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  • 1.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Conditions for Teaching with Mobile Technology in the School Classroom2019In: 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)
  • 2.
    Håkansson Lindqvist, Marcia
    Umeå universitet, Pedagogiska institutionen.
    Conditions for Technology Enhanced Learning and Educational Change: a case study of a 1:1 initiative2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. In this thesis the uptake and use of digital technologies is studied from the student, teacher and school leader perspectives in order to through this gain knowledge regarding the conditions for Technology Enhanced Learning (TEL) and educational change in K-12 schools. In the Unos Umeå research project the uptake and use of digital technologies in two schools, an upper secondary school and a compulsory school, was studied. A research design involving a case study approach (Yin, 2003, 2009) was used to study a 1:1 initiative. The methods of data collection were surveys, interviews and classroom observations. To explore, identify and describe conditions for TEL and educational change the data collected were used to map the initial expectations regarding the uptake and use of digital technologies from the start of the initiative as well as to follow the development of teaching and learning activities related to the uptake and use of digital technologies in the 1:1 classroom over a period of two years. The Ecology of Resources Model (Luckin, 2010) was used as a theoretical framework including the use of the concept of filters. Regarding the conditions for TEL, the results show that the uptake and use of digital technologies provides 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 and follow-up of students and teachers, creating a unified vision of the work with digital technologies, and collaboration and sharing within the schools as an ecology of resources. The challenges seen from the student, teacher and school leader perspectives were related to use, technical support and optionality. If the possibilities are to be achieved, there is a need for continued professional development for teachers and school leaders. Further, clear directives through policy will be of importance. In the short term, the practical implications of the uptake and use of digital technologies, specifically in 1:1 initiatives, seem to be strongly connected to sustainability in schools. In the long term, if sustainable conditions for TEL and educational change in the 1:1 classroom can be created and upheld, the practical implications may for example be teachers’ improved skills to integrate a thought-through student use of laptops in their teaching practices and an increase in equality of digital competence between students, between schools and between classrooms in the same school.

  • 3.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Conditions for Technology Enhanced Learning and Educational Change: A case study of a 1:1 initiative2018Conference paper (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.

  • 4.
    Håkansson Lindqvist, Marcia
    Umeå universitet.
    Exploring Activities Regarding Technology-Enhanced Learning in a One-to-One Initiative2015In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 10, no 4, p. 227-245Article in journal (Refereed)
    Abstract [en]

    The uptake and use of digital technologies in the classroom was studied in Unos Umeå, a One-to-One (1:1) initiative between Umeå University and the municipality of Umeå in Sweden. The focus was set on teachers’ expectations and activities regarding Technology-Enhanced Learning (TEL). Possibilities and challenges in teachers’ activities were analyzed using the Ecology ofResources Model (Luckin, 2010). Creating collaborative learning environments, furthering teachers’ skills in Information and Communication Technology (ICT) and supporting laptop use will have implications for TEL.

  • 5.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Facilitating Pedagogical Digital Competence for Teachers: Exploring a project model for schools as organizations2017In: Proceedings of the Scottish Educational Research Association (SERA) Annual Conference 2017, 2017Conference paper (Refereed)
    Abstract [en]

    Facilitating the uptake and use of digital technologies for supporting teaching and learning activities is of importance in schools as organizations. This paper seeks to explore one model for increasing teachers’ practical and conceptual pedagogical digital competence through a school and university collaborative professional development project in pedagogical digital competence (PDC). The project took place in an independent upper secondary school in the north of Sweden over a period of six months. The data materials are comprised of a self-evaluation survey regarding pedagogical digital competence, built on the Technological Pedagogical and Content Knowledge (TPACK)-model, which was completed by the teachers upon the start of the project and at the completion of the project. Interviews were conducted regarding the possibilities and challenges related the project work with the school leader and the two lead teachers in charge of the project work. The findings showed that there appear to be effects related to increasing the uptake and use of digital technologies in teaching as well as in teachers’ pedagogical digital competence. These effects were reported on an interaction level such as teacher and student collaboration, at a course level including course design, and on an organizational level involving teacher collaboration. For facilitating the uptake and use of digital technologies in teaching and learning activities, this project as a model may be seen as one way to support teachers’ pedagogical digital competence, including practical skills, conceptual knowledge and awareness of course design.

  • 6.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Förutsättningar för teknikstött lärande. Ett 1:1 initiativ2017In: Book of Abstracts, NGL Next Generation Learning Conference, 2017Conference paper (Refereed)
    Abstract [sv]

    Användningen av digitala teknologier i klassrummet fortsätter att utvecklas och sker i många skolor i form av 1:1 eller en elev en dator. För att få insikt i hur elever, lärare och skolledare arbetade med användningen av digitala teknologier i klassrummet följde forskningsprojektet Unos Umeå ett 1:1 initiativ i två skolor under en period av tre år. Elevers och lärares arbete i det digitala klassrummet och skolledares arbete för att leda arbetet undersöktes i två klasser i en grundskola och två klasser i en gymnasieskola. Genom enkäter, intervjuer, fokusgruppsintervjuer och klassrumsobservationer studerades det praktiska arbetet i klassrummet och de möjligheter och utmaningar för teknikstött lärande från elev-, lärar- och rektorsperspektiven liksom för skolan som organisation.

    Som analysmodell användes Ecology of Resources (Luckin, 2010) för att identifiera och tydliggöra vilka utmaningar och möjligheter som fanns när det gällde att skapa förutsättningar för teknikstött lärande i det digitala klassrummet. Modellen placerar den som lär sig (learner) i fokus i mitten av modellen. I lärprocessen finns det resurser i form av Miljö (Environment), Kunskaper och färdigheter (Knowledge and Skills) och Människor och verktyg (Tools and people). Mellan den som lär sig och resurserna kan det finnas filtrar (filters) som gör att åtkomsten till resurserna begränsas. Genom att studera och identifiera filtrar kan aspekter som hindrar åtkomsten till resurserna åtgärdas via design.

    Resultaten av forskningsprojektets första tre faser visade att det fanns ett behov av kompetensutveckling på alla nivåer för att kunna skapa förutsättningar för teknikstött lärande för elever, lärare och skolledare. Ytterligare ett resultat var att det var stora skillnader mellan olika klassrum mellan de olika skolorna, men också inom samma skola. Det visade sig vara stor variationen mellan olika klassrum, vilket innebar att en del klassrum var väldigt digitaliserade medan det i andra klassrum var papper och penna som gällde. Andra utmaningar gällde frågor kring valfriheten i och ansvaret för användningen av digitala teknologier. Om möjligheterna med digitala tekniker ska uppnås och därmed förutsättningarna för teknikstött lärande och skolutveckling handlar det om att flytta fokus från teknologin till pedagogiken. Vidare verkar upptaget och användningen av digitala teknologier i lärande och undervisning i klassrummet ta tid.

    Syftet med presentationen är att redovisa resultaten av de tre första faserna av forskningsprojektet Unos Umeå. Med detta som bakgrund, kommer det pågående arbetet med projektets sista fas, fjärde fasen, och de preliminära resultaten ur elev-, lärar- och skolledarperspektiven att presenteras. Praktiska implikationer för teknikstött lärande i 1:1 klassrummet kommer att diskuteras.

  • 7.
    Håkansson Lindqvist, Marcia
    Umeå universitet.
    Gaining and Sustaining TEL in a 1:1 Laptop Initiative: Possibilities and Challenges for Teachers and Students2015In: Computers in The Schools, ISSN 0738-0569, E-ISSN 1528-7033, Vol. 32, no 1, p. 35-62Article in journal (Refereed)
    Abstract [en]

    The uptake and use of digital technologies is studied in Unos Umeå, a joint one-to-one (1:1) research project between Umeå University and the municipality of Umeå in Sweden. This article presents the results of the third phase of the classroom work with laptops. Using the ecology of resources model (Luckin, 2010), these possibilities and challenges can be interpreted as the manifestation of filters in the learning environment. Alleviating technical problems, targeting low student laptop use, teacher collaboration, and teacher professional development (TPD) may help teachers and students gain and sustain technology-enhanced learning (TEL) in this 1:1 initiative.

  • 8.
    Håkansson Lindqvist, Marcia
    Umeå universitet.
    Possibilities and challenges for TEL from a student perspective through the uptake and use of digital technologies in a 1:1 initiative2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4, article id 23223Article in journal (Refereed)
    Abstract [en]

    The uptake and use of digital technologies in the classroom is studied in Unos Umeå, a joint One-to-One (1:1) project between Umeå University and the Municipality of Umeå in Sweden. This paper presents the results of a survey completed by upper secondary students (N=923), focus group interviews (N=7) and classroom observations (N=22). Students see possibilities in accessing information, text skills, and work variation, while the challenges they see are difficulties in focusing on the task at hand, technical problems, and the lack of alignment between students’ and teachers’ skills in Information and Communication Technology (ICT). Using the Ecology of Resources Model (Luckin 2010), these challenges can be interpreted as the manifestation of filters in the learning environment. How collaborative learning environments are created, the lack of alignment between teachers’ and students’ ICT skills and how everyday use of computers in the classroom develops will hold implications for Technology Enhanced Learning (TEL) in the classroom.

  • 9.
    Håkansson Lindqvist, Marcia
    Umeå universitet.
    Possibilities and Challenges in a One-to-One Initiative from a School Leader Perspective2015In: Handbook of Research on Applied Learning Theory and Design in Modern Education / [ed] Elena A. Railean (European University of Moldova, Moldova), Gabriela Walker (University of South Dakota, USA), Atilla Elçi (Aksaray University, Turkey) and Liz Jackson (University of Hong Kong, Hong Kong), IGI Global, 2015, p. 270-291Chapter in book (Other academic)
  • 10.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Reconstructing the doctoral publishing process. Exploring the liminal space2018In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, no 7, p. 1395-1408Article in journal (Refereed)
    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.

  • 11.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    School leaders' practices for innovative use of digital technologies in schools2019In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 50, no 3, p. 1226-1240Article in journal (Refereed)
    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.

  • 12.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Talking about digital textbooks: The teacher perspective2019In: 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)
    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.

  • 13.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teaching With Digital Textbooks: Possibilities And Challenges From The Teacher Perspective2018In: ICICTE 2018 Proceedings, 2018, p. 77-87Conference paper (Other academic)
    Abstract [en]

    An increasing amount of students’ and teachers’ work in the classroom involves digital technologies such as tablets and laptop computers. In this preliminary study, the use of digital textbooks in the classroom is explored through interviews with two teachers at an independent upper secondary vocational school. Both teachers use digital textbooks in their teaching and express difficulties in having time to review digital textbooks and supporting student work in the classroom. At the same time, the teachers report possibilities to individualise learning activities for students, providing structure for students as well as increasing accessibility to the textbooks during non-school hours.

  • 14.
    Håkansson Lindqvist, Marcia
    Umeå universitet.
    The uptake and use of digital technologies in a 1:1 laptop initiative: Exploring the parent perspective2016In: Proceedings of Australian Association for Research in Education (AARE 2016) / [ed] Margaret Baguley, Australian Association for Research in Education (AARE) , 2016Conference paper (Refereed)
    Abstract [en]

    As digital technologies have spread rapidly through all parts of society, these technologies have been slower to gain foothold in schools. The uptake and use of digital technologies and the conditions for technology enhanced learning and school development were studied in the research project Unos Umeå, a joint One-to-One (1:1) research project between Umeå University and the municipality of Umeå in Sweden. In two schools, an upper-secondary school and a compulsory school, the work with digital technologies in practice in the classroom was studied for a period of three years from the student, teacher, school leader and school perspectives. This paper will provide further insight into this work, by providing the parent perspective of this 1:1 initiative. Using the Ecology of Resources Model (Luckin, 2010) for analysis, possibilities were seen in using the laptop as a pedagogical tool for structure and support in learning activities, responsibility for school work, and issues of digital equality. Challenges regarded increased laptop use, difficulties in monitoring schoolwork and students’ focus on schoolwork in the classroom environment. It is concluded that the parent perspective provides important insights for teachers and schools leaders which may help in supporting students’ learning through the use of digital technologies in the classroom.

  • 15.
    Håkansson Lindqvist, Marcia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Gustafsson, Maria
    Umeå University, Umeå.
    Gallego, Gisselle
    Umeå University, Umeå; The University of Notre Dame Australia, Sydney, Australia.
    Exploring physicians, nurses and ward-based pharmacists working relationships in a Swedish inpatient setting: a mixed methods study2019In: International Journal of Clinical Pharmacy, ISSN 2210-7703, E-ISSN 2210-7711, Vol. 41, no 3, p. 728-733Article in journal (Refereed)
    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.

  • 16.
    Håkansson Lindqvist, Marcia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Professional development as a collaborative endeavour of networked learning in higher educational settings: Dissemination of knowledge among teacher training professionals2018In: Proceedings of the Eleventh International Conference on Networked Learning 2018 / [ed] Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T, 2018Conference 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.

  • 17.
    Håkansson Lindqvist, Marcia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Pettersson, Fanny
    Umeå University, Umeå.
    Digitalization and school leadership: on the complexity of leading for digitalization in school2019In: 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)
    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.

  • 18.
    Håkansson Lindqvist, Marcia
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Pettersson, Fanny
    Umeå universitet.
    Leading For Digitalization: Exploring The Leadership Perspective2018In: ICICTE 2018 Proceedings, 2018, p. 371-381Conference 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.

  • 19.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Professional development with the help of mobile and blended learning: Teachers beliefs about changing higher education practices2017Conference paper (Refereed)
  • 20.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Teachers’ beliefs about professional development: Supporting emerging networked practices in higher education2019In: 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.

  • 21.
    Liljeström, Monica
    et al.
    Umeå universitet.
    Gu, Limin
    Umeå universitet.
    Holmgren, Robert
    Umeå universitet.
    Holmgren, Tomas
    Umeå universitet.
    Paulin, Hanna
    Umeå universitet.
    Råde, Anders
    Umeå universitet.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    How will they react if we make them talk?: Students’ experiences from learner-created video tasks in online university education in Sweden2017In: Proceedings of the International Conference on Information Communication Technologies in Education 2017, 2017, p. 318-328Conference paper (Other academic)
    Abstract [en]

    In focus in this paper are students’ views on their experiences of an educational design with oral assessment tasks supported by video technology in online university education in Sweden. Questions targeted how the students perceived the impact of oral tasks on their learning. The data were gathered through questionnaires, qualitative interviews and students’ self-reflection documents. Results indicate most students appreciated the oral assessments, and their descriptions of this learning experience indicate that the studied video-based task-design may enhance online students’ learning experiences.

  • 22.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers’ beliefs about professional development and the use of collaborative online tools in higher educational settings2018In: Proceedings of the 11th International Conference on Networked Learning 2018 / [ed] Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T, 2018, Vol. 11, p. 361-364Conference paper (Refereed)
    Abstract [en]

    Teaching in higher education beyond the boundaries of face-to-face education is an evolving practiceincluding the integration of various technologies to support collaboration between learners andteachers. From a historical perspective the integration of such technologies in this practice hasafforded different time- and location-related conditions for collaboration. This development hasbrought new conditions for the practice of teaching in higher education. From being a practice mainlylocated at the university, teaching is possible to occur elsewhere; e.g., on the move, or from the homesetting. It has paved the way to introduce so called blended learning practices of teaching in highereducation. Such practice has been an emerging trend in the 21st century with an overall impact on thedesign of university courses. Applications, devices and networks that initially were used inexperimental distance education have later become natural parts of mainstream education, withblended learning as a standard concept in higher education. The rich plethora of information andcommunication technologies applied as tools to mediate learning and support teaching have created aneed for teachers’ professional development. The aim of this study is to present and discuss universityteachers’ perceptions and beliefs about how the supplementary training should be organised. Datawere gathered by semi-structured interviews at a department for Computer and System Science whereall seven interviewees teach in blended synchronous educational settings. The empirical material wereanalysed inductively by applying a thematic analysis method. Findings show that all courses have abasic common toolbox as well as an extended specific toolbox that both are continuously changing.This can be stressful and the formal teacher professional development is far from satisfying. Teacherscope with problems by consulting the collegium, a peer group where colleagues share experiences andassist each other in problem solving. Despite the constant pressure many teachers have creative ideasfor a further development of the blended synchronous learning concept. Many of the teachers in thisstudy see the continual attempts to implement these tools and experimenting with these tools in theirteaching as possibilities in their teaching as well as a source of professional development.

  • 23.
    Olofsson, Anders D.
    et al.
    Umeå universitet.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education. Umeå universitet.
    Lindberg, J. Ola
    Umeå universitet.
    From, J.
    Umeå universitet.
    Stödberg, U.
    Umeå universitet.
    Holmgren, T.
    Umeå universitet.
    Pedagogical digital competence for police teachers in relation to distance-based police education2017In: INTED2017 Proceedings, IATED , 2017, p. 4219-4227Conference paper (Refereed)
    Abstract [en]

    Academisation and digitalisation are two processes functioning as catalysts for the changes vocational programs in higher education are undergoing. In this paper, a distance-based police education to be launched during spring 2017 in a Swedish university is studied as an example of one such program. In specific, the focus in this paper is a professional development course on pedagogical digital competence (PDC) which 18 police teachers working at the program participated in. The course contained both conceptual (know-why) knowledge and practical (know-how) knowledge about teaching and learning in a distance context. Results from a survey, building on the Technological Pedagogical and Content Knowledge (TPACK)-model, taken before and after the course show tendencies that the police teachers had developed their PDC, especially their technological content knowledge (TCK).

  • 24.
    Stödberg, Ulf
    et al.
    Umeå universitet.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Municipal implementation of a new learning management system in K-12 schools: The teacher perspective2017In: Proceedings of the International Conference on Information Communication Technologies in Education 2017, 2017, p. 33-42Conference paper (Other academic)
    Abstract [en]

    Municipalities continue to seek ways to enhance communication, information and documentation for teachers, students and parents through the implementation of learning management systems in schools. In this paper, the launch of a system for K-12 schools in a municipality in Sweden is studied from the teacher perspective. Survey comments submitted by the teachers (N=470) were analysed using a modified version of Koole’s (2011) Framework for the Rational Analysis of Mobile Education. The findings show possibilities such as communication and documentation, as well as challenges related to usability, access and resistance. Lessons learned regarding the implementation of the system are presented.

  • 25.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Design of Active Learning Spaces for Blended Learning Groups - the Teacher Perspective2017In: International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017 / [ed] Langley, D., Baepler, P., & Wright, R., University of Minnesota Press, 2017Conference paper (Refereed)
    Abstract [en]

    The use of blended learning environments in higher education has rapidly increased in the 21st century, but if the term also should include blended student groups there is a need for redesign of existing learning spaces. Today many universities give courses and programmes for a mix of campus students and distance participants. There are several research studies reporting on the benefits of blended learning environments for universities and students, while there are less reports on the teacher view of blended learning design.

    This study has the aim to describe, evaluate and discuss the design of selected active learning spaces from a teacher perspective. The main research question to answer is: “How should the new learning spaces be designed to support a student centred instructional design for blended student groups?”.   The overall research strategy was a case study gathering data in a mix of observations, semi-structured interviews and document studies.

    Findings indicate that the new design of classrooms and lecture halls is a step in the right direction opening up new possibilities for active learning. However, there still exist needs for further refinement and teacher training.

1 - 25 of 25
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