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Andersson, Annika
Publications (10 of 38) Show all publications
Norstedt, E., Andersson, A., Pettersson, E. & Klintestrand, S. (2019). “ICT Is for Boys”: Unravelling Inhibitors for Women's Use of ICTs in Developing Countries. International Journal of Information Communication Technologies and Human Development, 11(2), 1-24
Open this publication in new window or tab >>“ICT Is for Boys”: Unravelling Inhibitors for Women's Use of ICTs in Developing Countries
2019 (English)In: International Journal of Information Communication Technologies and Human Development, ISSN 1935-5661, E-ISSN 1935-567X, Vol. 11, no 2, p. 1-24Article in journal (Refereed) Published
Abstract [en]

There is worldwide consensus on how important women are for development where gender equality is seen as a prerequisite for sustainable development. Information and communication technologies (ICTs) are seen as one of the most promising tools for the empowerment of women in developing countries. Men and women therefore need to have equal opportunities to access and use ICTs. Here, the authors, however, find a huge gender gap, and the reasons for this gap are still not fully understood or investigated. The purpose of this study is therefore to further investigate the reasons for this gap in ICT use. Based on a review of existing literature, as well as interviews with men and women from developing countries, the main finding is that the impeding factor underlying all barriers described in the literature relates to social norms. Based on this insight, the authors end the paper by discussing implications for research and practice.

Place, publisher, year, edition, pages
Pennsylvania, USA: IGI Global, 2019
Keywords
Developing Countries, Gender Digital Divide, ICT, ICT4D, Women Empowerment
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-74789 (URN)10.4018/IJICTHD.2019040101 (DOI)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-06-25Bibliographically approved
Twizeyimana, J. D. & Andersson, A. (2019). The public value of E-Government: A literature review. Government Information Quarterly, 36(2), 167-178
Open this publication in new window or tab >>The public value of E-Government: A literature review
2019 (English)In: Government Information Quarterly, ISSN 0740-624X, E-ISSN 1872-9517, Vol. 36, no 2, p. 167-178Article, review/survey (Refereed) Published
Abstract [en]

This study organizes existing research on the public value of e-government in order to investigate the current state and what value e-government is supposed to yield. The two questions that guided the research were: (1) What is the current state of research on the public value of e-government? And (2) What value is e-government supposed to yield? Six, sometimes overlapping, values were found: Improved public services; improved administrative efficiency; Open Government (OG) capabilities; improved ethical behaviour and professionalism; improved trust and confidence in government; and improved social value and well-being. These six public value dimensions were thereafter generalized into three overarching, and also overlapping, public value dimensions of Improved Public Services, Improved Administration, and Improved Social Value. The improved public services dimension influences other dimensions. Hence, this literature study theorizes a descriptive and multidimensional framework that can improve our understanding of the public value of e-government from different viewpoints, and the overlap between them in actual e-government designs and implementations. Regarding the current state of research on the public value this study found a lack of research on the public value of e-government, especially, in the context of developing countries – and more importantly – a total absence of this kind of research in the Least Developed Countries (LDCs). There is also a lack of comparative studies at national, regional, and project level; and a lack of research on the generative perspective.

Place, publisher, year, edition, pages
Elsevier, 2019
Keywords
E-Government, Public value, IT value, Framework, Literature review
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-73688 (URN)10.1016/j.giq.2019.01.001 (DOI)000467194300001 ()2-s2.0-85061541488 (Scopus ID)
Available from: 2019-04-12 Created: 2019-04-12 Last updated: 2019-06-19Bibliographically approved
Viberg, O. & Andersson, A. (2019). The Role of Self-Regulation and Structuration in Mobile Learning. International Journal of Mobile and Blended Learning, 11(4)
Open this publication in new window or tab >>The Role of Self-Regulation and Structuration in Mobile Learning
2019 (English)In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 11, no 4Article in journal (Refereed) In press
Abstract [en]

The roles of self-regulation and structuration in mobile learning are poorly understood. This study therefore examines these aspects in relation to the design and use of mobile technology in an online language learning setting. The online Self-Regulated Learning (SRL) instrument was adopted to measure students’ perceived level of self-regulation. Structuration Theory (ST) was applied as the theoretical lens for understanding students’ technology-mediated learning practices. The results show that several factors defining learners’ level of self-regulation were correlated with their mode of structuration. The analysis indicates that students’ SRL characteristics are strongly correlated with their structures regarding their technologies-in-practice and their practical assumptions about effectiveness in learning. An implication for practice is that students’ SRL dimensions need to be taken into account when designing educational software for mobile technology. For research, this study has demonstrated the explanatory power of ST and how students’ structures are related to their SRL characteristics.

Place, publisher, year, edition, pages
IGI Global, 2019
Keywords
Mobile Learning, Mobile-Assisted Language Learning, Higher Education, Distance Education, Human Agency, Self-Regulation, Structuration, Educational Software Design.
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-70521 (URN)
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-06Bibliographically approved
Andersson, A., Hedström, K. & Wihlborg, E. (2018). Automated Decision-Making and Legitimacy in Public Administration. In: Presented at SWEG 2018. The 15th Scandinavian Workshop on E-Government.: . Paper presented at 15th Scandinavian Workshop on E-Government (SWEG 2018), Copenhagen, Denmark, January 31 - February 1, 2018.
Open this publication in new window or tab >>Automated Decision-Making and Legitimacy in Public Administration
2018 (English)In: Presented at SWEG 2018. The 15th Scandinavian Workshop on E-Government., 2018Conference paper, Oral presentation only (Other academic)
National Category
Information Systems
Identifiers
urn:nbn:se:oru:diva-73989 (URN)
Conference
15th Scandinavian Workshop on E-Government (SWEG 2018), Copenhagen, Denmark, January 31 - February 1, 2018
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-09-19Bibliographically approved
Yingqin, Z., Hatakka, M., Sahay, S. & Andersson, A. (2018). Conceptualizing development in information and communication technology for development (ICT4D). Information Technology for Development, 24(1), 1-14
Open this publication in new window or tab >>Conceptualizing development in information and communication technology for development (ICT4D)
2018 (English)In: Information Technology for Development, ISSN 0268-1102, E-ISSN 1554-0170, Vol. 24, no 1, p. 1-14Article in journal, Editorial material (Refereed) Published
Abstract [en]

ICT4D research is faced with the challenge of rapidly changing technologies and increasingly complex social dynamics and development processes. We argue that ICT4D research requires a more acute sense of where our research is situated within a broader picture of development, e.g. with a better understanding of development processes, their ideological nature, the power structures and driving forces, and the mechanisms through which ICTs may be embedded in and shape these processes. Such a reflexivity is crucial not least in justifying our claims of contribution, but also in understanding the implications and potential impact of our research and practice. This editorial seeks to explore key conceptual components in ICT4D and their relationships, including dimensions of development, perspectives of development, conceptions of artefacts, and theory of change. A tentative conceptual schema is presented that connects these conceptual components.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
ICT for development, conceptualization, dimensions of development, perspectives of development, theory of change
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-62353 (URN)10.1080/02681102.2017.1396020 (DOI)000424196600001 ()2-s2.0-85033690550 (Scopus ID)
Available from: 2017-11-14 Created: 2017-11-14 Last updated: 2018-08-16Bibliographically approved
Viberg, O., Andersson, A. & Wiklund, M. (2018). Designing for sustainable mobile learning: re-evaluating the concepts ’formal’ and ’informal’. Interactive Learning Environments
Open this publication in new window or tab >>Designing for sustainable mobile learning: re-evaluating the concepts ’formal’ and ’informal’
2018 (English)In: Interactive Learning Environments, ISSN 1049-4820, E-ISSN 1744-5191Article in journal (Refereed) Epub ahead of print
Abstract [en]

Practitioners designing for mobile learning (mLearning) and scholars exploring the same are faced with the challenge of planning for and understanding a variety of ways and places of learning. This study focuses on one crucial distinction concerning this; that of formal and informal learning. Through the analysis of contemporary research literature, we found that informal learning is represented as more enriching than formal learning. We also identified that many representations of informal learning actually gainsay the idea of designing the learning process. Based on these results we propose a number of implications to enhance pedagogical sustainability in mLearning design. We argue that in order to fuse informal and formal learning, designers need deep knowledge about different students’ learning environments, habits, preferences and everyday uses of technology. One way to achieve this is to have learners co-designing, another is to offer a design in form of a learning path that students themselves can customize according to their learning habits, routines and preferences.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
learning design, mobile learning, sustainability, formal and informal learning
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-70164 (URN)10.1080/10494820.2018.1548488 (DOI)
Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2018-12-03Bibliographically approved
Wiklund, M. & Andersson, A. (2018). Student-initiated use of technology: friend and foe. E-Learning and Digital Media, 15(1), 3-16
Open this publication in new window or tab >>Student-initiated use of technology: friend and foe
2018 (English)In: E-Learning and Digital Media, ISSN 2042-7530, E-ISSN 2042-7530, Vol. 15, no 1, p. 3-16Article in journal (Refereed) Published
Abstract [en]

A multitude of different technologies are used in school today. Some are provided by the school and others are brought by the individual teacher or student. In addition, different applications are available. In this study the focus is on student-initiated uses of technology and how it conditions learning. Based on a case study with surveys, interviews and an observational time study, it is shown that students appear to be the most frequent users of technology in the classroom and for the most part initiate its use. We also show that they often initiate uses directed towards communication and inquiry. Against the prevailing understanding that students mainly use technology for extra-curricular activities, we found that most of the student-initiated technology and applications related to the task in hand and were therefore not regarded as problematic by teachers or students. However, with regard to student-initiated uses of social media, games and communicative applications the picture is more diverse. In this context, teachers and students complain that such use may distract students, although some regard it as rewarding, for example due to the informal learning or time for contemplation and relaxation that results. We conclude by questioning the dichotomies of curricular–non-curricular and intended - unintended learning and we argue for the need to add contemplation to the taxonomy used for understanding the educational use of information technologies as conditions for learning. 

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Student-initiated, educational technologies, unintentional learning, Bruce & Levins taxonomy, Deconstructive pragmatism
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-62075 (URN)10.1177/2042753017752767 (DOI)2-s2.0-85040738533 (Scopus ID)
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2018-11-28Bibliographically approved
Lagsten, J. & Andersson, A. (2018). Use of information systems in social work: challenges and an agenda for future research. European Journal of Social Work, 21(6), 850-862
Open this publication in new window or tab >>Use of information systems in social work: challenges and an agenda for future research
2018 (English)In: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 21, no 6, p. 850-862Article in journal (Refereed) Published
Abstract [en]

In the age of digitalisation social work is transforming. With increased use of information systems social workers are meeting new professional challenges. In this paper we report findings covering a nine-year longitudinal study on critical issues in the use of a Case Management System in a Swedish social work agency. The study includes a stakeholder based evaluation, interviews and document analysis. Comparing the evaluation findings with literature helped us identify six areas in need of intensified research: i) Usability and interface design ii) Mismatch between social conceptualisation and system conceptualisation of the case iii) Skills and training for information systems use iv) Statistical production for accountability and quality assurance v) Terminology for interpersonal understanding vi) IT Governance. As can be seen from the areas above, this kind of research depends on professional knowledge from the social work field - but also from the field of information systems. Hence, we suggest deeper collaboration between the two areas of knowledge in order to scrutinize the complexity of social work information systems. Clearly the intersection of social work and information systems is a neglected research area and we attempt to contribute by providing guidance for intensified research and practical knowledge generation.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
social work information systems; information systems evaluation; challenges; research agenda
National Category
Information Systems, Social aspects Social Work
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-62074 (URN)10.1080/13691457.2018.1423554 (DOI)000445786700005 ()2-s2.0-85040979107 (Scopus ID)
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2018-10-16Bibliographically approved
Andersson, A., Karlsson, F. & Hedström, K. (2017). Konfliktfylld kultur vid framtagande av informationssäkerhetsstandarder. In: Jonas Hallberg, Peter Johansson, Fredrik Karlsson, Frida Lundberg, Björn Lundgren, Marianne Törner (Ed.), Informationssäkerhet och organisationskultur: . Lund: Studentlitteratur AB
Open this publication in new window or tab >>Konfliktfylld kultur vid framtagande av informationssäkerhetsstandarder
2017 (Swedish)In: Informationssäkerhet och organisationskultur / [ed] Jonas Hallberg, Peter Johansson, Fredrik Karlsson, Frida Lundberg, Björn Lundgren, Marianne Törner, Lund: Studentlitteratur AB, 2017Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:oru:diva-62753 (URN)9789144121406 (ISBN)
Funder
Swedish Civil Contingencies Agency
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2017-11-22Bibliographically approved
Andersson, A., Wiklund, M. & Hatakka, M. (2016). Emerging Collaborative and Cooperative Practices in 1:1 Schools. Technology, Pedagogy and Education, 25(4), 413-430
Open this publication in new window or tab >>Emerging Collaborative and Cooperative Practices in 1:1 Schools
2016 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 25, no 4, p. 413-430Article in journal (Refereed) Published
Abstract [en]

In this article, the authors explored how laptops used in 1:1 classrooms affect cooperation and collaboration practices. Based on an observational time study, the authors found that the most common activity in 1:1 classrooms is group work using the computer. They also found that, despite what the concept 1:1 alludes to about one student working with one computer, most laptop use takes on other forms such as two students working with one computer (1:2) or two students working together using two laptops (2:2). The findings reported in this article about the various different collaboration arrangements have implications for both research and practice. For practice, because teachers can arrange activities based on an awareness of the different student–laptop constellations that emerge when students are given a laptop. Research is likewise informed about the various group work constellations and can build on this knowledge for further analysis of the pros and cons with the different collaborative forms.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
cooperative and collaborative learning; constructivism; 1:1 classrooms; learning design; observational time study
National Category
Information Systems, Social aspects Educational Sciences
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-44076 (URN)10.1080/1475939X.2015.1060896 (DOI)000382969100001 ()2-s2.0-84947250811 (Scopus ID)
Projects
UnosUno
Available from: 2015-04-07 Created: 2015-04-07 Last updated: 2017-12-04Bibliographically approved
Organisations

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