ICT in Swedish Schools 1984 - 2004: How computers work in the teachers- world

Jedeskog, Gunilla

doi:10.7577/seminar.2511

Cited by 4 publications

(1 citation statement)

References 7 publications

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“…The National Program for ICT in Schools, ITiS, was initiated in 1998 by the government and was conducted from 1999 to 2002 (Jedeskog, 2005). The program was built on prior programs of TPD using ICT.…”

Section: The National Program For Ict In Schools (Itis) 1999-2002mentioning

confidence: 99%

A Decade Later

Lindberg

Sahlin

2012

International Journal of Cyber Ethics in Education

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Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

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Section: The National Program For Ict In Schools (Itis) 1999-2002mentioning

confidence: 99%

A Decade Later

Lindberg

Sahlin

2012

International Journal of Cyber Ethics in Education

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Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist

Lindqvist

2020

Mind, Culture, and Activity

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The use of digital technologies continues to increase in classrooms. For teachers, this involves an increased focus on the task design process for supporting student outcomes when using these technologies. Using the Activity Theory based Evaluation Version of the Activity Checklist as a theoretical framework, this paper explores an exemplary case of the use of the Activity Checklist through the analysis of a classroom task from the perspective of the teacher task design process. The results showed that the Activity Checklist as a framework was fruitful to capture and study the teacher design process as activities, illustrating important aspects in designing tasks for student work. It is concluded that the use of the Activity Checklist may support teachers' task design processes for motivating and supporting student outcomes related to the use of digital technologies. Further, the use of Activity Checklist can help to identify potential issues in the task design process from the teacher perspective, improve practitioners' work and in turn provide guiding principles for educational development.

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Various Factors that Influence the Successful Implementation of School Digitalization Policies

Nurkolis,

Muhdi,

Maryant

et al. 2024

KSS

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School digitalization in Indonesia has been widely implemented in line with the 2020/2021 education transformation policy. Various factors are thought to support the success of digitizing the learning process, school management, and how people work in schools. This research aims to determine various factors that positively influence the successful implementation of school digitalization at Junior High Schools (SMP) and Madrasah Tsanawiyah (MTs). This research uses a quantitative cause-and-effect approach with a questionnaire distributed online. The research was conducted in semester 1 of 2023 with 1088 respondents. Data processing was done using non-parametric Mann-Whitney and Kruskal-Wallis statistics for normal distribution. The research results that consistently show a positive and significant influence are differences in regions and respondent positions. Factors not influencing school digitalization are gender and type of school. Inconsistently influential factors are the respondent’s age, type of school transformation intervention, and school status. Regional differences, which indicate differences in school digitalization policies by local education leaders, positively influence the success of school digitalization. Likewise, the stronger a person’s position in a school in pushing policy, the greater the influence on the quality of school digitalization. Thus, the two factors, namely a person’s position and regional differences, indicating differences in leadership, are recommended to be strengthened to increase the success of implementing school digitalization policies. Keywords: educational transformation, digitalization of learning’ digitalization of management, digitalization of ways of working

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ICT in Swedish Schools 1984 - 2004: How computers work in the teachers- world

Cited by 4 publications

References 7 publications

A Decade Later

A Decade Later

Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist

Various Factors that Influence the Successful Implementation of School Digitalization Policies

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