1. bookVolumen 23 (2021): Heft 2 (January 2021)
11 Dec 2014
2 Hefte pro Jahr
access type Uneingeschränkter Zugang

Educators’ Digital Competence in Swedish Rural Schools

Online veröffentlicht: 10 Dec 2020
Volumen & Heft: Volumen 23 (2021) - Heft 2 (January 2021)
Seitenbereich: 65 - 82
11 Dec 2014
2 Hefte pro Jahr

This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.

Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.

1. Abbott, M. L., & McKinney, J. (2013). Understanding and applying research design. Somerset: Wiley.Search in Google Scholar

2. Åberg-Bengtsson, L. (2009). The smaller the better? A review of research on small rural schools in Sweden. International Journal of Educational Research, 48(2), 100-108. http://dx.doi.org/10.1016/j.ijer.2009.02.00710.1016/j.ijer.2009.02.007Search in Google Scholar

3. Anderson, M. (2010). Images of small schools. In M. Anderson, M. Davis, P. Douglas, D., Lloyd, B. Niven, & H. Thiele (Eds.), A collective act: Leading a small school (pp. 1-60). Melbourne: Australian Council for Educational Research.Search in Google Scholar

4. Anderson, M., & Lonsdale, M. (2014). Three Rs for rural research. I S. White, & C. Michael (Eds.), Doing educational research in rural settings. Methodological issues, international perspectives and practical solutions (pp. 191-204). New York: Routledge.Search in Google Scholar

5. Autti, O., & Hyry-Beihammer, E. K. (2014). School closures in rural Finnish communities. Journal of Research in Rural Education, 29(1), 1-17. Retrieved from http://jrre.psu.edu/articles/29-1.pdfSearch in Google Scholar

6. Bæck, U.-D. K. (2015). Rural location and academic success—Remarks on research, contextualisation and methodology. Scandinavian Journal of Educational Research, 60(4), 435-448. http://dx.doi.org/10.1080/00313831.2015.102416310.1080/00313831.2015.1024163Search in Google Scholar

7. Bai, Y., Mo, D., Zhang, L., Boswell, M., & Rozelle, S. (2016). The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China. Computers & Education, 96(2016), 1-14.Search in Google Scholar

8. Berry, A. B. (2012). The relationship of perceived support to satisfaction and commitment for special education teachers in rural areas. Rural Special Education Quarterly, 31(1), 3-14.10.1177/875687051203100102Search in Google Scholar

9. Christophersen, K. A., Elstad, E., Turmo, A., & Solhaug, T. (2016). Teacher education programmes and their contribution to pupil teacher efficacy in classroom management and pupil engagement. Scandinavian Journal of Educational Research, 60(2), 240-254.10.1080/00313831.2015.1024162Search in Google Scholar

10. Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. London: Routledge.Search in Google Scholar

11. Department of Education. (2017). Nationell digitaliseringsstrategi för skolväsendet. [National strategy for digitalization in education]. Retrieved from https://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet.pdfSearch in Google Scholar

12. Drijvers, P., Doorman, M., Boon, P., Reed, H., & Gravemeijer, K. (2010). The teacher and the tool: instrumental orchestrations in the technology-rich mathematics classroom. Educational Studies in Mathematics, 75(2), 213–234. https://doi.org/10.1007/s10649-010-9254-510.1007/s10649-010-9254-5Search in Google Scholar

13. Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33-39.10.1016/j.ijer.2011.04.007Search in Google Scholar

14. Edwards, A., & Daniels, H. (2012). The knowledge that matters in professional practices. Journal of Education and Work, 25(1), 39-58.10.1080/13639080.2012.644904Search in Google Scholar

15. Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving interprofessional collaborations: Learning to do multi-agency work. London: Routledge.10.4324/9780203884058Search in Google Scholar

16. Egelund, N., & Laustsen, H. (2006). School closure: What are the consequences for a local society? Nordic Journal of Educational Research, 50(4), 429-439.10.1080/00313830600823787Search in Google Scholar

17. European Commission. (2013). Survey of schools: ICT in education. Luxembourg: The European Union.Search in Google Scholar

18. Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. Seville: Joint Research Centre. http://ftp.jrc.es/EURdoc/JRC68116.pdfSearch in Google Scholar

19. Garcia-Martin, S., & Cantón-Mayo, I. (2019). Teachers 3.0: Patterns of Use of Five Digital Tools. Digital Education Review, 35, 202-215. https://doi.org/10.1344/der.2019.35.202-21510.1344/der.2019.35.202-215Search in Google Scholar

20. Hargreaves, L. M. (2009). Respect and responsibility: Review of research on small rural schools in England. International Journal of Educational Research, 48(2), 117-128. http://dx.doi.org/10.1016/j.ijer.2009.02.00410.1016/j.ijer.2009.02.004Search in Google Scholar

21. Howley, C., & Howley, A. (2014). Making sense of rural educational research: Art, transgression, and other acts of terror. I S. White, & M. Corbett (Eds.), Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions (pp. 7-25). New York, NY: Routledge.Search in Google Scholar

22. Håkansson Lindqvist, M. (2015). Conditions for technology enhanced learning and educational change: a case study of a 1:1 initiative. (Dissertation). Umeå: Department of Education, Umeå University.Search in Google Scholar

23. Hsu, L., & Chen, Y.-J. (2018). Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework. International Journal of Information and Education Technology, 8(6), 455-458.10.18178/ijiet.2018.8.6.1081Search in Google Scholar

24. Jahnke, I., Bergström, P., Mårell-Olsson, E., Häll, L., & Kumar, S. (2017). Digital didactical designs as research framework: iPad integration in Nordic schools. Computers & Education, 113, 1-15. https://doi.org/10.1016/j.compedu.2017.05.00610.1016/j.compedu.2017.05.006Search in Google Scholar

25. Jahnke, I., & Kumar, S. (2014). Digital didactical designs: Teachers’ integration of iPads for learning-centered processes. Journal of Digital Learning in Teacher Education, 30(3), 81-88. https://doi.org/10.1080/21532974.2014.89187610.1080/21532974.2014.891876Search in Google Scholar

26. Käck, A. (2019). Digital competence and ways of thinking and practising in Swedish teacher education: Experiences by teachers with a foreign degree. Doctoral thesis. Stockholm: Department of Computer and System Sciences, Stockholm University.Search in Google Scholar

27. Kalaoja, E. & Pietarinen, J. (2009). Small Rural Primary Schools in Finland: A Pedagogically Valuable Part of the School Network. International Journal of Educational Research, 48(2), 109-116.10.1016/j.ijer.2009.02.003Search in Google Scholar

28. Karlberg-Granlund, G. (2009). Att förstå det stora i det lilla: byskolan som pedagogik, kultur och struktur [Understanding the great in the small. Pedagogy, culture and structure of the village school.] Doctoral thesis. Åbo: Åbo Akademi Universitet.Search in Google Scholar

29. Karlberg-Granlund, G. (2011). Coping with the threat of closure in a small Finnish village school. Australian Journal of Education, 55(1), 62-71.10.1177/000494411105500107Search in Google Scholar

30. Kearns, R. A., Lewis, N., McCreanor, T., & Witten, K. (2009). The status quo is not an option: Community impacts of school closure in South Taranaki, New Zealand. Journal of Rural Studies, 25(1), 131-140. http://dx.doi.org/10.1016/j.jrurstud.2008.08.00210.1016/j.jrurstud.2008.08.002Search in Google Scholar

31. Kimonen, E., & Nevalainen, R. (2013). Preface. In E. Kimonen, & R. Nevalainen (Eds.), Transforming Teachers Work Globally (pp. 11-147). Rotterdam: Sense Publicer.Search in Google Scholar

32. Krumsvik, R. (2009). Situated Learning in the Network Society and the Digitised School. European Journal of Teacher Education, 32(2), 167-185. doi:10.1080/0261976080245722410.1080/02619760802457224Search in Google Scholar

33. Krumsvik, R. J. (2011). Digital competence in Norwegian teacher education and schools. Högre Utbildning, 1(1), 39-51.Search in Google Scholar

34. Kuhl, S., Pagliano, P., & Boon, H. (2014). In the too hard basket: Issues faced by 20 rural Australian teachers when students with disabilities are included in their secondary classes. International Journal of Inclusive Education, 19(7), 697-709.10.1080/13603116.2014.964570Search in Google Scholar

35. Kvalsund, R. (2009). Centralised decentralisation–or decentralised centralisation? International Journal of Educational Research, 48(2), 89-99.10.1016/j.ijer.2009.02.006Search in Google Scholar

36. Lind, T., & Stjernström, O. (2015). Organizational challenges for schools in rural municipalities: Cross-national comparisons in a Nordic context. Journal of Research in Rural Education, 30(6), 1-14.Search in Google Scholar

37. Malloy, W. W., & Allen, T. (2007). Teacher retention in a teacher resiliency-building rural school. The Rural Educator, 28(2), 19-27.Search in Google Scholar

38. Meyer, K., & Xu, Y. J. (2009). A casual model of factors influencing faculty use of technology. Journal of Asynchronous Learning, 13(2), 57-70.Search in Google Scholar

39. McHenry-Sorber, E., & Schafft, K. A. (2014). Make my day, shoot a teacher: Tactics of inclusion and exclusion, and the contestation of community in a rural school–community conflict. International Journal of Inclusive Education, 19(7), 733-747.10.1080/13603116.2014.964571Search in Google Scholar

40. Monk, D. H. (2007). Recruiting and retaining high-quality teachers in rural areas. The Future of Children, 17(1), 155-174. Retrieved from http://www.jstor.org/stable/4150024?seq=1&cid=pdf-reference#references_tab_contents10.1353/foc.2007.0009Search in Google Scholar

41. Nilholm, C., & Göransson, K. (2013). Inkluderande undervisning – vad kan man lära sig av forskningen? [Inclusive teaching- what can you learn from research] FoU, skriftserie nummer 3. Specialpedagogiska skolmyndigheten.Search in Google Scholar

42. Nowotny, H. (2003). Dilemma of expertise. Democratising expertise and socially robust knowledge. Science and Public Policy, 30(3), 151-156.Search in Google Scholar

43. Olofsson, A. D., & Lindberg, J. O. (2014). Moving from theory into practice – on the informed design of educational technologies. Technology, Pedagogy and Education, 23(3), 285–291. doi:10.1080/1475939X.2014.94527510.1080/1475939X.2014.945275Search in Google Scholar

44. Perrotta, C., & Evans, M. (2013). Instructional design or school politics? A discussion of ‘orchestration’ in TEL research. Journal of Computer Assisted Learning, 29(3), 260-269. https://doi.org/10.1111/j.1365-2729.2012.00494.x10.1111/j.1365-2729.2012.00494.xSearch in Google Scholar

45. Pettersson, G. (2017). Inre kraft och yttre tryck. Perspektiv på specialpedagogisk verksamhet i glesbygdsskolor [Inner power and outer pressure : perspectives on special needs education in rural schools]. Doctoral thesis. Umeå University.Search in Google Scholar

46. Pettersson, G. & Näsström, K., (2019). Professional collaboration between class teachers and special educators in Swedish rural schools. British Journal of Special Education, 46(2), 180-200.10.1111/1467-8578.12266Search in Google Scholar

47. Pettersson, G., Ström, K., & Johansen JB. (2016). Teachers’ Views on Support in Small Rural Schools for Students with Special Educational Needs. Nordic Studies in Education, 36(1), 20-37. doi:10.18261/issn.1891-5949-2016-01-0310.18261/issn.1891-5949-2016-01-03Search in Google Scholar

48. Picciano, A. G., & Seaman, J. (2007). K-12 Online Learning: A Survey of U.S. School District Administrators.Search in Google Scholar

49. SKOLFS. (2014). Skolverkets allmänna råd om arbete med extra anpassningar, särskilt stöd och åtgärdsprogram [National Agency general guidelines on working with additional adjustments, special support and action]. The Swedish National Agency for Education. Retrieved from http://www.skolverket.se/regelverk/skolfs/skolfs?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolfs%2Fwpubext%2Ffs%2FRecord%3Fk%3D2903Search in Google Scholar

50. Skolverket. (2018). Curriculum for the compulsory school, preschool class and school-age educare. Retrieved from https://www.skolverket.se/publikationsserier/styrdokument/2018/curriculum-for-the-compulsory-school-preschool-class-and-school-age-educare-revised-2018?id=3984Search in Google Scholar

51. Spiteri. M., & Rundgren, S.-N. C. (2017). Maltese primary teachers’ digital competence: implications for continuing professional development. European Journal of Teacher Education, 40(4), 521-534, doi:10.1080/02619768.2017.134224210.1080/02619768.2017.1342242Search in Google Scholar

52. Swedish National Agency for Education (2018). Digitaliseringen i skolan – möjligheter och utmaningar. [Digitalizations in schools – possibilities and challenges]. Retrieved from https://www.skolverket.se/getFile?file=3971Search in Google Scholar

53. Swedish National Agency for Education (2020). Statistics. Retrieved from https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-ochvuxenutbildning?sok=SokC&omrade=Personal&lasar=2018/19&run=1Search in Google Scholar

54. Svergies Riksdag. (2010). SFS 2010:800 Skollag [Educational Act]. Retrieved from https://www.riksdagen.se/sv/dokument-lagar/dokument/svenskforfattningssamling/skollag-2010800_sfs-2010-800Search in Google Scholar

55. Tuters, S. (2015). Conceptualising diversity in a rural school. International Journal of Inclusive Education, 19(7), 685-696. http://dx.doi.org/10.1080/13603116.2014.96457310.1080/13603116.2014.964573Search in Google Scholar

56. Uba, K. (2015). Protests Against the School Closure in Sweden: Accepted by Politicians? In L. Bosi, M. Giugni, & K. Uba (Eds.), The Consequences of Social Movements (pp. 159-184). Cambridge: Cambridge University Press.Search in Google Scholar

57. Warschauer, M., Zheng, B., Niiya, M., Cotten, S., & Farkas, G. (2014). Balancing the one-toone equation: Equity and access in three laptop programs. Equity & Excellence in Education, 47(1), 46-62. https://doi.org/10.1080/10665684.2014.86687110.1080/10665684.2014.866871Search in Google Scholar

58. Wilson, V., & McPake, J. (1998). Managing change in small Scottish primary schools. Edinburgh: The Scottish Council for Research in Education.Search in Google Scholar

Empfohlene Artikel von Trend MD

Planen Sie Ihre Fernkonferenz mit Scienceendo