Schools as Digital Competent Organizations: Developing Organisational Traits to Strengthen the Implementation of Digital Founded Pedagogy

Ottestad, Geir

doi:10.18848/1832-3669/cgp/v04i04/55913

Cited by 13 publications

(17 citation statements)

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“…The second sub-theme is comprised of digital competence as a specific characteristic of a school organization (Ottestad 2008;Vanderlinde and van Braak 2010). Two examples are comprised of the capabilities or capacities in a school and what appears to resemble schools and organizations' digital competence (Ottestad 2008;Vanderlinde and van Braak 2010).…”

Section: Organizational Infrastructuresmentioning

confidence: 99%

“…Two examples are comprised of the capabilities or capacities in a school and what appears to resemble schools and organizations' digital competence (Ottestad 2008;Vanderlinde and van Braak 2010). Ottestad (2008) found four indicators of a 'digitally competent school'. These were organizational competences or processes that schools need to implement to become digitally competent.…”

Section: Organizational Infrastructuresmentioning

confidence: 99%

“…Subsequently, the model denotes what a school organization can accomplish by realizing, creating and sharing different resources as well as what school organizations are able, willing and forced to go through to achieve e-capacity and become organizationally competent. However, conclusions can be drawn from Ottestad (2008) and Vanderlinde and van Braak (2010), additional research related to digitally competent school organizations is needed.…”

Section: Organizational Infrastructuresmentioning

confidence: 99%

“…The review shows how organizational structures of schooling can make it possible or not for staff to develop the competences needed. Moreover, schools, including strategic leadership, need to become digitally competent in their ways of structure and organize resources and institutional infrastructures to facilitate their staff to do the same (similar to Ottestad 2008;Vanderlinde and van Braak 2010).…”

Section: Digital Competence In the Wider School Organizationmentioning

confidence: 99%

“…Policies can thereafter be transformed into realistic goals and concrete activities at the school level (similar to Dexter 2008;Petersen 2014). Secondly, schools organizations should develop institutional infrastructures that support and facilitate both their own and their staff's development of the competences needed for the work in digitalized schools (see Ottestad 2008;Vanderlinde and van Braak 2010). Thirdly, school leaders should help their staff to formulate goals and to recognize specific needs in order to reach these goals in the specific school setting (see Petersen 2014).…”

Section: Concluding Remarks and Suggestions For Practicementioning

confidence: 99%

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On the issues of digital competence in educational contexts – a review of literature

2017

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In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

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Section: Organizational Infrastructuresmentioning

confidence: 99%

Section: Organizational Infrastructuresmentioning

confidence: 99%

Section: Organizational Infrastructuresmentioning

confidence: 99%

Section: Digital Competence In the Wider School Organizationmentioning

confidence: 99%

Section: Concluding Remarks and Suggestions For Practicementioning

confidence: 99%

See 3 more Smart Citations

On the issues of digital competence in educational contexts – a review of literature

2017

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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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Leading the digitalization in K–12 education at the municipality level

Reis-Andersson

2024

Cogent Education

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Schools as Digital Competent Organizations: Developing Organisational Traits to Strengthen the Implementation of Digital Founded Pedagogy

Cited by 13 publications

References 0 publications

On the issues of digital competence in educational contexts – a review of literature

On the issues of digital competence in educational contexts – a review of literature

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

Leading the digitalization in K–12 education at the municipality level

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