Cloud computing: The beliefs and perceptions of Swedish school principals

Lim, Nena; Grönlund, Åke; Andersson, Annika

doi:10.1016/j.compedu.2015.01.009

Cited by 40 publications

(28 citation statements)

References 45 publications

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Section: Discussionmentioning

confidence: 90%

“…This observation can further be confirmed by the results of a study of Swedish principals' perceptions of cloud computing. The benefits were high compared to the obstacles (Lim, et al, 2015).The affordances discussed here are not specific to GAFE or other cloud services. Gulliksen, et al (2003) and Nolin and Byström (2010) have identified problems involving the implementation of IT solutions.…”

mentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

“…Studies of perceptions of cloud computing in education are rare, especially studies that concern other levels than higher education. One exception is Lim, et al (2015), who investigate Swedish principals' perceptions of cloud computing.GAFE is a prominent example of the broad array of IT grouped under the umbrella concept of cloud computing. Cloud computing is characterized by Internet-based delivery of software, platform and infrastructure services.…”

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confidence: 99%

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Pupils in the clouds: Implementation of Google Apps for Education

Lindh¹,

Nolin²,

Hedvall³

2016

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The study focuses on the implications of affordances identified in Google Apps for Education (GAFE), by strategic staff within a Swedish school organisation, with responsibility for schools in around 30 municipalities. A complex picture emerged, where GAFE was perceived both as a neutral, well-functioning tool and as a means of educating in partly new ways. Furthermore, the study shows that GAFE, despite its characteristic of being a non-generative appliance, still can be used in creative ways. The implementation of cloud technology, such as GAFE, endorses a tunnel-vision affordance that downgrades more nuanced perceptions of the different technological, economical, and ethical aspects of the technology. Studying GAFE, different tensions of power emerge: Google vs. the school, IT professionals vs. teachers, management vs. teachers, teachers vs. pupils, Google vs. pupils. Contents1. Introduction 2. Cloud computing as non-generative appliances 3. Method 4. Considerations before implementation 5. Implementation of GAFE 6. The affordances of GAFE 7. Discussion 8. Conclusion IntroductionWild technology tends to be domesticated relatively quickly, and tamed into everyday objects (Haddon, 2006). Domestication leads to technology being taken for granted. Indeed, information technology (IT) usually evolves into unexciting artefacts for routine everyday usage. In modern society, IT has become crucial at home, at work and in schools. Through the introduction of cloud computing the taken for grantedness of, and dependence on, IT seems even greater than ever before. Google Apps for Education (GAFE) is currently being introduced in Swedish schools (the national context of this study) and is successively becoming an accepted generic information technology -a tamed everyday object. This paper investigates how one particular school organisation implements this standard cloud software in their educational settings.Building on constructivist studies of technology and organisation, this article is concerned with GAFE as a generic bundle of IT tools in schools. Constructivist studies tend to draw complex, messy sketches of how technology is developed, negotiated and used within different settings. Technology is seen as co-constructed, rather than following a predestined trajectory. Technologies are not viewed as independent phenomena; rather, they are embedded in their social contexts (Williams and Edge, 1996).Furthermore, this paper is concerned with the issue of power, which has also been addressed within constructivist studies. Four clusters of power studies are possible to detect: 1) political power, 2) corporate power -often with a Marxist perspective, 3) code is law -i.e., power as encoded in the artefacts -and 4) power/knowledge -i.e., power encoded in organisational structures -in line with ideas developed by Foucault (1980). Recently we have seen an increasing number of studies on IT implementation and use within organisations, but this study addresses understandings of why the technology is implemented and how it is used -...

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Section: Discussionmentioning

confidence: 90%

mentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Pupils in the clouds: Implementation of Google Apps for Education

Lindh¹,

Nolin²,

Hedvall³

2016

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“…Learners are no longer constricted by time, place, and learning resources. As long as a computer is connected to the Internet, students can choose their learning time and learning content, and thus, self-learning becomes inevitable [8]. Online learning makes interactive cooperative learning a reality.…”

Section: Concept and Characteristics Of Online Learningmentioning

confidence: 99%

Exploration of An Open Online Learning Platform Based on Google Cloud Computing

Zhao¹,

Yang²,

Ma³

2017

Int. J. Emerg. Technol. Learn.

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Abstract-With the progress of society, traditional online learning platforms have demonstrated the uneven distribution of information resources, and teacher-student communication exhibits a certain delay. At present, cloud computing, which is a new product of information technology, has been favored in many areas because of its superior feedback mechanism and storage space. Therefore, to improve the integration of online learning information resources and facilitate interaction between teachers and students, we designed our own online learning system based on the Google cloud computing platform. We used Google's cloud computing platform and the Google App Engine to develop a unified and open online learning platform that is capable of storing large amounts of data, integrating considerable amounts of learning resources, and storing them on cloud. Through a test, we determined that the designed online learning platform for sharing information resources and integrating teacherstudent exchanges is highly beneficial. The platform helps the classroom learning atmosphere become active, and has a positive effect on teaching methods. The proposed platform can promote further development of online learning.

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For the Fun of IT– In Search for Sensemaking of Digitalization Training Program for Leaders in Schools and Pre-schools in Sweden

Wihlborg,

Spante

2024

Lecture Notes in Computer Science

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Cloud computing: The beliefs and perceptions of Swedish school principals

Cited by 40 publications

References 45 publications

Pupils in the clouds: Implementation of Google Apps for Education

Pupils in the clouds: Implementation of Google Apps for Education

Exploration of An Open Online Learning Platform Based on Google Cloud Computing

For the Fun of IT– In Search for Sensemaking of Digitalization Training Program for Leaders in Schools and Pre-schools in Sweden

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