Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept

Abstract

As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change and transformation in different stages and several organizational levels. Based on cultural-historical activity theory and the concept of levels of learning, this study will elaborate on the concept of digitalization as well as how schools are dealing with digital and educational change. Two schools known for their large-scale digitalization processes are analyzed. In the analysis, it is indicated that the object of digitalization harbors an idea that influence how digitalization is planned for and enacted within the school organization. How schools conceptualized-what is theoretically and practically meant by digitalization-influence how they plan their budget, professional development, and organizational change. With this backdrop, it is a concluded need for explicit discussions and conceptual clarifications on what digitalization is and what it involves in different school contexts.

Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

“…This ranges from ensuring that the students have an adequate digital technology literacy and infrastructures (IEEE, 2020a ), to the effective delivery of online instructions and management of unforeseen clashes or events within the different learning platforms (Bao, 2020 ). Moreover, in the current wave and aftermath of the Covid-19, the rapid growth and enhanced access to information and communication technologies have never been more than ever affirmed to pose new possibilities towards teaching and learning in the diaspora (de Souza Rodrigues et al, 2020 ; Pettersson, 2020 ; Tzanavaris et al, 2020 ).…”

“…They mention that innovative solutions for the sponsors (e.g., the HEIs) that focus on using the aforementioned technologies could help bridge the educational gap for the stakeholders in question (teachers and students) during this unprecedented time of the Covid-19. Interestingly, Pettersson ( 2020 ) harbors the idea of how digitalization is planned for and enacted within educational settings. The author (Pettersson, 2020 ) argues that, for a broader perspective on the concept of digitalization, schools must embrace or deal with digital and educational change particularly when viewed as a process involving cultural-historical activity theory and transformation.…”

“…Interestingly, Pettersson ( 2020 ) harbors the idea of how digitalization is planned for and enacted within educational settings. The author (Pettersson, 2020 ) argues that, for a broader perspective on the concept of digitalization, schools must embrace or deal with digital and educational change particularly when viewed as a process involving cultural-historical activity theory and transformation.…”

Promising Digital Schools: An Essential Need for an Educational Revolution

“…Schools' visions should believe in the wider role of digitalization for education in all-school sections without just focusing on attaining the modern technology tools for business processes. Digitalization that is not rooted in the digitalization strategic plan and methods developed by the policymakers/ educators to build a digital school can fail to transform practice and enhance students' learning (Pettersson, 2020). School administrators and teachers can support the development of a digital privacy policy for the school community, provide professional development about digital privacy and security, and monitor data access to protect the personal information of their learners, teachers, and other employees.…”

“…Thus, this interaction is vital to make the IT professionals aware of teachers' needs for effective implementation and to familiarize teachers with the potential of the available digital tools for best usage. Moreover, digitalization processes cannot be only limited to the implementation of digital technologies without pedagogical and organizational change (Pettersson, 2020). Educators play an essential role as adapters and implementers of digital learning materials (Yehya, 2019).…”