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Designing for Transformational Change in School: Digitalizing the Digitized
Örebro universitet, Handelshögskolan vid Örebro Universitet.ORCID-id: 0000-0002-4900-8519
2020 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Digital technologies have gained a prominent role in education and schools, but research concerning how digital technologies can create better conditions for improved teaching and enhanced learning for students is scarce and inconclusive. Successful use of digital technologies requires a complex combination of interacting factors, including integrating technology and pedagogy as well as organizing and leading a structured transformation process. The capability of school organizations to lead and support the digitalization process is an under-researched field compared to the well-established focus on individual stakeholders.

This thesis examines how experimentation and innovation processes in school can be designed and pursued to support and enhance digitalization across an entire school organization by using a Design Science Research (DSR) approach to answer the question: How can a school organization at municipal level lead digital transformation through the digitalization of teaching and learning processes in an organized, professional, and, as far as possible, scientifically based way?

The findings show that the design and use of the Information System Artifact model (ISA) together with a DSR development method can support both improved teaching and enhanced learning within and across a school organization. Effective use of digital technologies to improve teaching and learning across the school organization requires fundamental changes of ordinary practices and engagement as well as commitment from school authorities and school leaders.

This thesis contributes with empirically and theoretically based insights from leading (digital) transformational change in school through the iterative design of IS artifacts used as a driver and quality control for the shift from digitization towards digitalization aiming at improved teaching and enhanced learning.

sted, utgiver, år, opplag, sider
Örebro: Örebro University , 2020. , s. 120
Serie
Örebro Studies in Informatics ; 18
Emneord [en]
Design Science Research, Digitalization, Information Systems artifact, School organization, School leadership
HSV kategori
Identifikatorer
URN: urn:nbn:se:oru:diva-86712ISBN: 978-91-7529-360-8 (tryckt)OAI: oai:DiVA.org:oru-86712DiVA, id: diva2:1478234
Disputas
2020-12-10, Örebro universitet, Forumhuset, Hörsal F, Fakultetsgatan 1, Örebro, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2020-10-21 Laget: 2020-10-21 Sist oppdatert: 2020-12-01bibliografisk kontrollert
Delarbeid
1. Improving literacy skills through learning reading by writing: The iWTR method presented and tested
Åpne denne publikasjonen i ny fane eller vindu >>Improving literacy skills through learning reading by writing: The iWTR method presented and tested
2013 (engelsk)Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 67, s. 98-104Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Learning to read and write is a basic skill that unfortunately not everybody acquires sufficiently. Lack of teachers and time in school are some of the reasons, but in addition the enormous rise in informational activities due to the Internet and other information technology-enabled opportunities has made literacy skills increasingly important to ever more people. This means literacy education must be improved so more children in the world get better chances. In order to contribute to developing better methods for learning to read and write in early years this study tests a new method developed to improve reading and writing learning in early ages. The ICT (Information and communication technologies) supported “Integrated Write to Learn” (iWTR) method lets children in 1st grade use computers and other ICT tools to write texts and subsequently discuss and refine them together with class mates and teachers. Handwriting is postponed to 2nd grade. While the traditional method requires students to go through two development processes in parallel, a cognitive (learning to read and) a motor (learning to write with a pencil), iWTR works with one process at a time, first cognitive development, then (from grade 2) motor skills training. iWTR extends previous WTR methods by more social work methods using a web site and peer comment for providing social meaning and feedback.

The method was tested using two test groups and two control groups (total n = 87) by systematically measuring performance in reading and writing using standard tests in combination with observations and student evaluation to assess social and individual effects of work methods.

The results show that while reading skills were improved considerably the biggest improvement concerned writing skills. Students in the test group wrote longer texts with better structure, clearer content, and a more elaborate language.

sted, utgiver, år, opplag, sider
Elsevier, 2013
Emneord
Cooperative/collaborative learning, Elementary education, Improving classroom teaching, Teaching/learning strategies
HSV kategori
Forskningsprogram
Informatik
Identifikatorer
urn:nbn:se:oru:diva-29311 (URN)10.1016/j.compedu.2013.03.007 (DOI)000320430500009 ()2-s2.0-84876491142 (Scopus ID)
Tilgjengelig fra: 2013-06-03 Laget: 2013-06-03 Sist oppdatert: 2020-11-27bibliografisk kontrollert
2. Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration
Åpne denne publikasjonen i ny fane eller vindu >>Closing the gaps: Improving literacy and mathematics by ict-enhanced collaboration
2016 (engelsk)Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 99, s. 68-80Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Literacy and mathematics are necessary skills that for different reasons unfortunately not everybody acquires sufficiently. In OECD countries there is also a gender gap; boys lag behind girls in literacy but often outperform girls in mathematics (OECD, 2012). ICT (Information and communication technologies) may contribute useful tools to address both these problems but in order to effectively create better educational conditions there is yet a need to develop effective methods that combine ICT with key factors for learning. This research contributes to this by measuring effects of the “Write to Learn” (WTL) method. WTL lets children from 1st grade use several ICT tools to write texts and subsequently discuss and refine them together with classmates and teachers using digital real-time formative feedback and assessment. The central learning factor addressed, in mathematics as well as in literacy, is the written communication allowing the learners to interact with peers and teachers. WTL draws on methods from socio-cultural theory, including continuous social interaction and written real-time formative feedback among peers, using shared electronic forums for collaboration, thereby providing social meaning and increased learning of literacy and mathematics, among both boys and girls.

The study uses quantitative methods and two control groups, one using traditional method (no ICT) and one using technology individually (without integrated social interaction and formative feedback), to compare results from 502 students in grade 3 national tests in mathematics and literacy. WTL yields by far best results; higher average score both in literacy and mathematics, smaller gender gap, and significantly better results for the under-achievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.

sted, utgiver, år, opplag, sider
Elsevier, 2016
Emneord
literacy/mathematics; collaborative learning;ICT; formative feedback/assessment; gender gap
HSV kategori
Forskningsprogram
Pedagogik; Datavetenskap
Identifikatorer
urn:nbn:se:oru:diva-49861 (URN)10.1016/j.compedu.2016.04.004 (DOI)000376801800006 ()2-s2.0-84964902311 (Scopus ID)
Merknad

Funding Agency:

Örebro University

Tilgjengelig fra: 2016-04-18 Laget: 2016-04-18 Sist oppdatert: 2020-11-16bibliografisk kontrollert
3. Disseminating digital innovation in school: leading second-order educational change
Åpne denne publikasjonen i ny fane eller vindu >>Disseminating digital innovation in school: leading second-order educational change
2019 (engelsk)Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 3021-3039Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.

sted, utgiver, år, opplag, sider
Springer, 2019
Emneord
Digitalization, Educational change, Second-order-change, School, Teacher training, Diffusion of innovation
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-76440 (URN)10.1007/s10639-019-09908-0 (DOI)000482394200020 ()2-s2.0-85064651327 (Scopus ID)
Merknad

Funding Agency:

Örebro University

Tilgjengelig fra: 2019-09-16 Laget: 2019-09-16 Sist oppdatert: 2020-11-27bibliografisk kontrollert
4. Disseminating digital, science-based innovation in education: a leadership challenge
Åpne denne publikasjonen i ny fane eller vindu >>Disseminating digital, science-based innovation in education: a leadership challenge
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-87392 (URN)
Tilgjengelig fra: 2020-11-16 Laget: 2020-11-16 Sist oppdatert: 2021-11-01bibliografisk kontrollert

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