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Pramling Samuelsson, I., Magnusson, L. O., Kjällander, S., Palmer, A., Eidevald, C., Williams, P., . . . Walldén Hillström, K. (2024). 27 forskare i upprop mot skärmfri förskola. Förskolan
Open this publication in new window or tab >>27 forskare i upprop mot skärmfri förskola
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2024 (English)In: FörskolanArticle in journal (Other (popular science, discussion, etc.)) Published
Abstract [en]

VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.

Place, publisher, year, edition, pages
Sveriges Lärare, 2024
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:lnu:diva-132209 (URN)
Available from: 2024-09-03 Created: 2024-09-03 Last updated: 2024-10-23Bibliographically approved
Nordmark, S., Augustsson, H., Davidsson, M., Andersson-Gidlund, T., Holmberg, K., Mohseni, Z., . . . Masiello, I. (2024). Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools: Two-Years-In Report. Global Implementation Research and Applications, 4, 309-323
Open this publication in new window or tab >>Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools: Two-Years-In Report
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2024 (English)In: Global Implementation Research and Applications, E-ISSN 2662-9275, Vol. 4, p. 309-323Article in journal (Refereed) Published
Abstract [en]

Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes.

Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments.

We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives.

This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.

Place, publisher, year, edition, pages
Springer, 2024
Keywords
Implementation Science, Educational Technology, Digital Learning Materials, Learning Analytics Dashboards, Data Literacy, Active Implementation Frameworks
National Category
Other Computer and Information Science Educational Sciences
Research subject
Computer and Information Sciences Computer Science; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-131163 (URN)10.1007/s43477-024-00130-w (DOI)
Projects
Utbildningsteknologi i grundskolan
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2020 − 01221
Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2024-12-10Bibliographically approved
Rundquist, R., Holmberg, K., Rack, J., Mohseni, Z. & Masiello, I. (2024). Use of Learning Analytics in K-12 Mathematics Education: Systematic Scoping Review of Impact on Teaching and Learning. In: : . Paper presented at The European Conference on Educational Research (ECER), Nicosia, Cyprus, 27-30 August, 2024. , Article ID 629.
Open this publication in new window or tab >>Use of Learning Analytics in K-12 Mathematics Education: Systematic Scoping Review of Impact on Teaching and Learning
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2024 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction

The generation and use of digital data and analyses in education comes with promises and opportunities, especially where digital materials allow use of Learning Analytics (LA) as a tool in Data-Based Decision-Making (DBDM). LA implies, analysing educational data to understand and optimise learning and learning environments (Siemens & Baker, 2012). In this paper we discuss LA as “a sophisticated form of data driven decision making” (Mandinach & Abrams, 2022, p. 196) as we explore how LA is used to support mathematics teaching and learning with digital materials in classroom practice. Data driven decision making or DBDM has been defined by Schildkamp and Kuiper (2010) as “systematically analyzing existing data sources within the school, applying outcomes of analyses to innovate teaching, curricula, and school performance, and, implementing (e.g., genuine improvement actions) and evaluating these innovations” (p. 482). DBDM is a key for the interpretation of LA, and can use any form of data, but in this review, the term DBDM is restricted to digital data. Using LA as a tool for DBDM could streamline data, making it more readily interpretable. However, questions remain about how usage can translate into practice (Mandinach & Abrams, 2022). 

Quality of technology integration is not merely about technology use, but also about pedagogical use (Ottestad & Guðmundsdottir, 2018), about transformation and amplification of teaching as well as learning through use of technology (Consoli, Desiron & Cattaneo, 2023). LA within Digital Learning Material (DLM) can offer learners adaptive functions seamlessly embedded in DLMs or, provide learners (and teachers) compiled student assessments in relation to learning goals extracted from learning activities (Wise, Zhao & Hausknecht, 2014). The role of the teacher in student learning is clearly of central importance (Hattie & Yates, 2013; Yackel & Cobb, 1996), and teachers have a key responsibility to make digital technology a recourse in teaching to support student learning (Scherer, Siddiq & Tondeur, 2019). 

This paper present findings from an exploratory systematic scoping review which was conducted regarding the use and impact of LA and DBDM in classroom practice to outline aspects related to Digital Learning Material (DLM), teacher usage, and student learning in the context of K-12 mathematics education. 

A scoping review was deemed most appropriate since it can be performed even if there is limited number of published primary research (Gough, Oliver & Thomas, 2017), fitting new research areas such as LA, as it provides “a technique to ‘map’ relevant literature in the field of interest” (Arksey & O’Malley, 2005, p. 20), as well as combine different kinds of evidence (Gough, et al., 2017).

Method

The methodology used the five-stage framework (Arksey & O’Malley, 2005), identifying the research question, identifying relevant studies, study selection, charting the data, collating, summarizing, and reporting the results. The databases ACM Digital Library, ERIC, PsycINFO, Scopus and Web of Science were chosen as they cover a wide range of topics within both technology and educational science to answer:

RQ1: How are analyses of digital data from DLM used in mathematics education?

RQ2: How do analyses of digital data from DLM impact teaching and learning?

The key elements of the research questions, Participants, Phenomena of Interest, Outcome, Context, Type of Source of Evidence (Arksey & O’Malley, 2005) were used to create the eligibility criteria. Publications that were included reported qualitative and/or quantitative data and were connected to the use of DLM and LA based on digital data involving students (between 6–19 years old) and teachers in mathematics K-12 education. The search was limited to papers published from 2000 up-to-date (March 2023) in English, Swedish or Norwegian. Exclusion criteria were developed to ensure consistency within the selection process.

Each record was screened by two reviewers and the relevance were coded according to the inclusion criteria. An independent researcher outside of the review group was consulted to design and validate the results of an inter-rater reliability test. The calculated inter-rater reliability score was 0.822, greater than 0.8, indicating a strong level of agreement (McHugh, 2012). After further screening 57 records were assessed to be eligible. At this stage the review pairs swapped batches and preformed data extraction showing, authors, year, title, location, aim, population, digital technology, method, intervention, outcomes, and key findings was performed for each record. 

The final selection of 15 articles was made by group discussion and consensus. Discussions mainly centred around four components (use, analysis, learning and teaching). The heterogeneity in our sample demanded a configurative approach to the synthesis to combine different types of evidence (Gough et al., 2017). A thematic summary provided the analysis with a narrative approach to answer RQ1. To explore RQ2 more deeply, a thematic synthesis was performed (Gough et al., 2017). The analysis focused on LA-usage based on digital data for student learning, for teaching, and for teachers’ DBDM. PRISMA Extension for Scoping Reviews (PRISMAScR) (Tricco, Lillie, Zarin, O'Brien, Colquhoun, Levac et al., 2018) was used as guidelines for reporting the results.

Preliminary results

3653 records were identified whereof 15 studies were included. Results show that LA-research is an emerging field, where LA-applications is used across many contents and curricula standards of K-12 mathematics education. LA were mainly based on continuously collected individual student log data concerning student activity in relation to mathematical content. Eight of the studies included embedded analytics and all 15 studies included extracted analytics, but accessibility varied for students and teachers. Overall, extracted analytics were mainly mentioned as a function for teacher-usage, available as tools for formative assessment, where analytics need to be translated by teachers into some kind of pedagogical action (i.e., into teaching).

LA-usage supports a wide variety of teachers’ data use, and while mathematics teachers seemed to have a positive attitude towards LA-usage, some teachers were unsure of how to apply it into their practice. The thematic synthesis yielded two themes regarding teaching, which showed that teaching by DBDM focused on Supervision and Guidance. Results indicate extracted analytics is more commonly used for Supervision than guidance. 

Results regarding learning suggest that LA-usage have a positive effect on student learning, where high-performing students benefit most. The included studies examine students’ digital learning behaviour, by describing sequences of actions related to LA, learning outcomes and student feelings. Hereby, through the thematic synthesis, we capture parts of students’ studying-learning process and how it can be affected by LA usage. Finally, we suggest a definition of an additional class of LA, which we introduce as Guiding analytics for learners.

Going forward, research on using LA and DBDM is essential to support teachers and school leaders to meet today’s demands of utilising data, to be aware of possible unwanted consequences, and to use technology to enhance active learners and students’ ownership of learning.

Keywords
Learning Analytics, K-12 education, teaching, learning, data-based decision-making
National Category
Educational Sciences Computer and Information Sciences
Research subject
Pedagogics and Educational Sciences; Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-133161 (URN)
Conference
The European Conference on Educational Research (ECER), Nicosia, Cyprus, 27-30 August, 2024
Note

This is a shorter and preliminary paper based on an accepted paper soon to be published.

Available from: 2024-12-03 Created: 2024-12-03 Last updated: 2025-01-14Bibliographically approved
Rundquist, R., Holmberg, K., Rack, J., Mohseni, Z. & Masiello, I. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics, 11(3), 174-191
Open this publication in new window or tab >>Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning
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2024 (English)In: Journal of Learning Analytics, E-ISSN 1929-7750, Vol. 11, no 3, p. 174-191Article in journal (Refereed) Published
Abstract [en]

The generation, use, and analysis of educational data comes with many promises and opportunities, especially where digital materials allow usage of learning analytics (LA) as a tool in data-based decision-making (DBDM). However, there are questions about the interplay between teachers, students, context, and technology. Therefore, this paper presents an exploratory systematic scoping review to investigate findings regarding LA usage in digital materials, teaching, and learning in K–12 mathematics education. In all, 3,654 records were identified, of which 19 studies met all the inclusion criteria. Results show that LA research in mathematics education is an emerging field where applications of LA are used in many contexts across many curricula content and standards of K–12 mathematics education, supporting a wide variety of teacher data use. Teaching with DBDM is mainly focused on supervision and guidance and LA usage had a generally positive effect on student learning with high-performing students benefiting most. We highlight a need for further research to develop knowledge of LA usage in classroom practice that considers both teacher and student perspectives in relation to design and affordances of digital learning systems. Finally, we propose a new class of LA, which we define as guiding analytics for learners, which harnesses the potential of LA for promoting achievement and independent learning.

Keywords
K-12 education, learning analytics, data-based decision-making (DBDM), analytics for learners, teaching, learning, research paper
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-134328 (URN)10.18608/jla.2024.8299 (DOI)2-s2.0-85213544970 (Scopus ID)
Available from: 2025-01-08 Created: 2025-01-08 Last updated: 2025-01-14Bibliographically approved
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: 2024-09-05Bibliographically approved
Holmberg, K. (2023). Forskare: Lärares ökade digitala kompetenser ger oväntade konsekvenser. Smålandsposten (2023-05-04)
Open this publication in new window or tab >>Forskare: Lärares ökade digitala kompetenser ger oväntade konsekvenser
2023 (Swedish)In: Smålandsposten, ISSN 1104-0009, no 2023-05-04Article in journal, News item (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Smålandsposten AB, 2023
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-128147 (URN)
Available from: 2024-03-06 Created: 2024-03-06 Last updated: 2024-03-06Bibliographically approved
Kjällander, S., Walan, S., Nilsen, M., Petersen, P., Caiman, C., Godhe, A.-L., . . . Selander, S. (2023). ”Förskolan behöver en digitaliserings­strategi”. Svenska Dagbladet (2023-06-18)
Open this publication in new window or tab >>”Förskolan behöver en digitaliserings­strategi”
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2023 (English)In: Svenska Dagbladet, E-ISSN 2001-3868, no 2023-06-18Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Vi förskole­forskare som särskilt fokuserar på digitalisering reagerar starkt på den bild av digitalisering i förskolan som dominerar i media. Det skriver flera debattörer.

National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:lnu:diva-132213 (URN)
Available from: 2024-09-03 Created: 2024-09-03 Last updated: 2024-09-03Bibliographically 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 (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: 2024-08-22Bibliographically 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: 2024-09-05Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2924-4100

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