About this paper

Appears in:
Pages: 769-774
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1164

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

ON THE SWEDISH NATIONAL GRADUATE SCHOOL FOR DIGITAL TECHNOLOGIES IN EDUCATION - GRADE. EXPECTATIONS AND EXPERIENCES OF DOCTORAL STUDENTS AND SUPERVISORS

G. Fransson1, S. Hrastinski2, J. Jaldemark3, J.O. Lindberg4, J. Lundin5, A.D. Olofsson4, L. Svensson6, L.M. Öberg7

1University of Gävle (SWEDEN)
2KTH Royal Institute of Technology (SWEDEN)
3Mid Sweden University (SWEDEN)
4Umeå university (SWEDEN)
5University of Gothenburg (SWEDEN)
6University West (SWEDEN)
7Mid Sweden Univerersity (SWEDEN)
The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.

Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
@InProceedings{FRANSSON2018ONS,
author = {Fransson, G. and Hrastinski, S. and Jaldemark, J. and Lindberg, J.O. and Lundin, J. and Olofsson, A.D. and Svensson, L. and {\"{O}}berg, L.M.},
title = {ON THE SWEDISH NATIONAL GRADUATE SCHOOL FOR DIGITAL TECHNOLOGIES IN EDUCATION - GRADE. EXPECTATIONS AND EXPERIENCES OF DOCTORAL STUDENTS AND SUPERVISORS},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1164},
url = {http://dx.doi.org/10.21125/iceri.2018.1164},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {769-774}}
TY - CONF
AU - G. Fransson AU - S. Hrastinski AU - J. Jaldemark AU - J.O. Lindberg AU - J. Lundin AU - A.D. Olofsson AU - L. Svensson AU - L.M. Öberg
TI - ON THE SWEDISH NATIONAL GRADUATE SCHOOL FOR DIGITAL TECHNOLOGIES IN EDUCATION - GRADE. EXPECTATIONS AND EXPERIENCES OF DOCTORAL STUDENTS AND SUPERVISORS
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1164
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 769
EP - 774
ER -
G. Fransson, S. Hrastinski, J. Jaldemark, J.O. Lindberg, J. Lundin, A.D. Olofsson, L. Svensson, L.M. Öberg (2018) ON THE SWEDISH NATIONAL GRADUATE SCHOOL FOR DIGITAL TECHNOLOGIES IN EDUCATION - GRADE. EXPECTATIONS AND EXPERIENCES OF DOCTORAL STUDENTS AND SUPERVISORS, ICERI2018 Proceedings, pp. 769-774.
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