Learning to Teach in a Remote School Context: Exploring the Organisation of Teachers’ Professional Development of Digital Competence Through Networked Learning

Pettersson, Fanny; Olofsson, Anders

doi:10.1007/978-3-030-18030-0_10

Cited by 8 publications

(20 citation statements)

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“…Bulfin et al 2016;Lantz-Andersson et al 2017;Krumsvik 2008Krumsvik , 2014Sipilä 2014;Willermark 2018) and (c) the degree of readiness at an organisational level for the digitalised school (cf. From 2017; Pettersson and Olofsson 2019). Acknowledging these challenges, as well as those related to turning expectations and goals formulated at a policy level into school-based teaching and learning activities (cf.…”

Section: Discussionmentioning

confidence: 99%

“…In another literature review, Pettersson (2017) describes that teachers' digital competence is not only something for the individual teacher to take responsibility for, but should be seen as part of a school's digitalisation process (cf. Fransson et al 2019;Pettersson et al 2019). Pettersson's (2017) conclusion finds resonance in From's (2017) work and his argumentation for "pedagogical digital competence" (PDC) in educational contexts and activities.…”

Section: Introductionmentioning

confidence: 99%

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A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

Olofsson

Fransson

Lindberg

2019

Educational Studies

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

Olofsson

Fransson

Lindberg

2019

Educational Studies

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“…Inom ramen för skolans digitalisering finns dock exempel där skolans utvecklingsbehov drivit på integreringen av IKT med mer djupgående och långvariga förändringar i den pedagogiska och organisatoriska praktiken (Pettersson, 2018b). Fjärrundervisning utgör ett sådant exempel (From & Pettersson, 2018;Pettersson, 2018a;Pettersson & Olofsson, 2019). Kunskap om fjärrundervisningens utveckling i Sverige, samt hur pedagogiska och organisatoriska utvecklingsprocesser kan analyseras och förstås i relation till den pågående digitaliseringsprocessen i svensk skola är dock ej så utvecklad.…”

Section: Inledningunclassified

“…av att ge elever och lärare likvärdiga förutsättningar oavsett skolans geografiska placering (Pettersson, 2009). Fjärrundervisning är ett sådant exempel, där en ny undervisningsform kräver omfattande digitalisering men också ett pedagogiskt och organisatoriskt utvecklingsarbete (From & Pettersson, 2018;Pettersson, 2018a;Pettersson & Olofsson, 2019), inte minst utveckling av nya arbetssätt och metoder för att kunna planera, genomföra och utvärdera undervisningsformen (Häll, Hällgren & Söderström 2007;Millet, 2012;Xiong, Ge, Wang & Wang, 2016).…”

Section: Skolans Digitaliseringunclassified

“…Dessa svårigheter har i sin tur inskränkt på elevers rätt till undervisning av behöriga lärare, kanske främst i glesbygdsskolor och i specifika ämnen som minoritetsspråk eller elever i behov av extra stöd genom specialpedagogisk verksamhet (Pettersson, 2017). Denna problematik har varit påtaglig under lång tid, och lika länge har fjärrundervisning setts som en möjlighet att hantera lärarbrist och långa avstånd mellan skolor (jfr Häll, Hällgren & Söderström, 2007;From & Pettersson, 2018;Pettersson, 2017;Pettersson & Olofsson, 2019).…”

Section: Skolans Digitaliseringunclassified

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Fjärrundervisning - en central del i skolans digitalisering

From

Pettersson

2020

pfs

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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.

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Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching

Stenman¹,

Pettersson²

2020

IJILT

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PurposeThe aim of this study is to explore equality and inclusion as an aspect of remote teaching in rural areas. Moreover, the aim is to explore teachers' pedagogical digital competence (PDC) and school organizational support as conditions for developing remote teaching.Design/methodology/approachA mixed method approach with both qualitative and quantitative data was used.FindingsAccording to this study, remote teaching can solve many problems for school organizations and offer pupils new opportunities to learn in rural areas. Remote teaching expands the learning environment and provides pupils with equal access to qualified teachers and a wider range of learning solutions for different needs. However, the learning context needs to be redesigned with flexibility to meet the needs of individual pupils, whereas the remote teaching format itself can contribute to difficulties in teachers' flexibility. In meeting these challenges teachers' PDC and digital relational competencies are becoming increasingly important. Moreover, teachers' access to communities and school contexts where remote teaching is collaboratively discussed and elaborated on.Research limitations/implicationsThe study is limited to a region in Sweden, with ten participants.Practical implicationsThe practical implications are that equal and inclusive remote teaching is dependent on technological as well as pedagogical competence from teachers as well as from organizations.Social implicationsIf sufficient professional development for teachers is provided as well as organizational structure are in place, remote teaching is an option for equal access to education in sparsely populated areas. This means inclusive education can be provided to areas otherwise lacking in teacher competence.Originality/valueThe study is one of few that investigates how remote teaching teachers perceive the teaching form and the competencies and support required to develop and use it in rural areas.

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Learning to Teach in a Remote School Context: Exploring the Organisation of Teachers’ Professional Development of Digital Competence Through Networked Learning

Cited by 8 publications

References 19 publications

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative

Fjärrundervisning - en central del i skolans digitalisering

Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching

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