1 Introduction
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How do actors in schools conceptualise the object and process of digitalization?
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How do teachers, school leaders, and educational technologists deal with digital and educational change, and how do new educational practices and organizational infrastructures occur as part of digitalization?
1.1 Digitalization in school
1.2 Digitalization in school through the lens of activity theory
Hence, more than understanding the tools used to conduct the activity (in this case, digital tools often emphasized in previous studies), the object can be used as an analytical concept for understanding how digitalization is structured and transformed in a specific school context.understanding not only what people are doing, but also why they are doing it. The object of activity can be considered the “ultimate reason” behind various behaviours of individuals, groups, or organizations. In other words, the object of activity can be defined as a sense-maker, which gives meaning to and determines values of various entities and phenomena. Identifying the object of activity and its development over time can serve as a basis for reaching a deeper and more structured understanding of otherwise fragmented pieces of evidence. (p. 138)
In the context of school and digitalization, transformations could take shape as new knowledge and practices of teaching, learning, communicating, and organizing work in school. However, as a productive but painful and comprehensive process taking place in a previously described inert system with strong norms and visions of teaching and learning (cf. Cuban, 2013), processes of transformation can be somewhat rare in schools. Thus, the concept of transformation will in this study be dismantled into smaller analytical entities. In the early development of CHAT, Engeström (1987) used and developed the concept of levels of learning (Bateson 1972) for describing smaller steps or appearances of transformation. In his thesis, Engeström described these steps as Learning I, Learning IIa, Learning IIb, and Learning III. The first, Learning I, is described as minor implementations or “extremely slow and gradual improvement of tools” (Engeström 1987, p. 145). Learning II, as a more demanding step of change, was divided by Engeström (1987) into two forms: Learning IIa as a reproductive step and Learning IIb as a productive step. As a reproductive step, Learning IIa include implementation of tools (in this case, digital) without a change in practice (for example, teaching). Learning IIb, on the other hand, is characterized by experimenting with new methods and practices by reflecting on and reformulating the old. In comparison to Learning IIa, Learning IIb results in larger changes, such as new teaching practices and routines in the activity system. Learning IIb is limited to change on the individual level but can, when moving to a collective level, result in Learning III. As expressed by Engeström (1987) “creation of new instruments within Learning IIb is potentially expansive – but only potentially” (p. 149). Learning III includes the transformation of the whole activity system, including qualitative changes in object, practice, and cultural patterns of activity (Engeström 1987, 2001) (Table 1).Activity systems move through relatively long cycles of qualitative transformations. As the contradictions of an activity system are aggravated, some individual participants begin to question and deviate from its established norms. In some cases, this escalates into collaborative envisioning and a deliberate collective change effort. An expansive transformation is accomplished when the object and motive of the activity are reconceptualized to embrace radically wider horizon of possibility than in the previous mode of the activity. (p. 137).
Learning Levels | Examples of Change |
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Learning I | Digitalization as very small-scale implementations of new digital tools supporting previous practices |
Learning IIa | Digitalization as implementation of new digital tools supporting previous learning practices without changes in learning practices |
Learning IIb | Digitalization as implementation of new digital tools with development of new teaching and learning practices |
Learning III | Digitalization that includes new ways of teaching, working, and organizing the school organization, including its form and structures |
2 Method
2.1 Analysis of data
2.2 Object, change, and transformation in school
3 School A
3.1 The object of digitalization
Another educational technologist stated, “It was the educational and work environmental needs that made us invest in 1:1, not because it would be trendy.. .. We ended up in a digital transformation without knowing. The school management made a decision, and we didn’t really know where [we would end up]” and that “there is a shared vision that this is something we prioritize. We have the school management to thank for this, they understand this requires time”.Our digitization process actually emerged before the 1:1 initiative . . . . The need [for digital technologies] came about as we are a “bus school” [and] pick up high school students from neighbouring municipalities, which also means a lot of travel . . . . We started to think about how to solve this; for example, if students could have a study day and access learning material from home. We started to use a learning platform and have developed quite a considerable number of courses. Then we realized that when students are going to work via computers, we have to make sure they have them.
3.2 Processes of change and transformation
From a teacher perspective, changes in teaching and learning practices are mainly described as enhanced possibilities for individualized teaching, distribution of information, and become more involved in students learning, stating, “It’s easier to help students” and that, “Students can just ask us to read and I can do it directly in the computer. The teaching becomes so alive this way instead of hand[ing] in papers and wait[ing] two weeks for comments”. There were also statements that “Now I have my own digital material that can be reused” and “I don’t need to take unnecessary time from the lessons because of lost papers. However, as expressed by the teachers, these aspects require digital systems and organizational support.[It is important] not to get stuck on the first level, i.e., that we buy computers, and we exchange our books with digital learning materials, we exchange paper with screens, we exchange pencils with keys, and then we continue with our PowerPoint presentations and tests. Again, it has always been a conscious direction toward the goal [of integration] . . . Digitization is successful only when we have changed our way of teaching.
More complicated administrative change is according to the regional educational technologist related to study health:The goal was to have mirrored classrooms—that is, digital mirrored classrooms of what we did in real life, so that everyone would have a classroom on the learning platform and everything that happened, i.e., orally, in writing, submissions, materials. Yes, everything would be gathered there.
The third theme of change and transformation is related to organizational support at all school levels. As described by one educational technologist, there has been an ambition to not expect actors to harbour digital competence. This mind set has been an important tool for driving and supporting digitalization from various levels, including students:Confidentiality is central to much of the student health staffs’ work, so they need other digital tools [than teachers]. That aside, the two major insights for the student health team have been the possibility to allow pupils to make councillor-, nurse- and psychologist appointments online, which means that pupils don’t have to be anxious about being seen by someone when they knock on the health team office doors. The other [insight], which we’ve gained through pilot testing, is the usefulness of mentometer systems in anonymous and easily feasible weekly evaluations of well-being and classroom study environments.
Accordingly, over the years, students have been offered digital course modules (including on security, integrity, knowledge and information search, development of critical thinking, and producing digital information) and digital support for schoolwork (to produce digital presentations, movies, etc.). Supporting the development of students’ digital competence is, according to teachers and educational technologists, a possibility for students to contribute to alternative ways of teaching, learning, communicating, and collaborating inside and outside the physical classroom.Many times, the teachers get help and support but not the students . . . we do not assume that the students who come to us are already digitally competent. Surfing and playing games in your spare time are one thing . . . but using digital tools to achieve increased learning, greater commitment, and a better understanding of the subject are another thing. They didn’t get it for free just because they were born with a mobile in hand.
In sum, the examples represent educational change at various levels that moves beyond technical infusions and the first steps of learning. This was also indicated by one educational technologist’s description: “Now we are in this, how to say, more organizational and administrational process; [the] first one was mostly about pedagogical development”. It is also indicated that organizational support structures are focused on pedagogical and organizations development on the collective level, which seems related to Learning IIb, with the potential to develop Learning III.when we invested in new tablets for the students, it automatically meant that we also changed the system and changed the platform . . . it became a new digital learning environment for both teachers and students. Because of that, it was about to capsize. . . we realized that this process would stagnate and die. People will have such an inherent resistance to digitalization unless we invest time and resources in phasing this in nicely so that it becomes useful.
4 School B
4.1 The object of digitalization
As described, the paper burden, lack of communication between home and school, and endeavour to develop systems to administer teaching and learning were put forth as important objectives driving digitalization. Moreover, the vision is, according to the school leader, to become a paper-free school, meaning that tasks previously handled on paper—applications, notifications, reports, assignments, and schoolwork—should be done digitally and be available online. By pointing out this potential, digitalization is described as a tool to reduce administrative workload, which in turn enables time for teachers’ digital development in the classroom. This was described by the school leader, who stated, “Most people are driven, curious and competent. What they need are peace and quiet and to be protected from the administrative burden”, and that this “has been the driving force – reduce the paper burden and increase the digital use among colleagues and students”.There are a lot of people talking about digitization and IT development in terms of the ICT itself and the digitization part, but our input is the psychosocial work environment, and it is from this aspect that we drive the digitization development. . . .
4.2 Processes of change and transformation
Moreover, the responsibility for change and development in teaching and learning practices was according to the school leader changed from top-down to bottom-up by means of new forms of collegial learning:First, we made changes in the school organization to release time and make space for change in the classroom. . . . Time for collective learning and collaboration [for development of digital learning practices] has been an important aspect that was made possible by the organizational change.
To enable collective development of teaching and learning practices, the school leader and two of the teachers describe the importance of shared visions at all levels. This is further illustrated in the following quote: “There is a need for common sense, interest, and commitment throughout the organization—that is what drives the organization forward.. .. Basically, everyone has [a common focus] on the development of ICT.. .. There is a collective interest”.We have come to a culture where the problems do not belong to the school leader but to the group. . . . The idea is not that the school leader should decide to copy a paper to the students, but it should be taken care of on the floor where the competence exists. . . . We solve a lot through collegial collaboration where the knowledge is incredibly accessible.
5 Discussion
5.1 Understanding the object of digitalization through levels of learning – A tool for discussing digitalization in school?
Digitalization as | Change and transformation | Focus for professional development |
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Learning I | Digitalization as very small-scale implementations of new digital tools supporting previous practices | New digital tools; practical use of technologies |
Learning IIa | Digitalization as the implementation of new digital tools supporting without changes in teaching and learning practices | Learning new technical tools |
Learning IIb | Digitalization as the implementation of new digital tools together with the development of new teaching and development of new teaching and learning practices | Using new tools to develop new digitalized learning practices |
Learning III | Digitalization with new ways of teaching, working, and organizing throughout the entire school organization | Rethinking organizational structures; new ways of thinking about schooling. |