Fjärrundervisning - en central del i skolans digitalisering

Abstract

I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.

In Need of Development, Learning and Research?

“…This correlates with the fact that digital technology was used primarily to facilitate administrative routines and for information retrieval and communication; that is, digital technology was used to facilitate daily routines at the individual level and used to a lesser extent to develop the school as a whole (cf. From et al, 2020;Islam & Grönlund 2016;Lund & Aagaard, 2020). This can also be referred to as lower levels of learning or development and digitalization, often referred to as the large-scale infusion of digital technologies-hardware, software, and digital infrastructure-into school systems (cf.…”

“…As Lund and Aagaard (2020) discussed, digital technologies can be more than just tools and can "come with the potential of transforming the cultures they are introduced into, not by their inherent qualities or features but as a result of the interplay between artifacts and humans' capacity for transformative agency" (p. 59). This means that technologies can support daily teaching and learning practices in schools and, in some cases, can change previous practices into new ones (Aagaard & Lund, 2020;From et al, 2020;Islam & Grönlund 2016). This process has been referred to as an epistemic, behavioral, or organizational change in schools and education, with digitalization being conceptualized as having an inherent transformational agency that changes the way people learn and develop (Aagard & Lund, 2020;Pettersson, 2021;Siljebo, 2020).…”

A Theoretical Framework for Synchronous Remote Teaching?

“…From the 1970s onwards, urbanization has caused extensive closures of schools in sparsely populated areas, which challenged the rule of vicinity to the primary school. Later, in 2011, the difficulty of finding qualified teachers for all students increased because the government introduced a requirement for licensed teachers (From et al, 2020;Pettersson & Hjelm, 2020, cf. SFS 2011.…”

“…Digitization in schools has provided the means to develop this teaching practice in Sweden (From et al, 2020), where the goal for schools can be seen as providing accessible and equivalent education regardless of where one lives (Stenman & Pettersson, 2020). 1 Given the spatial separation between the teacher and students, the digitally mediated teaching, and the presence of an on-site facilitator in the physical classroom, remote teaching challenges the pedagogical thinking formed in relation to traditional teaching.…”

Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12

“…Except from these sudden and extraordinary occurrences, there are historical, societal, and regional changes that require innovative and flexible digital solutions (From, Pettersson & Pettersson, 2020;Stenman & Pettersson, 2020). As already expressed by Lindfors and Pettersson (2021), before Covid-19, challenges of urbanization such as a lack of qualified teachers, diminishing birth rates, and difficulties in filling classrooms are such examples that "have forced digital and educational development, often led, innovated, and accelerated in rural areas" (p. 250).…”