Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept

As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change a...

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Vydáno v:Education and information technologies Ročník 26; číslo 1; s. 187 - 204
Hlavní autor: Pettersson, Fanny
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.01.2021
Springer
Springer Nature B.V
Témata:
Budgets
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Cultural-historical activity theory
Digital technologies
Digitalization
Education
Educational Change
Educational reform
Educational Technology
Information and communication technology (ICT)
Information Systems Applications (incl.Internet)
Mediation
Organizational Change
Outcomes of Education
Professional Development
School development
School leadership
School Organization
Schools
Social Theories
Teacher
Technology Uses in Education
User Interfaces and Human Computer Interaction
Digitalization
School leadership
Digital technologies
Cultural–historical activity theory
Teacher
Information and communication technology (ICT)
School organization
School development
ISSN:1360-2357, 1573-7608, 1573-7608
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Shrnutí:As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change and transformation in different stages and several organizational levels. Based on cultural–historical activity theory and the concept of levels of learning, this study will elaborate on the concept of digitalization as well as how schools are dealing with digital and educational change. Two schools known for their large-scale digitalization processes are analyzed. In the analysis, it is indicated that the object of digitalization harbors an idea that influence how digitalization is planned for and enacted within the school organization. How schools conceptualized—what is theoretically and practically meant by digitalization—influence how they plan their budget, professional development, and organizational change. With this backdrop, it is a concluded need for explicit discussions and conceptual clarifications on what digitalization is and what it involves in different school contexts.
Bibliografie:ObjectType-Article-1
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ISSN:1360-2357
1573-7608
1573-7608
DOI:10.1007/s10639-020-10239-8