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  • 301.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 20162018In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 56, no 3, p. 315-343Article in journal (Refereed)
    Abstract [en]

    Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an investigation of how the framework has been applied to show teacher TPACK is needed. This study is a systematic literature review of107 peer-reviewed journal articles concerning the use of TPACK in empirical studies published from 2011 to 2016. The study supplements previous review studies with more recent work on general characteristics of TPACK studies as well as contributes an analysis of how the framework has been applied to identify teacher TPACK inrecent literature. Findings show a variety of approaches and instruments to examine teacher TPACK. Most common is to identify teacher TPACK via self-reporting, while performance evaluations of teaching activities are rare. Additionally, the ways TPACK is operationalized as a measuring instrument are often implicit and make comparison of results difficult. Future directions for research are discussed.

  • 302.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Challenges of Achieving ICT Competent Teachers through Continuing Professional Development: Teachers' perspectives2013In: Proceedings IRIS36: August 11-14 2013 at Gran, Norway, University of Oslo, department of informatics / [ed] Tone Bratteteig, Margunn Aanestad & Espen Skorve, Oslo: Akademika forlag, 2013, no 4, p. 103-117Conference paper (Refereed)
    Abstract [en]

    This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory school.  Continuing professional development (CPD) is often used as a mean to increase competence in general among teachers, and is used for ICT initiatives as well. However, numerous studies have shown that previous ICT initiatives have not achieved sustainable change in teaching practices to the extend desired by policymakers. This study addresses the problem by investigating how such change initiatives can affect teachers in their every-day work. Therefore, we explore challenges and experiences, as perceived by teachers, related to CPD as a mean to achieve ICT competence into their profession. 17 teachers have been interviewed. The interviews were recorded, transcribed, and analysed by learning theories suitable for professional practices. Teachers’ expressed needs were well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were diverse, reflecting their individual competence, length of teaching experience, personal motivation and learning preferences. 

  • 303.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Progression in Practice: Development of TPACK in didactical designs2015In: Proceedings of Society for Information Technology & Teacher Education International Conference 2015 / [ed] D. Slykhuis & G. Marks, Chesapeake, VA:, 2015, p. 79-86Conference paper (Refereed)
    Abstract [en]

    We report results from a three-year School Development Project in which digital technology supports cross-border collaboration and innovative models for teaching in virtual classrooms are designed. The study involved 22 teachers and 600 students in elementary school. The development and implementation of didactical designs were examined by using the TPACK model as an analytic lens. An in-depth analysis of 14 didactical designs, i.e., pre-planned sequences of lessons with specified learning objectives, in mathematics were conducted. We show how the TPACK model can be used to identify progression in practice, when didactical designs are studied in detail. We have been able to track progression in the didactical designs, where the TPACK components are becoming more integrated and balanced over time. We have seen examples of organizational development, in which teacher teams together with researchers built a productive community of practice around developing TPACK-based competence.

  • 304.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didactical designs in use: exploring technological, pedagogical and content knowledge2016In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, p. 253-268Conference paper (Refereed)
    Abstract [en]

    In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

  • 305.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sørensen, Carsten
    University West, School of Business, Economics and IT, Divison of Informatics. The London School of Economics and Political Science.
    Expansive Learning in Transforming Teaching PracticesIn: Article in journal (Refereed)
  • 306.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Digitaliseringen i skolan: möjligheter och utmaningar2018Book (Other academic)
  • 307.
    Wormdal, Caroline
    University West, Department of Economics and IT, Division of Media and Design.
    “Ja, det är väl just därför man delar”: En kvalitativ studie om Quantified-selfers uppfattning och erfarenheter om delning av aktivitetsdata i Runkeeper2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study's purpose was to get an insight into what it is that determines the Quantified-selfers to choose to share their activity or not. Using interviews as a method i interviewed users of the app Runkeeper to find out their experiences and opinions about sharing. Depending on whether they where sharing or not, the questions were costumized and based on it to get the right information from the right person.

    I also made a content analysis from a facebook group for Runkeeper users so i actually could see what information they choose to share. The survey showed that depending if they shared or not, there were clear differences regarding what opinions they had regarding sharing, especially of sharing, especially on social media.

    Those who shared, saw the process more like sharing with others to provide motivition, but also to take part of other training.

    Those who didn´t share saw their training as something private and kept it for themselves. At the same time they were more willing to take part of training information others shared in runkepper/social media.

  • 308.
    Åsbrink, Johan
    University West, Department of Economics and IT, Division of Media and Design.
    Publicering – det åttonde p:et i marknadsföringsmixen?: En litteraturstudie om visuell företagsidentitet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to draw attention to corporate visual identity; partly by mapping the field for future research – what we know and need to know – but also by providing theoretical and practical implications for professional practice. Managing corporate visual identity systems – containing guidelines for the use of name, symbol, logotype, fonts, colour and slogan – is namely a neglected research area in literature on communication and PR. This even though our western society is becoming more and more visually oriented with companies constantly competing for our attention. The paper takes the form of a literature review and begins with introducing theories on corporate visual identity, focusing on T.C. Melewar’s and John Saunders’ advocacy of its management as the eighth p "publications" in an extended marketing mix. After that, the process behind the systematic selection of empirical studies is rendered, which later is used to review the theories and investigate the arguments supporting Melewar’s and Saunders’ statement.

    The result of the study confirms that corporate visual identity includes elements beyond the traditional marketing mix and that organizations see benefits in moving past these to express other forms of visual communication. In addition to buildings, vehicles and clothing, smaller elements such as stationery and forms are also considered to be effective ways of projecting their visual identity. A consistent corporate visual identity is in turn attested to have a positive impact on a variety of things, including consumers, employees, corporate image, reputation, sales, recruitment and performance. To titulate the management of corporate visual identity systems as the eighth p "publications" in an extended marketing mix therefore feels in order.

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