Sara Willermark
Dados Biográficos
| ID | 6871835 |
|---|---|
| NOME | Sara Willermark |
| PRENOMES | Sara |
| SOBRENOME | Willermark |
| ASSINATURA | WILLERMARK S |
| AFILIAÇÕES | University West |
| ORCID | 0000-0003-1390-8379 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 4 |
| OBRAS COMO AUTOR | 12 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Rights in action
This study explores how children’s rights are enacted in preschool teaching practices during an action research project, through the entanglements of practitioners, children, digital technologies and pedagogical context. The theoretical framework emanates from sociomaterial perspectives, and the empirical material consists of group discussions from action research sessions spanning over nine months. The main results reveal three strands in the pr…
The subject is the subject
Generative artificial intelligence (GenAI) has quickly gained a prominent role in discussions within education, especially regarding issues such as plagiarism, assessment, and personalized learning experiences. This position paper advocates for research on how GenAI transforms disciplinary knowledge and redefines subject-specific teaching practices. Through a historical exposé on the role of digital technology in education, this inquiry foregroun…
Exploring energy resilience
Children's rights in digital activities
Digital resources permeate today's society and are everyday objects in many children's lives. As there is a need for more studies about children's rights concerning issues of protection as well as influence and participation in relation to digital resources, this article explores preschool practitioners’ reflections on children's rights in the context of their digital teaching practices. We examine possibilities and constraints in practice, using…
Where is the ‘WIL’ in Work-integrated Learning Research
Research often defines Work-integrated Learning (WIL) as an educational approach that provides students with work-based experiences. In this article, we argue that this approach definition of WIL is nonsensical and maintains a research terminology that fails to capture what WIL is, namely, a multidimensional learning phenomenon. Drawing on this argument, this article aims to explore and problematise how the term WIL is used in contemporary resear…
Surviving or thriving? Exploring school leaders’ perception of initiated digital transformation
The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally.In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders' perspectives in the context of Swedish high schools.The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types.The results reveal significant differences in school leaders' views on ho…
Re-configuring practices in times of energy crisis – A case study of Swedish households
During the autumn, winter and early spring of 2022/2023, Europe faced rapidly increasing energy prices and threats of power cuts. The situation was consequently labelled an “energy crisis”, and one sector that was severely affected was households. In response to the situation, European households made efforts to reduce and time-shift their energy use to mitigate the effects of the crisis. Considering that domestic energy practices are often diffi…
Tracing expansive learning in computer-supported collaborative teaching
The theory of expansive learning is used in many studies to explore change in inter-organizational and non-traditional settings. However, long-term, fundamental expansive learning is challenging to study due to the amount of data and the duration of object formation over several years. Researchers call for methods for systematic analysis of expansive learning. This paper presents an approach to systematically trace expansive learning in teaching …
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools
This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi…
The Polite Pop-Up
Pop-up boxes have been widely used to catch users’ attention and highlight specific information. Yet, according to previous research, there is a high degree of perceived irritation and dissatisfaction related to pop-ups. In this study, we explore the user experience of what is referred to as “polite pop-up,” i.e., a modal pop-up, created based on click events. The intention was to eliminate negative perceptions that pop-ups usually generate. The …
Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching
In this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a three-year action research project including well over 1800 h of participation by the authors. The empirical data are based on project participation work including observations and field notes, project reports, interviews and a questionnaire, within a school development project in Nordic elementary school. In…
Technological Pedagogical and Content Knowledge
Technological Pedagogical and Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an inves…
Re-configuring practices in times of energy crisis – A case study of Swedish households
During the autumn, winter and early spring of 2022/2023, Europe faced rapidly increasing energy prices and threats of power cuts. The situation was consequently labelled an “energy crisis”, and one sector that was severely affected was households. In response to the situation, European households made efforts to reduce and time-shift their energy use to mitigate the effects of the crisis. Considering that domestic energy practices are often diffi…
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools
This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi…
Technological Pedagogical and Content Knowledge
Technological Pedagogical and Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an inves…
The Polite Pop-Up
Pop-up boxes have been widely used to catch users’ attention and highlight specific information. Yet, according to previous research, there is a high degree of perceived irritation and dissatisfaction related to pop-ups. In this study, we explore the user experience of what is referred to as “polite pop-up,” i.e., a modal pop-up, created based on click events. The intention was to eliminate negative perceptions that pop-ups usually generate. The …
Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching
In this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a three-year action research project including well over 1800 h of participation by the authors. The empirical data are based on project participation work including observations and field notes, project reports, interviews and a questionnaire, within a school development project in Nordic elementary school. In…
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools
This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi…
Tracing expansive learning in computer-supported collaborative teaching
The theory of expansive learning is used in many studies to explore change in inter-organizational and non-traditional settings. However, long-term, fundamental expansive learning is challenging to study due to the amount of data and the duration of object formation over several years. Researchers call for methods for systematic analysis of expansive learning. This paper presents an approach to systematically trace expansive learning in teaching …
Surviving or thriving? Exploring school leaders’ perception of initiated digital transformation
The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally.In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders' perspectives in the context of Swedish high schools.The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types.The results reveal significant differences in school leaders' views on ho…
Re-configuring practices in times of energy crisis – A case study of Swedish households
During the autumn, winter and early spring of 2022/2023, Europe faced rapidly increasing energy prices and threats of power cuts. The situation was consequently labelled an “energy crisis”, and one sector that was severely affected was households. In response to the situation, European households made efforts to reduce and time-shift their energy use to mitigate the effects of the crisis. Considering that domestic energy practices are often diffi…
The subject is the subject
Generative artificial intelligence (GenAI) has quickly gained a prominent role in discussions within education, especially regarding issues such as plagiarism, assessment, and personalized learning experiences. This position paper advocates for research on how GenAI transforms disciplinary knowledge and redefines subject-specific teaching practices. Through a historical exposé on the role of digital technology in education, this inquiry foregroun…
Exploring energy resilience
Children's rights in digital activities
Digital resources permeate today's society and are everyday objects in many children's lives. As there is a need for more studies about children's rights concerning issues of protection as well as influence and participation in relation to digital resources, this article explores preschool practitioners’ reflections on children's rights in the context of their digital teaching practices. We examine possibilities and constraints in practice, using…
Where is the ‘WIL’ in Work-integrated Learning Research
Research often defines Work-integrated Learning (WIL) as an educational approach that provides students with work-based experiences. In this article, we argue that this approach definition of WIL is nonsensical and maintains a research terminology that fails to capture what WIL is, namely, a multidimensional learning phenomenon. Drawing on this argument, this article aims to explore and problematise how the term WIL is used in contemporary resear…
Rights in action
This study explores how children’s rights are enacted in preschool teaching practices during an action research project, through the entanglements of practitioners, children, digital technologies and pedagogical context. The theoretical framework emanates from sociomaterial perspectives, and the empirical material consists of group discussions from action research sessions spanning over nine months. The main results reveal three strands in the pr…
Psychology (8 obras) · Sociology (6 obras) · Computer Science (5 obras) · Pedagogy (5 obras) · Digital literacy in education (4 obras) · Mathematics education (4 obras) · Linguistics (3 obras) · Social science (3 obras) · Action research (2 obras) · Business (2 obras)