Digitalization and Implementation Processes in School I (DIP I), 7.5 credits
Digitalization and Implementation Processes in School I (DIP I), 7,5 högskolepoäng
Course Syllabus for students Autumn 2019
|Confirmed by:||Director of Education Mar 20, 2019
|Valid From:||Autumn 2019
|Education Cycle:||Advanced level
|Disciplinary domain:||Social sciences
|Main field of study:||Education
Intended Learning Outcomes (ILO)
On completion of the course, the student should be able to:
Knowledge and understanding
- identify and critically discuss implications of policy documents and legal issues in digitalization processes in educational settings on a macro- meso- and micro-level
- describe and analyze implications of digital media landscapes from a market and educational perspective
- identify and critically examine conditions for communication and learning in and out of school
Skills and abilities
- design an implementation plan for a specific digitalization area
- identify and formulate issues of digital competence relevant to educational leadership, educational development and implementation in educational settings as well as teacher education
Judgement and approach
- critically evaluate reasons/incentives for and against digitalization
- discuss and assess potential implications of digitalization for communication and learning in and out of school
- critically reflect upon, and evaluate policy and legal issues of relevance for digitalization processes in education
• Digitalization processes in school at a macro level. Policy and legislative issues
• Digitalization processes in school at a meso level. Motives and arguments for digitalization
• Digitalization processes in school at a micro level. Communication and learning inside and outside the classroom
• Leadership and teacher education issues
• The digital and media landscape from a market and educational perspective
Type of instruction
The teaching consists of lectures, seminars and exercises performed individually and in groups.
An e-learning platform is used.
Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course to which they were accepted. After that, the right to receive instruction/supervision expires.
The teaching is conducted in English.
General entry requirements and a bachelor’s degree or professional qualification (from an accredited university) of at least 180 ECTS credits with a minimum of 90 credits in educational sciences, social sciences, or related field, including independent, theoretical based work, i.e. a thesis or the equivalent. Proof of English proficiency is required. Exemption is granted from the requirement in Swedish.
Examination and grades
The course is graded A, B, C, D, E, FX or F.
The grades A, B, C, D and E are all passing grades. For courses with more than one element of examination, students are given a final grade based on an overall assessment of all the elements included in the course. The final grade of the course is issued only when all elements of examination have been passed.
The examination is based on instruction and course literature.
Forms of examination:
The course consists of two examinations. The student should, in a group together with other students, prepare and contribute to two seminars during the course. This assignment is graded with pass or fail. At the end of the course, the student is examined by an individual written paper graded with A-F.
The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided in a study guide distributed at the beginning of the course.
The student must pass each examination in order to pass the course. The final grade will be dependent on the grade of the individual written assignment.
Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.
If a student has failed the same examination three times, the student is entitled to request that the next examination be assessed and graded by a new examiner. The decision to accept or reject such a request is made by the vice dean of education. A student may not make a second attempt at any examination already passed in order to receive a higher grade.
In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.
Registration of examination:
|Name of the Test||Value||Grading
|Individual written assignment||5.5 credits||A/B/C/D/E/FX/F
The examination is graded Pass (G) or Fail (U)
The instruction is followed up throughout the course. At the end of the course, a course evaluation is performed and commented on by the course coordinator and, if possible, a student representative/student representatives (course developer/s). The evaluation, which is published on the relevant e-learning platform and submitted to the administration, is to function as a basis for future improvements to the course.
Almén, Lars, & Bagga-Gupta, Sangeeta (In press). Inscriptions and digitalization initiatives across time in the nation-state of Sweden. The relevance of shifts and continuities in policy accounts for teachers work. In Virtual Sites as Learning Spaces (ViLS). Critical issues on languaging research in changing eduscapes in the 21st century.
Bates, Anthony Williams (2015). Teaching in a Digital Age: Guidelines for Designing Teaching
and Learning. Vancouver BC: Tony Bates Associates Ltd. 517 p.
Conrads, Johannes, Rasmussen, Morten, Winters, Niall, Geniet, Anne, Langer, Laurenz, Redecker, Christine...Punie, Yves (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Publications Office of the European Union, Luxembourg. doi:10.2760/462941. 202 p.
Danby, Susan J., Fleer, Marilyn., Davidson, Christina., & Hatzigianni, Maria (Ed.). (2018). Digital Childhoods Technologies and Children’s Everyday Lives. Singapore: Springer. 287 p.
Ellis, Robert A. & Goodyear, Peter (Ed.). (2018). Spaces of Teaching and Learning Integrating Perspectives on Research and Practice. Singapore: Springer. 243 p.
Gabriels, Katleen, Poels, Karolien, & Braeckman, Johan (2014). Morality and involvement in social virtual worlds: the intensity of moral emotions in response to virtual versus real life cheating. New Media & Society, 16(3), 451-469. doi:10.1177/1461444813487957. 19 p.
Haelermans, Carla (2017). Digital tools in education: on usage, effects and the role of the teacher. Stockholm: SNS förlag. 119 p.
Ottestad, Geir (2013). School leadership for ict and teachers' use of digital tools. Nordic Journal of Digital Literacy, 2013(1), 107-125. 18 p.
Salavati, Sadaf (2016). Use of Digital Technologies in Education: The Complexity of Teachers’ Everyday Practice. (Dissertation, Linneaus University). 317 p.
Selwyn, Neil, Nemorin, Selena, Bulfin, Scott, & Johnson, Nicola F. (2018). Everyday schooling in the digital age: high school, high tech? Abingdon: Routledge. 193 p.
Spector, J. Michael, Ifenthaler, Dirk, Sampson, Demetrios G., & Isaias, Pedro (Ed.). (2016). Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Papers from CELDA 2014. Cham: Springer International Publishing. 363 p.
Stochetti, Matteo (Ed.). (2014). Media and education in the digital age: Concepts, Assessments, Subversions. Frankfurt am Main: Peter Lang. 366 p.
1500-2000 pages in selection from the list.
Citing Sources – How to Create Literature References
The Interactive Anti-Plagiarism Guide – Jönköping University
Information about plagiarism at higher education institutions
Also available in the course event on the e-learning platform PING PONG