Digitalization and school leadership: on the complexity of leading for digitalization in school

Lindqvist, Marcia Håkansson; Pettersson, Fanny

doi:10.1108/ijilt-11-2018-0126

Cited by 62 publications

(50 citation statements)

References 23 publications

(44 reference statements)

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“…Research shows that digitalization is a complex process requiring large-scale transformative changes (Holmgren et al, 2017;Olofsson and Lindberg 2014;Zhang 2010), and with support from school organizations and leadership (Håkansson-Lindqvist and Pettersson 2019;Kafyulilo et al 2016). Zhang (2010) go on to say that for deep and sustainable change to be enacted, it must appear at all levels supported by comprehensive system thinking.…”

Section: Digitalization In Schoolmentioning

confidence: 99%

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

Pettersson

2020

Educ Inf Technol

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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.

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Section: Digitalization In Schoolmentioning

confidence: 99%

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

Pettersson

2020

Educ Inf Technol

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“…Today's schools are taking part in an ongoing digitalisation process (Håkansson-Lindqvist & Pettersson, 2019), and the COVID-19 pandemic, which began in early 2020, is most likely a catalyst in this digital development. Moreover, researchers anticipate that technology such as virtual reality, educational robots, and artificial intelligence will play significant roles in teaching and learning (Hrastinski et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Conditions for professional digital competence: the teacher educators’ view

2021

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This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digital competence (PDC) needed for their future working lives in a digitalised school. Using a purposive sampling approach, we used thematic coding to analyse 13 semistructured interviews with teacher educators representing 21 mandatory courses in educational science at one teacher education institution in Sweden. The findings cover aspects of the teacher educators' PDC, how to act as a digital role model for the student teachers, support in educational policy and assignments, and the possibilities for participating in continuous professional development (CPD) in PDC. This study demonstrates an urgent need to improve conditions for successful fulfilment of teacher educators' dual didactical task. For example, TE policy requires a strong focus on digital technology and PDC. CPD activities should be easy to access in order for teacher educators to develop their PDC. Moreover, leaders at the organisational level in TE institutions should acknowledge and place higher value on teacher educators' work to digitalise educational practices.

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“…Because it will be related to the policy that will be taken by the principal as a leader in implementing the learning independency policy in schools. While as a manager, of course, with the learning independency policy, the principal was faced with his role in utilizing all resources in the school to support the policy including the empowerment of community participation in the school (Harsoyo, Astuti, & Rahayu, 2019;Lindqvist & Pettersson, 2019).…”

Section: The Principal's Efforts To Increase Community Participation mentioning

confidence: 99%

The Principals’ Efforts in Facilitating the Freedom to Learn by Enhancing Community Participation in Indonesia

Maisyaroh

Juharyanto

Bafadal

et al. 2021

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The latest ‘freedom to learn’ policy, issued by the Minister of Education and Culture of the Republic of Indonesia, must be implemented by educational institutions at various levels. The principals played significant roles such as community empowerment to utilize all resources in the schools to support the policy. The research aimed to describe the principals’ efforts in improving community participation in the school and to describe the social involvement in facilitating the freedom to learn at schools. This study employed a qualitative approach with a multi-case research design, and it was conducted in Indonesia, particularly in Tana Tidung Regency in North Kalimantan, Bondowoso Regency in East Java, and Malang City in East Java. The data collection techniques included in-depth interviews and document studies, and to validate the data used a credibility technique. The data validation through the credibility technique was carried out by conducting triangulation, checking members, and improving the persistence and adequacy of reference materials. The cross-case data analysis in this study applied a constant comparative method. The analysis was conducted in all three cases resulted in the provisional findings, continued by data comparison that would later be found by the three cases. The results of this research were the principals’ efforts in enhancing community participation through cooperation with several related parties. The principals were regarded as role models in supporting the ‘freedom to learn’ policy and building cooperation with related partners. The kind of community participation varied based on the uniqueness of each region.

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Digitalization and school leadership: on the complexity of leading for digitalization in school

Cited by 62 publications

References 23 publications

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

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

Conditions for professional digital competence: the teacher educators’ view

The Principals’ Efforts in Facilitating the Freedom to Learn by Enhancing Community Participation in Indonesia

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