Digitally Competent School Organizations – Developing Supportive Organizational Infrastructures
While research on digital competences so far has focused on the level of single actors (teachers, pupils, and school leaders), a growing but occasionally overlooked field of research looks at school-level competences when promoting digitalization and educational change. The aim of this study is to explore how schools structure their organizations, institutional infrastructure, and activities as conditions for digitalization. The study relies on interviews with school leaders and educational technologists from five upper secondary schools with extensive experience in digitalization and remote teaching. By using three categories, namely setting the direction, developing people, and developing the organization, as an analytical framework, this study identifies two types of digitally competent school organizations: goal- and structure-oriented schools and culture-oriented schools. This study’s insights serve as a point of departure for understanding the different ways schools can organize themselves to become comprehensive, stable, and digitally competent organizations and for understanding important challenges related to this process.
Copyright (c) 2018 Fanny Pettersson
This work is licensed under a Creative Commons Attribution 4.0 International License.
Seminar.net is a fully open access journal, which means that all articles are available on the internet to all users immediately upon publication. Non-commercial use and distribution in any medium is permitted, provided the author and the journal are properly credited. The journal allow reuse and remixing of content in accordance with a Creative Commons license CC BY
- The journal allows the author(s) to hold the copyright without restrictions.
- The journal allows the author(s) to retain publishing rights without restrictions.
- Seminar.net does not charge authors for publishing with us.