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  • 1.
    Edman Stålbrandt, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hössjer, Annika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scaffolding and interventions between students and teachers in a Learning Design Sequence2007In: Psicologia Escolar e Educacional, ISSN 1413-8557, E-ISSN 2175-3539, Vol. 11, p. 37-48Article in journal (Refereed)
    Abstract [en]

    The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

  • 2. Fors, Eva
    et al.
    Fåhraeus, Eva R.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hössjer, Annika
    Stockholm University, The Stockholm Institute of Education.
    Sönnerbrandt, Christopher
    LIKA – Digital Literacy in Teacher Education2007In: Proceedings of Society for Information Technology & Teacher Education International Conference 2007 / [ed] R. Carlsen, K. McFerrin, J. Price, R. Weber, D. Willis, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) , 2007, p. 1474-1481Conference paper (Refereed)
    Abstract [en]

    As a result of rapid changes in a digitalized society, an initiative is now taken by the Swedish Knowledge Foundation, with focus on ICT in Teacher training. Together with two other projects, the LIKA project was launched at the beginning of year 2006. The LIKA project is a six year collaboration project between four teacher education schools. After finished education teacher students shall be able to apply ICT in everyday professional teaching activities. LIKA has adapted the CDIO method, developed by engineering educational programmes. In order to assure a durable change in both organizational and curricular structures the sponsor has initiated a self assessment program and a parallel evaluation conducted by external researchers.

  • 3. Fors, Eva
    et al.
    Hössjer, Annika
    Stockholm University, The Stockholm Institute of Education.
    Olsson, Lena
    Stockholm University, The Stockholm Institute of Education.
    Sönnerbrandt, Christopher
    Diffusion of ICT in teacher education - common targets and visions by four colleges in Sweden2008In: Proceedings of Society for Information Technology & Teacher Education International Conference 2008 / [ed] K. McFerrin, R. Weber, R. Carlsen, D. Willis, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) , 2008, p. 2326-2332Conference paper (Refereed)
    Abstract [en]

    In this paper we will reflect on how diffusion of information- and communication technology, can be real in Swedish teacher education. We will describe how the Bologna process affects the work with systematic implementation of ICT and how the CDIO Initiative is used as a framework for the development of the LIKA matrix. The LIKA project was launched at the beginning of 2006 and is a six year collaboration project, between four teacher education colleges. The project is financed by the Swedish Knowledge Foundation and the participating institutions. LIKA stands for the processes of Learning, Information, Communication and Administration, which requires digital competences in order to carry out everyday professional teaching and learning activities.

  • 4.
    Hössjer, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Den intervenerande läraren2009In: Didaktisk design i digital miljö: nya möjligheter för lärande / [ed] Staffan Selander, Eva Svärdemo-Åberg, Stockholm: Liber, 2009, 1, p. 159-169Chapter in book (Other academic)
  • 5.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Global perspectives on teaching excellence – A new era for higher education2018In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 8, no 1, p. 42-43Article, book review (Other academic)
    Abstract [en]

    Are you searching for a book that discusses teaching excellence from both a global and future perspective? In that case, Global perspectives on teaching excellence - A new era for higher education is a highly relevant and interesting book with contributions from 42 individuals, all involved in higher education in many countries. Christine Broughan, Graham Steventon and Lynn Clouder, researchers from Coventry University in the United Kingdom, are the editors. In this book, the concept of teaching excellence is explored by international authors who highlight a number of key issues. One issue is that teaching excellence has no international definition because it is such a complex subject covering diverse ontological, epistemological and cultural contexts. We can read this book with three questions in mind: If and how teaching excellence can be measured; what impact frameworks, initiatives and awards have on teaching excellence; and, what are the new challenges for global teaching excellence in the 21st century? The authors’ focus is a blend of political, theoretical and applied research which gives the reader many different perspectives on teaching excellence.

  • 6.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    IT i en lärande lärarutbildning2012In: Digital kompetens i lärarutbildningen: ett integrationsperspektiv / [ed] Annika Käck, Sirkku Männikkö Barbutiu, Lund: Studentlitteratur AB, 2012, no 1Chapter in book (Other academic)
  • 7.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, SirkkuStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Digital kompetens i lärarutbildningen: ett integrationsperspektiv.2012Collection (editor) (Other academic)
    Abstract [sv]

    Digital kompetens är i dagens samhälle en lika viktig kompetens som att kunna läsa och skriva. Därför ska den integreras i all utbildning. Begreppet är dock komplext och föränderligt med många tolkningar. Författarna i denna bok har definierat begreppet som digital teoretisk, didaktisk och teknisk kompetens. Till boken hör ett par filmer och en filmhandledning som inspirerar till arbete enligt bokens riktlinjer för lärarutbildningar, skolor och andra intressenter. Boken presenterar ett holistiskt angreppssätt för integreringen av digital kompetens i högre utbildning, särskilt i lärarutbildningen. Med ett integrationsperspektiv, menar författarna, är det möjligt att synliggöra vilka kompetensutvecklingsbehov som finns samt systematiskt granska och utveckla innehållet i utbildningen. Målet är integration av digital kompetens på ett hållbart sätt i en (utbildnings)organisation där förnyelse och kollegialt samarbete genomsyrar verksamheten. Mer teoretiska kapitel varvas med erfarenheter från författarnas utvecklingsarbete. Dessutom presenteras konkreta modeller och övningar som kan användas både på organisations- och individnivå. Boken vänder sig till lärarutbildare, ansvariga för lärarutbildning, pedagogiska utvecklare och alla som är intresserade av att integrera IT och digital kompetens i högre utbildning. Den är även relevant för andra organisationer som stöd i ett kompetensutvecklingsarbete.

  • 8.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Migrant teachers’ experiences with the use of digital technology and media during their placement period in Swedish schools2018In: Proceedings of the ATEE Winter Conference 2018: Technology and Innovative Learning / [ed] Michiel Heijnen, Miranda de Hei, Stan van Ginkel, ATEE - Association for Teacher Education in Europe, 2018, p. 64-72Conference paper (Refereed)
    Abstract [en]

    Professional development directed towards migrant teachers is provided at six Swedish Universities. These teachers study 1-2 years to become eligible to teach in Swedish schools. Part of this training is the placement period, where they become familiar with the Swedish school environment while guided by a placement supervisor. In this study, we examine migrant teachers’ experiences with digital technology and media during their placement period, using the theoretical concept of “unfamiliar ways of thinking and practising”. Data in this qualitative study was collected from a total of 34 migrant teachers through five focus groups and nine individual interviews. The migrant teachers’ former teacher education was completed in twenty different countries. A qualitative content analysis was conducted. The results indicate that the placement supervisor is of great importance for the improvement of migrant teachers’ digital competence, as it is defined in the Swedish context. As a role model, the placement supervisor can be a motivator and an inspirational force for migrant teachers. Findings also show that migrant teachers express unfamiliar ways of thinking and practising concerning the curricula, pedagogical methods and in their role as teachers, which has implications for how digital technology and media isused pedagogically.

  • 9.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Unfamiliar ways of thinking and practising in teacher education - Experiences by migrant teachers2018In: Changing perspectives and approaches in contemporary teaching: Conference proceedings / [ed] Marija Sablić, Alma Škugor, Ivana Đurđević Babić, ATEE - Association for Teacher Education in Europe, 2018, p. 219-235Conference paper (Refereed)
    Abstract [en]

    In Sweden, a growing number of students in teacher education have a migrant background. A specific group consists of those with a foreign teaching degree who wish to complement their studies to become eligible to teach in Swedish schools. Within Swedish teacher education, there is a lack of studies examining how migrant teachers perceive the Swedish educational system, how teaching and learning are understood and practised, and how these experiences can be related to migrant teachers’ previous experiences. In the present study, migrant teachers’ encounters with Swedish teacher education at four Swedish Universities were examined in relation to the notions of “unfamiliar ways of thinking and practising” to highlight ways of teaching and learning that are perceived as unfamiliar. Data in this study was drawn from a web survey completed by 228 respondents with a foreign teaching degree coming from 54 countries. Additionally, five focus groups and nine individual interviews were conducted. Furthermore, 30 reflective texts written by 15 participants were analysed. The results highlight the cultural embeddedness of Swedish teacher education and demonstrate how migrant students struggle with unfamiliar teaching and learning methods, epistemological understanding, examination practices and the roles and expectations from society or between teachers and students. To conclude, this research underscores the importance of situated reflexivity and awareness with intercultural experiences in mind, when designing teaching and learning, and supporting inclusion and equality. These findings and the way of identifying the unfamiliarity in teaching and practising may be applicable in other countries as well.

  • 10.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö-Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Vad är digital kompetens?2012In: Digital kompetens i lärarutbildningen: Ett integrationsperspektiv / [ed] Annika Käck, Sirkku Männikkö, Lund: Studentlitteratur, 2012, 1, p. 15-23Chapter in book (Other academic)
    Abstract [sv]

    I denna del beskriver vi hur digital kompetens finns i skolans och lärarutbildningens styrdokument. Vi återger vår tolkning av digital kompetens och presenterar den modell som vuxit fram utifrån våra erfarenheter. 

  • 11.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Oldsjö, Fredrik
    Stockholm University, Centre for Teaching and Learning.
    Kursplanearbete och kursutveckling2012In: Digital kompetens i lärarutbildningen: ett integrationsperspektiv / [ed] Annika Käck, Sirkku Männikkö Barbutiu, Lund: Studentlitteratur AB, 2012, no 1Chapter in book (Other academic)
  • 12.
    Käck, Annika
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Roll-Pettersson, Lise
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Alai-Rosales, Shahla S.
    Høium, Kari
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno G. H.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Intercultural Blended Design Considerations: a Case Study of a Nordic-Baltic Course in Autism Intervention2014In: European Journal of Open, Distance and E-Learning, ISSN 1027-5207, Vol. 17, no 1, p. 93-107Article in journal (Refereed)
    Abstract [en]

    Specialized educational programs previously unavailable to many students are now accessible to students spread throughout the world. In particular, this globalization presents new opportunities and challenges for universities educating professionals in the field of autism treatment. The aim of the present case study is to analyse the experiences of students who participated in an intercultural graduate level blended learning course in applied behaviour analysis with an autism focus. Students were enrolled in universities in four Nordic-Baltic countries. Country based focus group interviews and surveys were used to explore student’s experiences and perceptions. Results indicate that access to expertise and interacting with other cultures were noted to positively affect learning experience. Risk for cultural divide due to discrepancies in technology, differing pedagogical traditions, and understanding of English were also reported. Implications regarding the potential risks and benefits inherent in intercultural blended learning courses are discussed and suggestions are offered for enhancing the success of such courses.

  • 13.
    Männikkö Barbutiu, Sirkku
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Gao, Shuting
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Communicative spaces in MOOCs and Swedish Study Circles2015In: Proceedings of Global Learn 2015 / [ed] Theo Bastiaens, Gary Marks, Association for the Advancement of Computing in Education, 2015, p. 536-540Conference paper (Refereed)
    Abstract [en]

    Massive Open Online Courses (MOOCs) have become a common feature in higher education. The idea of opening up education for a wider population has been welcomed by many. How these new learning environments correspond to the requirements of individual learning is an issue of vital importance. In this paper, we will examine the MOOC phenomenon with the theoretical lense of Habermas influenced communicative space and compare the MOOC environment with that of Swedish Study Circles. Our examination suggests that the strong democratic and collaborative tradition of study circles might provide MOOC designers with a model that can help scaffolding MOOC education in ways beneficial to individual learners.

  • 14.
    Männikkö Barbutiu, Sirkku
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Digital literacy in teacher education – an integration model2013In: Learning & Teaching with Media & Technology: ATEE-SIREM Winter Conference Proceedings / [ed] Parmigiani Davide, Pennazio Valentina, Traverso Andrea, Brussels: Association for Teacher Education in Europe , 2013, p. 111-121Conference paper (Refereed)
    Abstract [en]

    Teacher education in Sweden has been subject to criticism for not providing teachers-to-be with relevant knowledge and skills concerning the pedagogical use of ICT. Only as late as in 2005 a nationwide investment was launched and three projects commenced with the overall aim of enhancing ICT competence within teacher education. One of the projects was called LIKA (Learning, Information, Communication, Administration) which brought together four institutions of higher education in Stockholm region. This six-year project engaged approx. 600 teacher educators and 6 000 pre-service teachers in 245 different activities with the scope of integrating digital literacy in teacher education programs within the participating institutions. The project developed a holistic model for integration of ICT with digital literacy as a key concept including theoretical, didactic/pedagogical, and technical competences. In a holistic model, digital literacy is established both on the individual and organizational levels with the goal of developing a learning organization where collaborative knowledge creation and learning constitute vital parts of everyday actions. This can be obtained through long term commitment of all personnel in systematic improvement of courses and curricula through experimentation and competence development.

  • 15.
    Männikkö Barbutiu, Sirkku
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    INTEGRATING DIGITAL LITERACY IN TEACHER EDUCATION - THE PERPETUAL CHALLENGE OF A LEARNING ORGANIZATION2016In: EDULEARN16: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2016, p. 4255-4264Conference paper (Refereed)
    Abstract [en]

    Swedish teacher education has been subject to criticism for not providing teachers-to-be with sufficient training in the pedagogical use of ICTs. In 2005, a nationwide initiative was launched by the Swedish Knowledge Foundation to improve this situation in teacher education. One of the projects, called LIKA (Learning, Information, Communication, Administration), brought together four institutions of higher education in Stockholm region to integrate ICTs in teacher education. This six-year project engaged approx. 600 teacher educators and 6 000 teacher students in 245 different activities. In this paper, we analyze the experiences from LIKA project that aimed at taking a novel approach to ICT implementation combining the latest technology with participatory and collaborative approaches to teaching and learning. The project applied a holistic model emphasizing at one hand the importance of regarding theoretical, pedagogical, and technical competences as equally relevant parts of digital literacy, and on the other hand, the importance of including all aspects of teaching profession into the system of competence development i.e. Learning, Information, Communication and Administration. In a follow-up survey we examined whether the central ideas from LIKA project still define the competence development and organizational learning activities at departments, which are involved in teacher education, and what kind of new developments have taken place since the end of the project period in 2013. The survey responses indicate that crucial issues for the integration of digital literacy remain the same over the years: how to create and maintain a learning organization in the academic environment of higher education, and how to preserve a functioning, up-to-date notion of digital literacy. Our respondents maintain that digital literacy has increasingly become a part of everyday practices in teacher education. However, the challenges of dispersed teacher education programs involving several departments and the strenuous working conditions of teacher educators make it hard to develop the notion of digital literacy and make ICTs an inspiring part of their pedagogic practice.

  • 16.
    Nykvist, Bengt
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Larsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    MOOCs and Developing Regions: from Adoption to Adaptations2014In: Department of Computer and Systems Sciences, Writers Hut 2014, August 21-22, Åkersberga, Stockholm: Department of Computer and Systems Sciences, Stockholm University , 2014Conference paper (Refereed)
    Abstract [en]

    MOOCs or Massive Open Online Courses have emerged in the discourse of the present day higher education as a solution for the 21st century educational challenges. This paper discusses how realistic and appropriate the original ideas of MOOCs are in the wider, global context, particularly in the context of developing regions. Do MOOCs promote democratization of education by making it accessible to all? Or do they reinforce educational hegemony of the Western world thus constituting a further link in the history of cultural imperialism of the global North over the global South? We will argue in this paper that in order to open up education through MOOCs, local adaptations are required. The contextualization of MOOCs, particularly pedagogical and linguistic considerations, are examined and design recommendations formulated.

  • 17.
    Olsson, Ulf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cliff, Alan
    Cheah, Horn Mun
    Christie, Michael
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Open Technology: Enhanced Higher Education, Professional Development and Research Collaboration2015Conference paper (Other academic)
    Abstract [en]

    There are more than one way forward for HEIs that wish to strategize how to best advance engagement with the wider society, address the changing need for professional development, develop learning technologies and establish international collaboration such as for research. The current study investigates, compares and discusses HEIs’ strategies for three areas: technology-enhanced education (including open courses); professional development of academic staff and research collaboration and engagement with business and other community stakeholders. The last issue is discussed in relation to Perez Vico et. al.’s (2014) categories of collaboration. The four HEIs involved in this study are the University of the Sunshine Coast, Australia, SIM University, Singapore, University of Cape Town, South Africa, and Stockholm University, Sweden. Formal documents about strategies and policies from each university are scrutinized in conjunction with interviews with managers who are responsible for educational development. Concepts and strategies for advancing blended learning courses and open and online courses are investigated. Making education available for lifelong learning, supporting economic growth, developing the region and interacting with the surrounding society are missions mentioned by some of the HEIs. The four HEIs apply different strategies to action mission statements and strategic plans.

  • 18.
    Roll-Pettersson, Lise
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Ala'i-Rosales, Shahla
    University of North Texas.
    Käck, Annika
    Stockholm University, Centre for Teaching and Learning.
    International collaboration: Blended Learning as a means to design and implement higher education courses in applied behaviour analysis and autism2011In: / [ed] Carl Hughes, 2011Conference paper (Refereed)
    Abstract [en]

    The last decade has experienced an increase of children diagnosed with autism creating a demand for behaviour analytic supports. However many countries lack expertise and university based coursework in behaviour analysis as it applies to autism. The purpose of this paper is to present two master level higher education courses which utilized blended learning technologies. The first course adhered to BACB certification guidelines, and was designed and implemented through collaboration between The University of North Texas and Stockholm University. The second course was subsidized by Nordplus Higher Education and introduced applied behaviour analysis and autism to a group of students enrolled in four Nordic-Baltic universities/colleges. Courses were evaluated using different formats. Findings are discussed related to topics raised at higher education summit held at the University of North Texas which focused on issues pertaining to designing, implementing, and supervising behaviour analytic interventions in autism.

1 - 18 of 18
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