This chapter is based on a long-term empirical study, Digi-DIA, where educators from preschools and primary schools in a Swedish municipality were part of professional learning focusing on implementing digital technologies in their everyday practice. The study focused on developing students’ and educators’ digital competence through participation, influence, and responsibility, conceptualised as the DIA-model . The study was practice-based considering digital competence development as co-production acts of professional learning. Conceptually, this means that we do not apply top-down designed in-service training events to develop the participants’ skills or other characteristics of a teacher (OECD, 2009). Rather, the co-production acts of professional learning can be explained as a bottom-up self-directed approach to professional needs or interests, which are part of the pedagogical work that the participating teachers undertake daily in their classrooms. Raphael et al. (2014) conceptualise professional learning as “ownership over compliance, conversation over transmission, deep understanding over enacting rules and routines, and goal-directed activity over content coverage” (p. 147).
|Titel||“Slow is fast”: Purposeful deliberation by educators in practice-based co-production targeting improved digital competence|
|Redaktører||Anja Overgaard Thomassen, Julie Borup Jensen|
|Status||Accepteret/In press - 30 dec. 2020|