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Masiello, I., Fixsen, D. L., Nordmark, S., Mohseni, Z., Holmberg, K., Rack, J., . . . Augustsson, H. (2023). Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol. PLOS ONE, 18(12), Article ID e0296000.
Open this publication in new window or tab >>Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol
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2023 (English)In: PLOS ONE, E-ISSN 1932-6203, Vol. 18, no 12, article id e0296000Article in journal (Refereed) Published
Abstract [en]

Background: The enhancement of–or even a shift from–traditional teaching and learning processes to corresponding digital practices has been rapidly occurring during the last two decades. The evidence of this ongoing change is still modest or even weak. However, the adaptation of implementation science in educational settings, a research approach which arose in the healthcare field, offers promising results for systematic and sustained improvements in schools. The aim of this study is to understand how the systematic professional development of teachers and schools principals (the intervention) to use digital learning materials and learning analytics dashboards (the innovations) could allow for innovative and lasting impacts in terms of a sustained implementation strategy, improved teaching practices and student outcomes, as well as evidence-based design of digital learning material and learning analytics dashboards.

Methods: This longitudinal study uses a quasi-experimental cluster design with schools as the unit. The researchers will enroll gradually 145 experimental schools in the study. In the experimental schools the research team will form a School Team, consisting of teachers/learning-technologists, school principals, and researchers, to support teachers’ use of the innovations, with student achievement as the dependent variable. For the experimental schools, the intervention is based on the four longitudinal stages comprising the Active Implementation Framework. With an anticipated student sample of about 13,000 students in grades 1–9, student outcomes data are going to be analyzed using hierarchical linear models.

Discussion: The project seeks to address a pronounced need for favorable conditions for children’s learning supported by a specific implementation framework targeting teachers, and to contribute with knowledge about the promotion of improved teaching practices and student outcomes. The project will build capacity using implementation of educational technology in Swedish educational settings.

Place, publisher, year, edition, pages
Public Library of Science (PLoS), 2023
National Category
Educational Sciences Computer and Information Sciences Pedagogy Engineering and Technology
Research subject
Computer and Information Sciences Computer Science; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-126167 (URN)10.1371/journal.pone.0296000 (DOI)001130378600009 ()2-s2.0-85180364012 (Scopus ID)
Available from: 2024-01-01 Created: 2024-01-01 Last updated: 2024-02-06Bibliographically approved
Knutes Nyqvist, H. & Holmberg, K. (2023). Lärarutbildningen som demokratiskt rum: medvetet engagemang och erbjudanden om ömsesidighet. Utbildning och Lärande / Education and Learning, 17(1), 7-23
Open this publication in new window or tab >>Lärarutbildningen som demokratiskt rum: medvetet engagemang och erbjudanden om ömsesidighet
2023 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 17, no 1, p. 7-23Article in journal, Editorial material (Refereed) Published
Abstract [en]

Education is the cornerstone for developing a democratic society, and vital to the work of fosteringnew generations of citizens. Therefore, knowledge about how to work with democracy in school andin teacher training is important. Education is often considered as the arena where society cantransfer democratic values and give people insights into the meaning of democracy. However, thereis a lack of empirical research conducted in classrooms, which urges us to investigate theinterpretation of how the doing of democracy in education is carried out. In this case study weexplore how democratic values are or are not, manifested by teacher students and teachers in teachereducation. In order to understand democracy in education, we ask questions about studentinfluence, reciprocity and critical thinking. The empirical material consists of observations andnarratives of teacher students, and the analysis is done by using Cultural analysis. The findings showthat teacher educators’ and teacher students’ engagement, and mutual responsibility, is significantfor democratic education. Also, critical aspects are identified concerning students' expectations,teachers' limited space for action and an inflexible organizational structure. To conclude, we haverevealed a need for more research, to continue the debate of democracy in teacher education.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2023
Keywords
democracy, engagement, reciprocity, teacher education, case study
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-118167 (URN)
Available from: 2023-01-06 Created: 2023-01-06 Last updated: 2023-06-08Bibliographically approved
Holmberg, K., Andersson Gidlund, T., Masiello, I., Rack, J. & Mohseni, Z. (2023). Teachers' approaches to digital technology: when organizations' and teachers' practices are not constructively aligned. In: Nordic Educational Research Association (NERA): Digitalization and Technologies in Education Opportunities and Challenges 15 -17 March, 2023: . Paper presented at Nordic Educational Research Association (NERA): Digitalization and Technologies in Education Opportunities and Challenges 15 -17 March, 2023.
Open this publication in new window or tab >>Teachers' approaches to digital technology: when organizations' and teachers' practices are not constructively aligned
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2023 (English)In: Nordic Educational Research Association (NERA): Digitalization and Technologies in Education Opportunities and Challenges 15 -17 March, 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-119898 (URN)
Conference
Nordic Educational Research Association (NERA): Digitalization and Technologies in Education Opportunities and Challenges 15 -17 March, 2023
Available from: 2023-03-21 Created: 2023-03-21 Last updated: 2023-11-02Bibliographically approved
Lagergren, A. & Holmberg, K. (2019). Barn och förskollärare i digitala aktiviteter.. In: Kristina Holmberg, Anniqa Lagergren, Torfi Hjartarson, Elin Bøen (Ed.), Lek och lärande i digitala aktiviteter i nordiska förskolor: Erfarenheter från två Nordplus-projekt 2015-2019 (pp. 15-34). Copenhagen: Nordisk Ministerråd
Open this publication in new window or tab >>Barn och förskollärare i digitala aktiviteter.
2019 (Swedish)In: Lek och lärande i digitala aktiviteter i nordiska förskolor: Erfarenheter från två Nordplus-projekt 2015-2019 / [ed] Kristina Holmberg, Anniqa Lagergren, Torfi Hjartarson, Elin Bøen, Copenhagen: Nordisk Ministerråd, 2019, p. 15-34Chapter in book (Refereed)
Place, publisher, year, edition, pages
Copenhagen: Nordisk Ministerråd, 2019
Keywords
Educational Technology, Utbildningsteknologi
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89551 (URN)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2023-06-21Bibliographically approved
Holmberg, K. & Lagergren, A. (2019). Diskursiv kamp kring barn och digital teknik. In: Kristina Holmberg, Anniqa Lagergren, Torfi Hjartarson, Elin Bøen (Ed.), Lek och lärande med digitala verktyg i nordiska förskolor: Erfarenheter från två Nordplus-projekt 2015-2019. (pp. 95-108). Copenhagen: Nordisk Ministerråd
Open this publication in new window or tab >>Diskursiv kamp kring barn och digital teknik
2019 (Swedish)In: Lek och lärande med digitala verktyg i nordiska förskolor: Erfarenheter från två Nordplus-projekt 2015-2019. / [ed] Kristina Holmberg, Anniqa Lagergren, Torfi Hjartarson, Elin Bøen, Copenhagen: Nordisk Ministerråd, 2019, p. 95-108Chapter in book (Refereed)
Place, publisher, year, edition, pages
Copenhagen: Nordisk Ministerråd, 2019
Keywords
Educational Technology, Utbildningsteknologi
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89552 (URN)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2023-06-21Bibliographically approved
Holmberg, K., Lagergren, A., Hjartarson, T. & Bøen, E. (Eds.). (2019). Lek och lärande med digitala verktyg i nordiska förskolor: Erfarenheter från två Nordplus-projekt 2015-2019. Copenhagen: Nordisk Ministerråd
Open this publication in new window or tab >>Lek och lärande med digitala verktyg i nordiska förskolor: Erfarenheter från två Nordplus-projekt 2015-2019
2019 (Swedish)Collection (editor) (Refereed)
Abstract [sv]

I boken "Lek och lärande med digitala aktiviteter i nordiska förskolor" kommer läsaren nära det som händer när barn och förskollärare möter den digitala teknologin. Författarna har under flera år följt utvecklingen i Norden och med den här boken delar de med sig av sina erfarenheter. Det är engagerande beskrivningar som synliggör de digitala verktygens möjligheter i arbetet med digitala kompetenser i förskolan. Genomgående med ett perspektiv på barn som aktörer och kunskapsproducenter, men också utifrån ett genuint intresse för att skapa goda förutsättningar för alla barn oavsett bakgrund. Med andra ord ger boken viktiga insikter för alla som är nyfikna på hur barns lärande och digital teknik med enkla medel kan knytas samman.

Abstract [en]

This book is the result of two Nordplus projects studying what happens when children and preschool teachers encounter digital technology. For several years the authors been following the development in this area of Nordic preschool practice and share with the reader their experiences in that regard. Vivid descriptions reflect the affordances of digital tools in work with digital competences at the preschool level. The perspective throughout the book resides on children as active agents and builders of knowledge, based upon the genuine will to create optimal conditions for the growth of all children regardless of their background. With this book the authors provide important insights into how playful learning and digital technologies can be tied together with simple means applicable in work with young children.

The book is written for all those interested in how digital tools can be applied in preschool practice. It is aimed at practicing preschool teachers, preschool teacher edu- cation, preschool leaders, parents, politicians and researchers.

Place, publisher, year, edition, pages
Copenhagen: Nordisk Ministerråd, 2019. p. 113
Keywords
Children and young people; Digitization; Education and Research; Computer games; Preschool; Educational Technolog, Utbildningsteknologi
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89550 (URN)
Available from: 2019-10-13 Created: 2019-10-13 Last updated: 2023-06-21Bibliographically approved
Holmberg, K. & Lagergren, A. (2018). The DILE Project: Children's Joy of Knowledge in Digital Learning Challenged by The Power of Parents. In: : . Paper presented at EECERA 2018, Early Childhood Education, Families and Communities, Budapest University of Technology and Economics, Budapest, Hungary, 28-31 Aug 2018.
Open this publication in new window or tab >>The DILE Project: Children's Joy of Knowledge in Digital Learning Challenged by The Power of Parents
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-78863 (URN)
Conference
EECERA 2018, Early Childhood Education, Families and Communities, Budapest University of Technology and Economics, Budapest, Hungary, 28-31 Aug 2018
Note

Ej belagd 20190222

Available from: 2018-11-17 Created: 2018-11-17 Last updated: 2023-06-21Bibliographically approved
Lagergren, A. & Holmberg, K. (2017). Alternative perspectives on learning - entanglements of children, teachers and digital technology. In: Presented at EECERA2017: . Paper presented at EECERA2017, Bologna, Italy, 29th Aug – 1st Sep 2017.
Open this publication in new window or tab >>Alternative perspectives on learning - entanglements of children, teachers and digital technology
2017 (English)In: Presented at EECERA2017, 2017Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This paper is based on preliminary results of an on-going study. The aim is to investigate entanglements of children, teachers and digital technology, where humans as well as materiality are considered as actors. Learning is a main concept in the research field of didactics and preschool practice. Research is also highly dominated by a deterministic and dialectic approach. Instead, this study investigates the becoming of an entangled child, where the child continuously is in intra-actions with other humans and digital technology. In this setting Barads (2007) agential realism becomes a way to problematise widespread beliefs about the learning child. In this study, the concept intra-action (Barad, 2007) is used to analyse the becoming of the digital child. Preschool children 4-5 years old, preschool teachers and preschool teacher students participated. They explored a digital App (Toontastic 3D) and created a story with sound and moving images in a Digital Laboratory Centre (DLC). Field notes and video registrations were used for documentation. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Results show that children together with digital technology are strongly bound to each other during the activities. In these entangled becoming actions is reliant both of the children and the technology. Also, the spectrum of action possibilities increases during the process. It is interesting to further discuss the concept of learning in an agential realism perspective as learning emerges without any involvement of teacher students or preschool teachers.

Keywords
preschool children, digital technology, intra-actions, Agential realism, learning
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-72732 (URN)
Conference
EECERA2017, Bologna, Italy, 29th Aug – 1st Sep 2017
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2023-06-21Bibliographically approved
Lagergren, A. & Holmberg, K. (2017). Learning “theory and methodology of science” in professional education – a case study. In: L. Gómez Chova, A. López Martínez & I. Candel Torres (Ed.), INTED2017 Proceedings: 11th International Technology, Education and Development Conference: March 6th-8th, 2017 — Valencia, Spain: Conference Proceedings. Paper presented at INTED2017 (11th annual Technology, Education and Development Conference), Valencia, Spain, March 6-8, 2017 (pp. 6924-6929). IATED
Open this publication in new window or tab >>Learning “theory and methodology of science” in professional education – a case study
2017 (English)In: INTED2017 Proceedings: 11th International Technology, Education and Development Conference: March 6th-8th, 2017 — Valencia, Spain: Conference Proceedings / [ed] L. Gómez Chova, A. López Martínez & I. Candel Torres, IATED , 2017, p. 6924-6929Conference paper, Published paper (Refereed)
Abstract [en]

The aim of the project is to study students’ learning in a transformed course in Theory and Methodology of Science (TMS), a compulsory course in all teacher education programs in Sweden.

The students perceive the course TMS as difficult and abstract. At the same time it offers an important foundation for their continued education such as their final thesis and other research-related courses. Hereby it’s important for students to successfully pass, not only for the course itself, but also for subsequent courses. In a wider perspective, it is also sigificant for the development of the educational field, and to the students’ future workplaces. Our students should be able to understand and apply research for years to come. Heavy courses can also be problematic for economic reasons. Since few students are passing, they do not generate as much money as courses that many students pass. There are also examples where teachers are asked by the management to lower the requirements to increase the pass rate.

As teachers we have put a lot of effort into the course to support and help students learning. Despite this, only 35% passed the exam in spring 2016, which gave rise to the learning experiment we designed and studied this fall. The pedagogical idea is based on a problem-oriented learning, participatory learning and self-organized learning. This means that the students themselves are largely responsible for the organization of their learning. Teachers work with lectures and seminars, as well as coaching and scaffolding. The course is designed as an authentic empirical research project where both quantitative and qualitative data is used as a starting point. Students work in teams. They organize their work in the project by them selves and write a common research rapport. Through the reformed course, learning is combined with a great student responsibility, where students meaning making, socialization and co-learning are central. Hence, the most important research group work takes place is the project-office-rooms where the students’ main course work is performed. The organization of the course involves that students themselves designates project managers and that they take responsibility for their joint work, week by week. They can also request extra support from the teachers, if necessary.

The result of the study shows that 86% of the students received a passing grade. The aspects that matter most to the success are: 1) common spaces, the project office, which creates opportunities to exchange knowledge and experience IRL, 2) problem-oriented learning, participatory learning and self-organized learning, increasing participation and motivation, 3) Collective responsibility for knowledge formation during the project period, and 4) Authentic approach of the course, which by its design as closely as possible should simulate real research projects.

Place, publisher, year, edition, pages
IATED, 2017
Keywords
professional education, teacher education, course design, participatory learning, problemoriented learning, self-organized learning, democracy
National Category
Learning
Identifiers
urn:nbn:se:lnu:diva-72733 (URN)10.21125/inted.2017.1605 (DOI)9788461784912 (ISBN)
Conference
INTED2017 (11th annual Technology, Education and Development Conference), Valencia, Spain, March 6-8, 2017
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2020-01-24Bibliographically approved
Holmberg, K. & Zimmerman Nilsson, M.-H. (2017). Perversity of enjoyment? Preschool music activities go neoliberal. Teachers and Teaching: theory and practice, 23(5), 583-595
Open this publication in new window or tab >>Perversity of enjoyment? Preschool music activities go neoliberal
2017 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 23, no 5, p. 583-595Article in journal (Refereed) Published
Abstract [en]

There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2017
Keywords
neoliberal ideas, education, preschool, music, popular music, discursive psychology
National Category
Pedagogy
Research subject
Humanities, Music Education
Identifiers
urn:nbn:se:lnu:diva-72728 (URN)10.1080/13540602.2016.1211524 (DOI)000399349500006 ()2-s2.0-84979036066 (Scopus ID)
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2023-06-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2924-4100

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