Information and Communication Technology Policy in Primary and Secondary Education in Europe

Ottestad, Geir; Guðmundsdóttir, Gréta Björk

doi:10.1007/978-3-319-53803-7_92-1

Cited by 21 publications

(22 citation statements)

References 10 publications

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“…But as Hadziristic (2017, p. 13) argues in her overview of the development: "[there] is no single measure of digital literacy, and large studies like the OECD's PIAAC are imperfect indicators of the same." Ottestad and Gudmundsdottir (2018) write that the early phases of ICT integration and digital literacy in education often focused on tool-related skills taught within a single subject. With the advent of the Internet in the early 1990s, however, national governments began to develop policies for ICT as a tool for expanding learning (BECTA, 1998;Plomp, Anderson, Law, & Quale, 2009), i.e.…”

Section: Perspectives On Digital Literacies: From Skills Towards Transformative Practicesmentioning

confidence: 99%

Expanding and Embedding Digital Literacies: Transformative Agency in Education

Lund

Furberg

Guðmundsdóttir

2019

MaC

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Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transformative enactment of digital literacies. Our analytic focus is on how agents turn to digital (and other) resources when faced with problems in order to make them manageable. We conceptualize this notion of digital literacies by drawing on the Vygotskian principle of double stimulation. To demonstrate how agentic and transformative literacies appear in technology-rich learning environments, we make use of an empirical setting in which lower secondary school students and their teacher face a conundrum in a science project. We use this case as an empirical carrier of the conceptual and analytical framework employed. The analysis shows how the teacher enacts digital literacies in the design and orchestration of student activities in technology-rich learning environments where unforeseen issues occur, and how the collaborating students enact digital literacies by drawing on resources that enable them to resolve their insufficient understanding of a problem to reach insights that are shared with their peers.

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Section: Perspectives On Digital Literacies: From Skills Towards Transformative Practicesmentioning

confidence: 99%

Expanding and Embedding Digital Literacies: Transformative Agency in Education

Lund

Furberg

Guðmundsdóttir

2019

MaC

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“…Most Swedish studies indicate that the municipalities support teachers with good access to digital tools and have done one-to-one investments (Bergström et al , 2019; Ottestad and Gudmundsdottir, 2018). Nevertheless, Heintz et al (2017) discuss that teachers need additional support for the digitalization.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thereby, they can try to install software, which is otherwise limited by IT departments. Ottestad and Gudmundsdottir (2018) emphasize that the teachers' need for training and competence is a much more critical issue in Sweden, compared to access to digital tools and networks. Teachers' knowledge needs must be understood concerning an organizational context (Genlott et al , 2019; Fransson et al , 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The principals' leadership has been proven to directly impact whether the Swedish teachers' integration of digital tools will be successful. Thus, their support plays an essential role in the digitalization process (Eriksson, et al , 2018; Genlott et al , 2019: Ottestad and Gudmundsdottir, 2018; Bergström et al , 2019). For example, principles need to support teachers' development (Heintz et al , 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

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Teachers calling for organizational support to digitalize teaching

Lindell

2020

IJILT

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PurposeThe digitalization of society places new demands on education. It is apparent since most countries have introduced curricula requirements to digitalize teaching. This study examines the organizational support teachers need to digitalize teaching. The study is being conducted in Sweden because they have experienced challenges with the introduction of new national digitalization requirements. Thus, this study explores the following research question: What organizational support do Swedish teachers describe they need to meet the curriculum requirements for digitalization?Design/methodology/approachCultural–historical activity theory and qualitative methods have been used to explore the research aim and answer the question.FindingsThe results show that teachers need organizational support to gain equal and easy access to digital tools. Moreover, digital tools in an organization must be relevantly related to the requirements. Teachers also need support to increase their knowledge as well as the knowledge of the students. Also, organizations must support teachers by distributing the work of digitalization clearly and reasonably. These results, thus, show that teachers cannot be solely responsible for meeting these curriculum requirements. They need organizational support in the process.Originality/valueThe study reveals teachers' recurring problems concerning digitalized education and their need for organizational support. Thereby, the knowledge can be used to avoid similar problems, in organizations on different society levels. This contribution is useful for organizations, politicians, school leaders, principals and teachers who are introducing 1:1 and new curriculum requirements for digitalization of education.

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“…In the US, for example, the growth of the CSforAll initiative attests to its interest (see: https://www.csforall.org/). Similarly, within a European context Ottestad and Gudmundsdottir (2018) observed that 15 countries (Austria, Bulgaria, the Czech Republic, Denmark, England, Estonia, France, Hungary, Ireland, Lithuania, Malta, Poland, Portugal, Slovakia and Spain) had included computer programming or coding as part of their national or local curricula. While CS has had a long history in secondary schools in some jurisdictions (Keane & McInerney, 2017), the current interest has a considerably broader base of support driven by economic, societal, educational and vocational rationales.…”

Section: Introductionmentioning

confidence: 99%

Curricular responses to Computer Science provision in schools: current provision and alternative possibilities

McGarr

Johnston

2020

The Curriculum Journal

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This paper explores the rationales underpinning the introduction of Computer Science (CS) into school curricula and examines the ways in which educational systems have responded to these growing calls. In outlining the possible ways that educational systems can respond to this demand, the paper makes use of a conceptual framework through which the various possibilities for the provision of CS in school curricula can be categorised. The paper analyses and discusses possible modes of provision identifying the benefits and drawbacks of different approaches. Through this development, the paper aims to raise wider questions about the long‐term positioning of CS within the curriculum and draws particular attention to the need for greater consideration of provision at lower secondary level.

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Information and Communication Technology Policy in Primary and Secondary Education in Europe

Cited by 21 publications

References 10 publications

Expanding and Embedding Digital Literacies: Transformative Agency in Education

Expanding and Embedding Digital Literacies: Transformative Agency in Education

Teachers calling for organizational support to digitalize teaching

Curricular responses to Computer Science provision in schools: current provision and alternative possibilities

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