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  • 51.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Organizing Digitalization In School: How A Municipality In Sweden Arranged For New Curriculum Implementation  Emphasizing Digitalization2018In: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris, Costas Tsolakidis, ICICTE , 2018, p. 382-390Conference paper (Refereed)
    Abstract [en]

    This study focused on how a municipality in Sweden organized for a new curriculum implementation with the focus on digitalization following the demands from politicians. A compulsory competence development course was initiated for all 40 school leaders in the municipality. The course followed the structure and form provided from the Swedish National Agency for Education.The results showed vast variation among school leaders regarding the understanding of digitalization and how they led processes in their schools.The results call for a thoughtful model of how to capture and act on these differences to secure equal quality of education in the municipality.

  • 52.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Running online formative interventions – experiences from an international research community2021Conference paper (Other academic)
    Abstract [en]

    The aim of this presentation is to share the successes and challenges that we have experienced, as an international community of researchers, running formative interventions in online research environments. We will consider lessons learned from six projects focused on interventions in diverse educational settings: 1) part-time adult learners working in facilities management, who were unhappy with online teaching and learning for the professional diploma courses they were undertaking; 2) K-6 school personnel seeking to create models, with which they aspired to tackle inequalities in accessing education; 3) post-compulsory education providers seeking to engage community stakeholders, in a particularly disadvantaged area with poor educational outcomes; 4) staff in a specialist school for blind students designing a model of inclusive practice, to respond to the changing nature of the student profile in their local community; 5) online educators in Higher Education Institutions, seeking to understand their own professional development needs; and 6) doctoral students from a range of disciplines, working alongside a multinational corporation to scope systemic and social challenges, developing an inclusive environment for neurodiverse employees to prosper. By sharing our successes and challenges, we will contribute to existing knowledge about the various methodologies we used to design and conduct these diverse projects, so as to continue to build collaboration in the use of formative interventions by the wider international research community. 

     

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  • 53.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Samarbetsbaserad undervisning i historia och samhällskunskap: utmaningar och möjligheter. IKT didaktik och lärande om människors villkor. Boundary object som stöd för IKT-didaktisk planering2015In: NGL2015. Next Generation Learning Conference. Högskolan Dalarna 18-19 November, 2015, Falun: Book of Abstract, 2015, p. C2-32Conference paper (Other academic)
    Abstract [sv]

    Med bas i ett EU-finansierat projekt Gränsöverskridande Nordisk undervisning (GNU, http://projektgnu.eu) mellan skolor i Sverige, Norge och Danmark har vi genom praktiknära och aktionsinriktade ansatser studerat och tillsammans med lärare bedrivit ett tre-årigt skolutvecklingsarbete med fokus på samarbete i och med digitala verktyg som grund för lärande i samhällsorienterade ämnen.

     

    Vikten av det praktiknära perspektivet poängteras i en omfattande översikt av 132 svenska forskningsstudier av samhällsorienterade (SO) ämnen. Johansson Harrie (2011) visade att det fortfarande finns ett stort behov av studier av vad som faktiskt sker i klassrummen i syfte att få en större förståelse för hur klassrumsaktiviteter och undervisningsresultat hänger samman. Att studera det som sker i klassrummet är viktigt då samhällsorienterade ämneskunskaper möjliggörs eller hindras i mötet mellan lärare och elever menar Schüllerqvist och Osbeck (2009) då intentionerna i läroplaner konkretiseras just i mötet. 

     

    Utöver behovet av fler studier kopplade till vad som sker i skolmiljön i SO-undervisningen finns också ett behov av att lyfta in bruk av digitala verktyg i den didaktiska situationen. Lärare likväl som elever förväntas att utveckla sin förmåga att använda sig av digitala verktyg i skolan för att lära. Lärarens utmaning i det didaktiska upplägget handlar om det aktiva valet av när vad fungerar som stöd för önskat undervisningsresultat vid bruk av digitala verktyg (Grönlund et al 2013). I relation till samhällsvetenskapliga ämnen lyfter Lund och Hauge (2011) fram hur viktigt det är att man som lärare behöver ‘designa in sig själv’ i de olika aktiviteter som eleverna skall göra samt skapa förståelse för både sig själv och sina elever att de digitala verktygen i sig också spelar roll i lärandet.

     

    Givet de identifierade utmaningar från tidigare forskning som poängterar vikten av att belysa det som konkret sker både gällande hur man interagerar, vilka verktyg som tas i bruk och på vilket sätt det innehållsliga stoffet sätts i relation till och utvecklas av bruk av digital teknik i samarbete med andra, illustreras dessa möjligheter och utmaningar i två konkreta undervisningsförlopp. De två skilda didaktiska uppläggen sätts i relation till Boundary object teorin, vilken lyfter fram hur människors sätt att förhålla sig till varandra och samarbeta underlättas genom att samlas kring något som upplevs tydligt och förståeligt för de inblandade människorna. 

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  • 54.
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Shared Virtual Environments: Technology, Social Interaction, and Adaptation over Time2004Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]
    • This thesis investigates social interaction and adaptation over time in shared virtual environments. Shared virtual environments (SVEs) are computer generated 3D graphical spaces where geographically distributed people can meet and interact with each other in a graphical space. Although there have been a number of studies about social interaction in shared virtual environments, there has been almost no research looking into changes over time, which this thesis does. It also relates the use of shared virtual environments to the broader context of other types of technologies used for bridging distances and linking people together. In order to gain more knowledge about social interaction over the longer term, this thesis compared and contrasted two different shared virtual environments. One was an internet-based virtual environment on desktop computers where many users could interact at the same time. The other were two networked immersive projection technology systems in which two participants performed a variety of tasks together. Observations and other methods of analysis were carried out, focusing on differences and similarities in people’s behaviour in processes of adaptation. The four papers contained in this thesis analyse the various processes of adaptation over time. This thesis argues that technology becomes not only a tool for social interaction; it also becomes a key aspect in social interaction. While the technology filters out some social cues that we are familiar with from face-to-face situations, it also “filters in” new cues that become important for how people can connect to each other inside the shared virtual environment. Over time, these social cues become essential for people to adapt to; otherwise people find it difficult to relate to each other and do things together in the shared virtual environment. The more difficulties people have in adapting to how to use the technology while interacting with others, the less people will accept the technology as an appropriate tool for connecting people and doing things together. The reason for this is that social and technical issues can only be separated analytically in shared virtual environments; in practice, as this thesis shows, they are highly intertwined. The thesis puts forward a dynamic model identifying the importance of looking more explicitly at individuals, technology, tasks and time in different contexts in social interaction. In this way, the thesis integrates a number of elements of the process of adaptation over time in SVEs into an overall framework, and paves the way for more extensive and in-depth future research into this topic.
  • 55.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Struggling With Leading Digitalization: Diverse Experiences Among School Andpreschool Principals2020In: International Conference on Information Communication Technologies in Education ICICTE 2020: Conference Proceedings / [ed] Evangeline Marlos Varonis, ICICTE , 2020, p. 34-46Conference paper (Refereed)
    Abstract [en]

    A municipality in Sweden took initiative to enhance the competence for all principals to lead digitalization in schools. The initiative was implemented during 2018-2019. Participant observations and surveys were used to document results, which showed a gap in the chain of command, as well as different attitudes towards the course between school and preschool principals. The attitudes were more mixed among the school principals than preschool principals, who were mainly positive about the initiative. The study suggests that leading digitalization through a chain of command should be done as a process, not a project, enabling integration of multilevel organizational aspects over time.

  • 56.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Symposium: Running online formative interventions towards inclusive and just societies2022In: The 9th Nordic-Baltic ISCAR 2022: Towards Inclusive And Just Societies: A Dialogue With, Within And Beyond Chat. Book Of Abstracts, 2022, p. 8-8Conference paper (Other academic)
    Abstract [en]

    The aim of this symposium is to share the successes and challenges that we have experienced, as an international community of researchers, running formative interventions in online research environments. We will consider lessons learned from a range of projects focused on interventions in diverse educational settings. By sharing our successes and challenges, we will contribute to existing knowledge about the various methodologies we used to design and conduct these diverse projects, so as to continue to build collaboration in the use of formative interventions by the wider international research community, also when an online design is used in formative interventions to reach for change and reach out to participants. 

  • 57.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Talking heads on the internet: social interaction in a multi-user voice based 3d graphical environment2011In: Proceedings of IRIS 2011.: TUCS Lecture Notes  No 15, October 2011 / [ed] Leino, Timo, 2011Conference paper (Refereed)
    Abstract [en]

    This paper reports on the finding from a qualitative study which investigated how long-term

    users of Traveler, a voice-based 3D online graphical environment launched in 1996 and still

    running, experience their social relations in relation to this specific cue-rich communication

    technology. The paper describes the subjective perceptions of the technology-mediated social

    experience such as the experience of social atmosphere in the community, of online

    friendship, of the meaning of the online social interaction in the users' offline lives. The paper

    also discusses the importance of these subjective experiences for motivation to regularly use

    Traveler. Conclusions drawn from the study suggest that it is crucial for users to have the

    ability to handle the technical functions of the program in order to function socially in the

    environment such as using the functions of the graphical program and using the voice channel

    in a social significant way. As a result, in order to have a positive and meaningful social

    experience in online it is critical for users to adapt to technical as well as to social factors.

    This process of adaptation is very important since the way functions are used was interpreted

    as social signals by users suggesting that social and technical aspects are intertwined in social

    practice. The paper describes this process of adaptation and the positive social effects of a

    successful adaptation. 

  • 58.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Alfredsson, Karl
    Lin Education , Göteborg.
    Cross Competence Collaboration to Design for Inclusion2016In: NordiCHI '16 Proceedings of the 9th Nordic Conference on Human-Computer Interaction: Gothenburg, Sweden — October 23 - 27, 2016, New York: ACM Press, 2016, p. 1-3, article id a132Conference paper (Refereed)
    Abstract [en]

    The aim of the workshop is to co-create different types of collaborative elements, models and strategies for inclusionin schools and for learning in other settings. Participants from a variety of organizations are invited: game designers; drama, history, and social science teachers; principals; school developers; writers; theater professionals'; and researchers in interaction, design and digital literacy. Our ambition is to share place-bounded experiences and ideas among various competence groups focusing on design for inclusion. All schools and all settings have their own possibilities and challenges. These possibilities and challenges need to be addressed in a game design that builds upon students' interaction with society, other students and different digital technologies. The expected results from the workshops will include heightened sensitivity to the need for cross-competence collaboration in design processes to support student-driven content creation with digital media.

  • 59.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Brocker, Kristina
    Strömstad vuxenutbildning, Strömstad.
    Producing Digital Stories For Language Learning And Digital Competence2020In: International Conference on Information Communication Technologies in Education ICICTE 2020: Conference Proceedings / [ed] Evangeline Marlos Varonis, ICICTE , 2020, p. 134-145Conference paper (Refereed)
    Abstract [en]

    This study shows how a small project in an SFI (Swedish for Immigrants)classroom has the power to influence larger processes in unexpected ways if acknowledged and supported. It also shows how important it becomes to think about creative possibilities making use of existing resources, enhancing the possibility to be creative without additional resources, and identifying what resources to use in new ways and why.

    Collaborative research was the methodological approach and Activity Theory was used as the analytical framework, emphasizing transformative agency by double stimulation. Results suggest that digital stories triggered expansive learning for multiple actors and organizations.

  • 60.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Brocker, Kristina
    Dalenius, Martin
    Skrivarstuga: ett sätt att fånga arbetsintegrerat lärande i verksamhetutvecklingsprocesser2022Conference paper (Other academic)
  • 61.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Egelström, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    In change we trust:: A study of a professional development project despite challenging times2021Conference paper (Other academic)
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  • 62.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Egelström, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hofling, Susanne
    Ängås skola, Svanesund (SWE).
    Källerfelt, Sussie
    Ängås skola, Svanesund (SWE).
    Online Change Laboratory: Att utveckla metod och verksamhet tillsammans2022Conference paper (Other academic)
  • 63.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Ericsson, Thommy
    Department of Applied IT, Chalmers University of Technology, Gothenburg.
    Sunnerstam, Maria
    University of Gothenburg, Gothenburg.
    Huang De-Voss, Cammy
    Virtual Labs, Stanford University, Stanford.
    Axelsson, Michael
    Department of Zoology, Gothenburg University, Gothenburg.
    Unlock the rigidity and design for flexibility2010In: US-China Education Review, ISSN 1548-6613, Vol. 7, no 11, p. 44-52Article in journal (Refereed)
    Abstract [en]

    This paper reports findings from a project implementing the VL (virtual labs) site featuring

    flash-based animations developed at Stanford University. The main conclusion in this paper stresses the need to

    design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in

    their everyday work, in order to allow them to build their own audiovisual presentation kits based on various

    available resources. Ambitious but rigid visualization products might otherwise end up not being used at all. 

  • 64.
    Spante, Maria
    et al.
    Chalmers University of Technology.
    Eriksson, Thommy
    Chalmers University of Technology.
    Sunnerstam, Maria
    Gothenburg University.
    Huang-DeVoss, Cammy
    Stanford.
    Axelsson, Michael
    Gothenburg University.
    The Need for Efficient and Flexible Educational Imagery: When Ambitious Visualization Products meet the Context of Actual Learning Environment2009In: Readings in Technology and Education: Proceedings of ICICTE 2009, 2009, p. 425-436Conference paper (Refereed)
    Abstract [en]

    This paper reports findings from a project implementing the Virtual Labs site featuring Flashbased animations developed at Stanford University. The main conclusion in this paper stresses the need to design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in their everyday work in order to allow them to build their own audiovisual presentation kits based on various available resources. Ambitious but rigidvisualization products might otherwise end up not being used at all.

  • 65.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Ferm, Christer
    Ferm Utveckling.
    Taking The Pulse Of The Puls Project: From Obedient Users To Innovative And Empowered Makers2020In: International Conference on Information Communication Technologies in Education ICICTE 2020: Conference Proceedings / [ed] Evangeline Marlos Varonis, ICICTE , 2020, p. 9-21Conference paper (Refereed)
    Abstract [en]

    This study reports on an initiative called PULS, due to its use of wearable heart rate monitors in a Swedish school seeking to increase physical activity among students to enhance learning, piloted with 58 seventh grade students. Wearable heart rate monitors were bought, and arrangements were made for 30-minute sessions of monitored activity twice a week.

    However, student data was not used for learning, and thus the initiative was initially interpreted as a sign of uncritical thinking and unreflective practice when incorporating digital technology in school. Critical discussion and further development became essential to steer the situation towards student empowerment and learning.

  • 66.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Fors, Johan
    Lin Education, Sweden.
    Alfredsson, Karl
    Lin Education, Sweden.
    Rosenberg, Staffan
    Lin Education, Sweden.
    The Story Machine: Transmedia games in education2017In: ICICTE 2017. The International Conference on Information Communications Technologies in Education 2017: Proceedings / [ed] Linda Morris & Costas Tsolakidis, Rhodos: ICICTE , 2017, p. 249-259Conference paper (Refereed)
    Abstract [en]

    The paper reports on the design process of a transmedia game driven by narratives mixing fact with fiction. The aim of the game was to enhance student motivation, collaboration, multiliteracy and local history learning. Atotal of 378 students ages 14-16 from three municipalities in Sweden played the game in their local school, providing content, reflections and suggestions for this type of gamification in school; thus supporting the design. The game improved students' multiliteracy skills while physically visiting and exploring local historical sites. Working in groups to solve tasks improved collaboration skills. Being placed in a fictional setting supported engagement.

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  • 67.
    Spante, Maria
    et al.
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Heldal, Ilona
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Axelsson, Ann-Sofie
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle,.
    Schroeder, Ralph
    Is there a Trade-off between Presence and Copresence?2003In: The 6th International Workshop on Presence, Aalborg, Denmark, October 6-8, 2003Conference paper (Refereed)
  • 68.
    Spante, Maria
    et al.
    Chalmers tekniska högskola (Institutionen för teknik och samhälle) .
    Heldal, Ilona
    Axelsson, Ann-Sofie
    Schroeder, Ralph
    Strangers and Friends in Networked Immersive Environments: Virtual Spaces for Future Living2003In: Proceeding of Home Oriented Information technologies (HOIT) 2003, Irvine, CA., 2003Conference paper (Refereed)
  • 69.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Jacquet, Ewa
    Stockholms Universitet, Stockholm, Sverige.
    Lindqvist, Eva
    Botkyrka kommun, Botkyrka, Sweden.
    Story-driven Design Using Mobile Technologies in Transmedia Practice for Multiliteracy Development2018In: Society for Information Technology & Teacher Education International Conference, Mar 26, 2018 in Washington, D.C., United States / [ed] Elizabeth Langran; Jered Borup, Chesapeake, VA: Association for the Advancement of Computing in Education, 2018, p. 1-10, article id 51824Conference paper (Refereed)
    Abstract [en]

    The aim of the article is to highlight and explore challenges and possibilities for literacies development within a story-driven transmedia game using mobile technology. Two classes of 7th grade students from two different schools in Sweden participated in the game. During the game, groups of students are supposed to solve a mystery, while being active and finding clues connected to physical places, and to engage in various literacy activities. The participants interpret texts and interactions produced by the game master in the role of different characters within the game. To solve the mystery the participants also have to produce blog texts, photos, films, podcasts and other media. Data from game sessions was collected though participant observations and blog analyses, focusing on signs of engagement and involvement. The study concludes that major drivers for being motivated by transmedia game activities were to be found in the interaction with the game master, collaboration among group participants, number of postings as well as complexity in utterances in written language, pictorial contributions and compositions, entering an imaginary "as if" gaming mode. Hence, transmedia games provide an educational structure that involves the majority of students in their multiliteracy development. The game enables teachers to target those who would benefit from specific multiliteracy guidance while playing to enhance learning. Further transmedia game designs should therefore explicitly incorporate a teacher role in games.

  • 70.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming2019In: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, p. 223-237Chapter in book (Other academic)
    Abstract [en]

    In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

  • 71.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in History among Nordic students: a case study about creating innovative ICT-didactic models2013In: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013, Naka Ward, Nagoya, Aichi Japan: The International Academic Forum (IAFOR) , 2013, p. 137-149Conference paper (Refereed)
    Abstract [en]

    The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.

  • 72.
    Spante, Maria
    et al.
    University West, Department of Economics and Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-Mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in history among Nordic students: a case study about creating innovative ICT-didactic models2014In: IAFOR Journal of Education, ISSN 2187-0594, Vol. 2, no 2, p. 55-86Article in journal (Refereed)
    Abstract [en]

    Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th–7th grades) worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT) in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain.The Technological Pedagogical Content Knowledge (TPACK) model, enhancing the combination of teachers’ pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union’s recommendations regarding students’ skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students’ video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers’ communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history remained challenging. 

  • 73.
    Spante, Maria
    et al.
    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.
    Svanberg, Pia
    University West, School of Business, Economics and IT, Divison of Informatics.
    From industrial mentality to entrepreneurial spirit: an engaged research approach for regional transformation2011In: Uddevalla Symposium 2011. Entrepreneurial Knowledge, Technology and Transformation of Regions: Revised papers presented at the 14th Uddevalla Symposium, 16-18 June, 2011, Bergamo, Italy / [ed] Irene Bernhard, Trollhättan: University West , 2011, p. 501-513Conference paper (Other academic)
  • 74.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Mauléon, Christina
    University of Gothenburg.
    When digital support systems in school risk to fail: on the investigation of intended and unintended consequences on individual, organizational and societal levels.2016In: SRA Europe 2nd Nordic Chapter Meeting in Gothenburg 14-15 November, 2016: Book of abstracts, Gothenburg Research Institute , 2016, p. 13-13Conference paper (Other academic)
    Abstract [en]

    The aim of the suggested project is to study the enactment of digitalized management and control systems in Swedish schools. There is a risk that the increased influx of digitalized management and control systems (MCS) takes time away from actual educational practice and interaction with students, thus hinderingthe development of IT didactic competence,  IT enhanced learning,  students well‐being and school performance in general. Therefore, it is essential to investigate the consequences of the implementation and use of digital MCS in schools to provide support for relevant use of these systems. The Swedish schoolsystem is at the center of an intense public debate due to the dramatic decline of students' PISA results. Consequently, the Swedish government commissioned the OECD to analyze the Swedish school system and provide recommendations. The recommendations given are to increase control, accountability and evaluations through implementation and use of digital management control systems (MCS) in which indicators (KPI:s) play a key role. However, Swedish schools already use digital MCS and KPI but little is known about their relevance, effects and consequences. In a pilot study we investigated the use of a digital incident reporting system (a type of MCS) at one school. The results show that the enactment of the system risked to harm students subjected to being reported in the system. Therefore we need to learn more about consequences of digital MCS and KPI in schools. It is therefore important investigate intended and unintended consequences, both short‐term and long‐term, on individual (students/teachers/school leaders)‐, organizational (school)‐ and societal levels.  Three case studies will be conducted over three years, including three schools in different municipalities. Data will be collected through readings of regulatory‐ and policy documents,studies of existing digital MCS's and KPI's, interviews and shadowing. 

  • 75.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Näverå, Elisabeth
    University West, University West, the Library.
    Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 7-7Conference paper (Other academic)
    Abstract [en]

    How librarians and teachers in higher education collaborate in their workplace and how inter-professional learning is arranged for and experienced are understudied. This study will present a case where a librarian and a teacher held continuous meetings. The purpose of the case study is to demonstrate and emphasize the value of interprofessional learning as work integrated learning and suggest models for competence development and educational development for students regarding information seeking in higher education. The case includes three three-hour meetings between a librarian and a teacher where conversations and hands-on activities initially focused on databases, search tools and techniques for improved search quality. Individual experiences were documented as separate texts of reflections from a unique professional point of view. Every reflection brought on new questions and ideas that were discussed during the following meeting. The comprehensive documentation were analyzed and used for modelling courses for students' progression in information literacy. The courses were then implemented and evaluated on basic and advanced levels. Furthermore, experiences were used for modelling competence development in a University setting. Interprofessional learning arose while combining role specific practice and knowledge between a librarian and a teacher during their conversations. The emergent learning drove model creation that benefitted students, teachers, researchers and librarians. This study recommends the university management to support interprofessional encounters at work. Continuous meetings at Universities between librarians and teachers are rare and, thus, not often reflected upon or systematically documented and analyzed. Value is found in course development for students and professional development for librarians, teachers and researchers.

  • 76.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Näverå, Elisabeth
    University West, University West, the Library.
    Interprofessionellt lärande som arbetsintegrerat lärande: när samtal om databaser och informationssökning skapar grund för lärande2015Conference paper (Other academic)
    Abstract [sv]

    Biblioteket på Högskolan Väst har en särskilt stödfunktion som kallas Forskarstöd. Det handlar om en grupp bibliotekarier som bland annat bistår forskarna i fråga om publiceringsstrategier, bibliometri, informationssökning och tillgängliggörande av forskningspublikationer i DiVA (Digitalt Vetenskapligt Arkiv). Tjänsten används frekvent och på olika sätt av olika forskare utifrån deras behov. Vårt case bygger på tre möten mellan bibliotekarie och forskare samt efterföljande individuella reflektionstexter. I denna presentation vill vi berätta om vinsterna med att betrakta samtalen mellan forskare och bibliotekarie genom perspektiven interprofessionellt lärande och arbetsintegrerat lärande. Vi belyser dessa vinster genom våra erfarenheter att ha kontinuerliga träffar på tu man hand med fokus på informationssökning och databaser.

    Mötet mellan bibliotekarie och forskare präglas av att var och en bär med sig sin specifika professionella praktik in i mötet. I mötet och i det samtal som då sker kan båda bli varandras lärare likväl som varandras studenter. Den dubbla situationen av att vara bärare av båda roller samtidigt behöver hanteras av de aktörer som interagerar med varandra i situationen. Hur det mötet går till, drivs och fylls med ett innehåll samskapas av de som ingår i mötet. I vårt fall belyser vi och problematiserar denna situation utifrån våra egna erfarenheter i vårt eget arbete på vår arbetsplats. Avslutningsvis rekommenderar vi att skapa fortsatta villkor för dessa typer av interprofessionella möten på arbetsplatsen för att stödja arbetsintegrerat lärande i verksamheten för verksamheten.

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  • 77.
    Spante, Maria
    et al.
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Schroeder, Ralph
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Axelsson, Ann-Sofie
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    How Putting Yourself into the Other Person´s Virtual Shoes Enhances Collaboration2004In: Proceeding of the 7th International Workshop on Presence, Valencia, Spain-October 13-15, 2004, p. 190-196Conference paper (Refereed)
  • 78.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Sofkova Hashemi, Sylvana
    Halmstad University, Halmstad (SWE).
    Workshop 6: The Design Dice Model in Practice2022In: ICICTE 2022 Rhodes, Greece July 7 to 9: Conference Programme / [ed] Evangeline Marlos Varonis, 2022, p. 26-28Conference paper (Other academic)
  • 79.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Sofkova Hashemi, Sylvana
    University of Gothenburg, Gothenburg (SWE).
    Hipkiss, Anna Maria
    University of Gothenburg, Gothenburg (SWE).
    Structured Flexibility When Learning About Resourcediversity On The Globe: The Dollar Street Case2022In: ICICTE 2022 Rhodes, Greece July 7 to 9: Conference Programme / [ed] Evangeline Marlos Varonis, 2022, p. 23-23Conference paper (Other academic)
    Abstract [en]

    The study is situated in a school built specifically with the idea offlexible design in the learning environment providing variation ofrooms and furniture combined with access to a range of digitaltools to enhance students’ 21st century skills. The aim of thisstudy is to investigate how such flexible resources are used andexperienced by teachers in practice. The findings demonstratethat teaching in such spatial wholeness requires includingflexibility in the planning process and approaching studentdriven choices in a meta-structure for students to participateand learn. Teaching Dollar Street required extensive collectiveplanning to uphold the shared design throughout the spaces,activities, and resources.

  • 80.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Sofkova Hashemi, Sylvana
    Göteborgs universitet, Göteborg, Sverige.
    Lundin, Mona
    Göteborgs universitet, Göteborg, Sverige.
    Algers, Anne
    Göteborgs universitet, Göteborg, Sverige.
    Digital competence and digital literacy in higher education research: Systematic review of concept use2018In: Cogent Education, E-ISSN 2331-186X, Vol. 5, no 1, article id 1519143Article, review/survey (Refereed)
    Abstract [en]

    Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.

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  • 81.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, School of Business, Economics and IT, Divison of Informatics.
    Developing teachers’ interactive competence with the support of video recalled interviews: a training method in the making – Some initial results and lessons learned2012In: Society for Information Technology and Teacher Education - Mar 5-9, 2012 - Austin, TX, Texas, 2012, p. 1-8Conference paper (Refereed)
    Abstract [en]

    This pilot study puts special emphasis on teachers' interactive competence. Interactive competence is defined as the teacher's ability to handle interaction with the students while incorporating interactive technology in the teaching situation. The focus of the study lies on the teacher's ability to manage an interactive digital artifact with built-in interactive features, and the interactions that exist between teacher and student, as well as on the teacher's way of dealing with student-to-student interactions during teaching sessions, on repeated occasions. The paper reports how two K-12 Swedish teachers themselves identify and manage their own competence development with the support of the method of video recalled interviews (VRI). Initial results suggest that the teachers in the study were mainly concerned about the social atmosphere in the classroom and how the teachers relate to students and less focused on how the interactive technology supports learning of the subject matter during the different sessions.

  • 82.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Carlsson, Linnea
    University West, School of Business, Economics and IT, Divison of Informatics.
    Triggering sustainable professional agency: using change laboratory to tackle unequal access to educational success collectively2021In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 34, no 2, p. 162-175Article in journal (Refereed)
    Abstract [en]

    Purpose This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success.

    Design/methodology/approach The empirical findings are from a CL focusing on school professionals’ agency and a follow-up study one year after the CL.

    Findings The study shows how the staff gained insight that professional agency is a collective and relational practice. Furthermore, the staff explored how to make a difference with viable means to create new workplace models for students’ success despite experiencing a conundrum.

    Research limitations/implications This study examined participants’ perspectives in workplace change and provided support for further research examining how professionally and collectively designed models gain sustainability in schools.

    Practical implications This study provides empirical data of how professional agency for change driven by collective visions can be accelerated with the interventionist method CL among school professionals.

    Social implications This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

    Originality/value This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

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  • 83.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Egelström, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Diversity in agency: experiences from three Change Laboratories to tackle gender related grade gap in school2020Conference paper (Other academic)
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  • 84.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hitta drivet: Studiemotivation och genusmönster i grundskolan2019Report (Other academic)
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  • 85.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Varga, Anita
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lind, Henrik
    Orust Kommun, Orust, Sverige.
    Jansson, Lars
    Orust kommun, Orust, Sverige.
    Lindeberg, Björn
    Eds kommun, Ed, Sverige.
    Adler Johannesson, Ann-Helen
    Eds kommun, Ed, Sverige.
    Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University2018In: ICERI2018 Proceedings, IATED , 2018, p. 10347-10356Conference paper (Refereed)
    Abstract [en]

    This paper aims to highlight challenges and opportunities connected to collaboration between municipal school administrators, principals, teachers and researchers. The current study was formulated in cooperation between researchers and administrators from two rural Swedish municipalities. The study was based on their concern on large gender gap in grades, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially among low-achieving boys.

    The project was co-designed in close collaboration between administrators, principals and researchers. The negotiated purpose was thus collaboratively broadened to include not only gender patterns but also other sociological aspects that affect learner identities and motivation. Project information was provided through on-site visits where the project was presented for all staff members at each school in each municipality. During the first year, observations were carried out in grade 6 in five schools, and grade 9 in three schools. Two researchers followed each class one week, by teacher invitation. The focus was on the conditions for learning and motivation offered in class, and on factors supporting and hindering the learning and motivation of girls and boys with different backgrounds and resources. Semi-structured interviews with teachers in the targeted classes (N=18) were held. The interviews focused on the teachers' notions of student achievement and motivation in regard to gendered norms, curriculum and classroom practices. Teachers were also asked to reflect on the possibilities to change prevailing patterns. Semi-structured interviews with students, mostly in pairs (N=70; 39 girls, 31 boys) were carried out. The topics for these interviews were the students' notions of how school, home and peers interplay with their views on learning, motivation and their aspirations for the future. In addition to the practice-based research activities, organizational development and competence building were key ambitions in the cooperation between the two municipalities and the university. The model for this was a one-day workshop for the entire pedagogical staff in the schools at the respective municipality (N=195, N= 65). During these days, local experiences and observations were discussed in relation to presented research concerning study motivation and gender patterns.

    Groups of teachers sat together and shared their understandings and reflections. All group conversations were documented in shared online documents for capturing and spreading thoughts and understandings. These shared documents provided a source for further discussions after the actual competence development day. The same model for data gathering will be carried out in year two of the project in order to have a solid foundation for analysis and further recommendations and suggestions. So far, our mutual experience from the range of roles participating in the project, is that the model for co-designing a project combining competence development arrangements with research activities is a fruitful cross-fertilizing process for knowledge creation and professional learning.

  • 86. Steed, Anthony
    et al.
    Spante, Maria
    Chalmers Tekniska högskola(Institutionen för teknik och samhälle) .
    Heldal, Ilona
    Axelsson, Ann-Sofie
    Chalmers Tekniska högskola(Institutionen för teknik och samhälle) .
    Schroeder, Ralph
    Strangers and Friends in Caves: An Exploratory Study of Collaboration in Networked IPT Systems for Extended Periods of Time2003In: Proceedings of Interactive 3D Graphics, Monterey, ACM, 2003, p. 51-54Conference paper (Refereed)
  • 87.
    Sundberg, Bodil
    et al.
    School of Science and Technology, Örebro University, Örebro.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Stenlund, Jörgen
    School of Science and Technology, Örebro University, Örbro.
    Disparity in practice: diverse strategies among teachers implementing interactive whiteboards into teaching practice in two Swedish primary school2012In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 37, no 3, p. 253-270Article in journal (Refereed)
    Abstract [en]

    This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactivewhiteboards (IWBs) in two Swedish K-6 schools. The purpose of theproject was to generate results and insights of value when preparingstudent teachers for professional use of IWBs and to give school leadersguidelines when implementing IWBs. A range of methods were used tocollect rich and varied empirical materials in this exploratory project.Judging from our data, it was obvious that the implementation process ofIWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Overthe course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. Italso became increasingly clear during the study that there is a distinctionbetween technical interactivity and pedagogical interactivity. Our resultsfurther suggest that training is needed when introducing these boards forfuture users. This training should include both technical instructions andpedagogical discussions.Keywords: interactive whiteboards; primary teaching; ICT; implementationproces

  • 88.
    Svedäng, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Collaborative Work and ICT Tools Enabling Science Teaching and Learning in a Cross-Border Context2015In: The European Conference on Technology in the Classroom 2015: Official Conference Proceedings, 2015, p. 125-137Conference paper (Other academic)
    Abstract [en]

    The collaboration and cross-border communication of 14–16-year-old students from Sweden and Denmark working with various science assignments using ICT was followed in an action-influenced project. The students collaborated in a complex learning context, including searching for information, planning, executing, and reporting experiments, posing questions, collecting facts, and communicating, using the Internet, shared documents and presentations, Blog, Skype, and Adobe Connect. The asynchronousICT communication tools used in the project enabled the teachers to include information and instructions for the students in the documents as well as following the students work online. The synchronous communication tools were importantfor the students to get to know each other and make friends.Most of the student groupswere successful in using the ICTs provided, in executing the experiments, communicating, and sharing information. Generally the students appreciated the possibility ofworking with fellow students from another country; they showed good ability to work autonomously, collaborate, and communicate about science issues. The ICT tool that were most popular among the students were Google docs and Skype.The complex learning situations created within the project enabled the students to interact regardless of physical borders and to trainin important key competencessuch as using scientific methods, developing digital skills, and communicating in the mother tongue as well as in foreign languages.

  • 89.
    Svedäng, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Doing cross-border science experiments using ICT for co-planning, documentation and evaluation as a method for increased motivation to participate in and learn about science experiments2014In: Society for Information Technology & Teacher Education International Conference / [ed] M. Searson & M. Ochoa, Chesapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 2332-2340Conference paper (Refereed)
    Abstract [en]

    Two ninth grade classes – one Swedish and one Danish worked together doing chemistry experiments. Their assignment was to seek out and choose an experiment to perform, then plan for and execute the experiment while making a videotape of the experiment to upload onto their mutual blog, and finally, to give feedback on the videos. Analysis of the students’ activities and the material they produced indicated that they attained the goals in relation to planning and documenting a science experiment. Their level of enthusiasm was deemed to be high, and they were apparently motivated by working with students from another school in another country. However, a deeper analysis of the experimental content showed that the specifically scientific learning was rather superficial, and would have benefitted from greater teacher guidance during the experiment.

  • 90.
    Thomée, Sara
    et al.
    Department of Psychology, University of Gothenburg, Gothenburg (SWE).
    Allard, Karin
    Department of Sociology and Work Science, University of Gothenburg, Gothenburg (SWE).
    Gunnarsson, Mattias
    Department of Psychology, University of Gothenburg, Gothenburg (SWE).
    Martinsson, Per
    Department of Psychology, University of Gothenburg, Gothenburg (SWE).
    Larsman, Pernilla
    Department of Psychology, University of Gothenburg, Gothenburg (SWE).
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Phubbing at work: Mobile phone behavior in social contexts at the workplace and associations with the psychosocial work environment2022In: 15th EAOHP Conference 2022: Supporting Knowledge comparison to promote good practice in occupational health psychology. Book of Proceedings. / [ed] Kevin Teoh, Fiona Frost, Jasmeet Singh, Maria Charalampuos, Miguel Muñoz, 2022, p. 589-589Conference paper (Other academic)
    Abstract [en]

    Background: Phubbing (from phone and snubbing) is the phenomenon of interacting with one'ssmartphone rather than with physically present persons. The smartphone entices multitasking,we can quickly find ourselves mentally elsewhere and in communication with others than wherewe physically are. This means changed behaviors also in traditionally social contexts at work.Breaks at work give an opportunity to recover, but also to chat and socialize with co-workers –a social exchange that seems to be positive for developing collegial cohesion and trust, andfacilitates access to collegial social support. In pilot interviews with safety representatives in the electrical trade, concerns were raised that preoccupation with mobile phones in the breakrooms contributed to reduced social communication in working groups, impaired communication aboutwork tasks and the work environment, less commitment to work, and reduced access to socialsupport. These factors, by extension, may have significance for occupational safety and health,socialization, and productivity. In this research project granted by the Swedish Research Council for Health, Working Life and Welfare, we explore mobile phone behaviors, especially phubbing, in social contexts of working life.

    Objectives: To explore the occurrence of phubbing in social contexts at workplaces, e.g., in thebreakrooms, how phubbing at work is perceived on different levels in the organization andwhich norms are at play. Further objectives include whether phubbing is associated with socialwork environment factors such as organizational commitment and social support, and whetheror not phubbing at work is an issue that needs to be addressed.

    Methods: The project has an exploratory approach and combines qualitative and quantitativemethods. Ongoing studies include a) surveys in workplaces in the electrical trade, health careand dentistry, b) interviews with employees, managers, and HR, in the said trades, and c) asurvey to members of the Swedish Electrical worker union (N=13000). Studies a-c map mobilephone behaviors during the working day, perceptions about these behaviors, their causes andconsequences, and the presence of norms and policies regarding mobile phone use at work.Based on these studies, a longitudinal survey in a random sample from the Swedish workingpopulation (n=6000) is planned to examine associations between “phubbing” at work and socialenvironment factors, at baseline and after 6 months.

    Results: This is an ongoing study. Preliminary results will be presented at the conference, ifaccepted.

  • 91.
    Varga, Anita
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Expansive Learning And Transformative Agency For School Professionals2020In: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, p. 1419-1428Conference paper (Refereed)
    Abstract [en]

    The current study has been formulated in cooperation between researchers and school officers from a rural Swedish municipality, based on their concern that there is a large and growing gender gap in the results, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially the low-achieving boys. The school officers as well as the teachers suggested that the problems are the result of an interplay between norms and conditions in the local society which foster negative attitudes to education generally, and unfavorable but amendable premises for learning that prevail in many schools and classrooms. To generate knowledge of have to change the situation researcher, principals, teachers and other professionals' such as school nurse and union representatives have worked together in finding tools to deal with the gender gap in grades. In this paper we present the result from the first, in a series of five (CL:1-CL:5), activity based formative interventions. The participants' in CL:1 have been school professionals' who works with students in 7-9 grade. The theoretical and methodological framework is Change Laboratory (CL), which is a specific form of activity based formative intervention where actionable knowledge is understood as a collaborative and generative possibility knowledge intertwined with transformative action (Sannino & Engeström 2017). Focus is on the participants expanding learning and the aim to generate and implement new models and instruments for activity. The core ideas of the CL is about professional empowerment and empowering in ways not experienced before and insert hope that change is possible also at the systematic level when working together. Based on the result from CL:1, the aim of this paper is to highlight challenges and opportunities connected to the use of Change Laboratory as a method for work integrated learning.

  • 92.
    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)
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