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Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools: Two-Years-In Report
Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM). (EdTechLnu)ORCID iD: 0000-0001-7313-1720
Karolinska Institutet, Sweden. (EdTechLnu)ORCID iD: 0000-0001-6203-0676
Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM). (EdTechLnu)ORCID iD: 0000-0002-9474-6879
Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM). (EdTechLnu)
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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. Vol. 4, p. 309-323
Keywords [en]
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: urn:nbn:se:lnu:diva-131163DOI: 10.1007/s43477-024-00130-wOAI: oai:DiVA.org:lnu-131163DiVA, id: diva2:1879662
Projects
Utbildningsteknologi i grundskolan
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2020 − 01221Available from: 2024-06-28 Created: 2024-06-28 Last updated: 2025-02-11Bibliographically approved

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Nordmark, SusannaDavidsson, MattiasAndersson-Gidlund, TobiasHolmberg, KristinaMohseni, ZeynabRack, JohnMasiello, Italo

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Nordmark, SusannaAugustsson, HannaDavidsson, MattiasAndersson-Gidlund, TobiasHolmberg, KristinaMohseni, ZeynabRack, JohnMasiello, Italo
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