Skola utan lärare: Vad innebar lärarnas strejk för eleverna?1991In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 11, no 2, p. 99-113Article in journal (Refereed)
    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

  • 8. Lindblad, Sverker
    et al.
    Hansson, Anneli
    Mardones, Sandra
    Pérez Prieto, Héctor
    Karlstads universitet, Avdelningen för utbildningsvetenskap.
    Vad gjorde eleverna när lärarna strejkade?1990In: Locus, ISSN 1100-3197, Vol. 1990:2-3Article in journal (Other (popular science, discussion, etc.))
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