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Digital transformation in schools of two southern regions of Sweden through implementation-informed approach: A mixed-methods study protocol
Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM). Linnaeus University, Linnaeus Knowledge Environments, Digital Transformations. (DISA;CSS)ORCID iD: 0000-0002-3738-7945
Active Implementation Research Network, USA.
Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM). (DISA;CSS)ORCID iD: 0000-0001-7313-1720
Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM). (DISA;CSS)ORCID iD: 0000-0002-3297-0189
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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. Vol. 18, no 12, article id e0296000
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: urn:nbn:se:lnu:diva-126167DOI: 10.1371/journal.pone.0296000ISI: 001130378600009Scopus ID: 2-s2.0-85180364012OAI: oai:DiVA.org:lnu-126167DiVA, id: diva2:1823282
Available from: 2024-01-01 Created: 2024-01-01 Last updated: 2025-02-11Bibliographically approved

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Masiello, ItaloNordmark, SusannaMohseni, ZeynabHolmberg, KristinaRack, JohnDavidsson, MattiasAndersson-Gidlund, Tobias

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