School organisers’ expression on the expansion of the access and application of digital technologies in educational systems

Abstract

PurposeThis paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.Design/methodology/approachParticipant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.FindingsThe findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.Practical implicationsSchool organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.Originality/valueThis paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.

Leading the digitalisation process in K–12 schools – The school leaders’ perspective

“…Furthermore, school leaders and teachers need to create a common consensus on how they should use the pedagogical concepts that influence equality within and among schools. However, school leaders’ and even school organisers’ attitudes towards digital technologies influence teachers’ attitudes towards the practical application of these technologies, as Reis-Andersson ( 2023 ) and Mingaine ( 2013 ) confirmed. Therefore, school leaders should encourage teachers to apply digital technologies in teaching and they should support teachers by emphasising how such technologies may be applied (Viberg et al, 2020 ).…”

“…Access to support enables applying digital technologies in education, hopefully leading to fewer technology challenges in classrooms. Existing competence in the schools must be used in the right way, which Reis-Andersson ( 2023 ) also highlighted. Opportunities for purchasing the right digital technology and using the competence in schools the right way, getting access to digital competence, and support for applying digital technologies in teaching are challenges that many schools, independent of conditions, need help with.…”

“…Digital technologies in K–12 schools are not new. However, they have increased in the last few years, especially during the pandemic, creating opportunities for networks and challenges related to financing digital technologies in schools (Reis-Andersson, 2023 ). Moreover, digital technologies shape what digital competence and twenty-first-century skills people need to develop, indicating a new normal, for example, the opportunity for online participation (Jandrić et al, 2022 ).…”

“…Organising digital technologies in schools requires support and digital competence. Reis-Andersson ( 2023 ) explained that digitalisation in schools, for example, was about “putting the right competence in the right place” (pp. 80–81), reducing costs in that way.…”

“…Mingaine ( 2013 ) pointed out that school leaders’ behaviour and positive attitudes towards implementing digital technologies were important to involve and activate teachers in the digitalisation process. Even Reis-Andersson ( 2023 ) emphasised the importance of school leaders’ attitudes towards teachers to give legitimacy to the digitalisation process. The scholars explained how the municipal school organiser prioritises the expansion of digital technologies in K–12 schools will influence the school leaders’ attitudes to the digitalisation process and thereby the teachers’ view of applying digital technologies.…”