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Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools

Year 2013, Volume: 4 Issue: 3, 155 - 171, 01.09.2013

Elin Thunman Marcus Persson

Abstract

In light of how the knowledge society may give rise to new forms of inequity in schools, the purpose of this article is to examine the stratification of Swedish schoolteachers’ access to and use of ICT. The empirical data consist of a nationwide survey conducted in 2010, involving 6000 Swedish teachers in all grades (except pre-school and university). Accounting for teachers’ age, gender, grade, and principal organization, bivariate analyses were conducted. The study finds significant differences between teacher’s age and principal organization, indicating a growing gap between teachers in public versus independent schools. The finding is discussed in relation to the current research and its potential consequences for equitable learning activities.

Keywords

Teachers ICT Sweden Knowledge society Equity

References

  • Ahlin, Å. (2003). Does school competition matter? Effects of a large-scale school choice reform on student performance. Uppsala: Department of Economics, Uppsala University.
  • Bell, D. (1976). The coming of post-industrial society: A venture in social forecasting. New York: Basic Books.
  • Berisha-Namani, M. & Badivuku-Pantina, M. (2009). Information society and knowledge economy, Lex et Scientia, 16(2), 555-559.
  • Broady, D. (ed.) (2000). The school in the 1990s: Social conditions and educational strategies [Skolan under 1990-talet: Sociala förutsättningar och utbildningsstrategier]. Report to the Final account of the Welfare committé. Uppsala: Uppsala University.
  • Böhlmark, A. & Lindahl M. (2007). The impact of school choice on pupil achievement, segregation and costs: Swedish evidence. IZA Discussion Paper, no 2786. Bonn: Institute for the Study of Labor.
  • Böhlmark, A. & Lindahl, M. (2012). Independent schools and long-run educational outcomes – Evidence from Sweden’s large-scale freedom of choice reform. Working Paper Series, no 2012:15. Uppsala: Uppsala Center for Labor Studies, Department of Economics, Uppsala University.
  • Cartelli, A. (2006). Teaching in a knowledge society: New skills and instruments for teachers. Hershey & London: Information Science Publishing.
  • Castells, M. (2000). The rise of the network society. Oxford: Blackwell.
  • Castells, M. & Cardoso, G. (2005). The network society: From knowledge to policy. Washington: Johns Hopkins Center for Transatlantic Relations.
  • Epstein, D., Nisbet, E. C. & Gillespie, T. (2011). Who’s responsible for the digital divide? Public perceptions and policy implications. The Information Society, 27(2), 92-104.
  • Erstad, O. (2006). A new direction? Digital literacy, student participation and curriculum reform in Norway. Journal of Educational Information Technology, 11, 415-429.
  • Government Bill (1991/92). On freedom of choice and independent schools [Om valfrihet och fristående skolor]. Stockholm: Fritzes.
  • Government Bill (1992/93). Freedom of choice in the school [Valfrihet i skolan]. Stockholm: Fritzes.
  • Hanson. M. E. (2009, April 17). Pupils in private schools get better computers [Elever på friskolor får bättre datorer]. Svenska Dagbladet. Retrieved on 10 May 2010 from http://www.svd.se/ nyheter/inrikes/elever-pa-friskolor-far-battre-datorer_2745989.svd.
  • Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.
  • Jedeskog, G. & Nissen, J. (2004). ICT in the classroom: Is doing more important than knowing? Education and Information Technologies, 9(1), 37-45.
  • Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon report. Austin, Texas: The New Media Consortium. Retrieved on 1 February 2013 from http://wp.nmc.org/ horizon2010/.
  • Kahin, B. & Foray, D. (eds.) (2006). Advancing knowledge and the knowledge economy. Cambridge: MIT University Press.
  • Korte, W. B. & Hüsing, T. (2006). Benchmarking access and use of ICT in European schools 2006: Results from head teacher and a classroom teacher surveys in 27 European countries. Bonn: Empirica Gesellschaft für Kommunikations- und Technologieforschung. Retrieved on 1 February 2013 from www.empirica.biz/publikationen/documents/No08-2006_learnInd.pdf.
  • Knowledge Foundation (2005). ICT and student teachers: Attitudes, access and use [IT och lärarstuderande: Attityder, tillgång och användning]. Retrieved on 1 February 2013 from http://www.kks.se/om/Lists/Publikationer/Attachments/8/it-och-lararstuderande-2005- publ.pdf.
  • Knowledge Foundation (2006). ICT in schools: Attitudes, access and use [IT i skolan: Attityder, tillgång och användning]. Retrieved on 1 October 2010 from http://www.kks.se/om/Lists/ Publikationer/Attachments/6/it_i_skolan_2006_2006_publ.pdf
  • Kodama, M. (2007). Project-based organization in the knowledge-based society. London: Imperial College Press.
  • Kofman, E. (2007). The knowledge economy, gender, and stratified migrations. Studies in Social Justice, 1(2), 123-135.
  • Kumar, A. (2012). Sociological theory and the knowledge society. International Journal of Human Sciences, 9(2), 764-772.
  • Lundström, U. & Parding, K. (2011). Teachers’ experiences with school choice: Clashing logics in the Swedish education system. Education Research International, 10 pages. Retrieved on 1 February 2012 from http://www.hindawi.com/journals/edu/2011/869852/cta/.
  • Machlup, F. (1962). Production and distribution of knowledge in the United States. Princeton, NJ: Princeton University Press.
  • OECD (2001). Understanding the digital divide. OECD Digital Economy Papers, 49. Paris: OECD. Retrieved from 10.1787/236405667766.
  • OECD (2007). Broadband and ICT access and use by households and individuals. OECD Digital Economy Papers, 135. Paris: OECD Publishing. Retrieved on 1 February 2012 from 10.1787/230666254714.
  • OECD (2010). Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006. Educational Research and Innovation. Paris: OECD Publishing. Retrieved on 1 February 2012 from 10.1787/9789264076044-en.
  • OECD (2011). PISA 2009 results: Students on line: Digital technologies and performance (volume VI). Paris: OECD Publishing. Retrieved on 1 February 2012 from 10.1787/9789264112995-en.
  • Persson, M. & Thunman, E. (2010). Swedish teachers’ media habits and use of the Swedish Educational Broadcasting Company. The academic year 2009/2010 [Svenska lärares mediavanor och UR-användning. Läsåret 2009/2010]. Stockholm: Swedish Educational Broadcasting Company.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Rahaman, M. M. (2003). Organisational knowledge creation and the commercialisation of state mail service. International Journal of Public Sector Management, 16, 373-392.
  • Ramböll (2006). E-learning Nordic 2006. Copenhagen: Ramböll Management. Retrieved on 20 October 2010 from http://www.oph.fi/download/47637_eLearning_Nordic_English.pdf.
  • Reich, R. (1991). The work of nations: Preparing ourselves for 21st-century capitalism. New York: Knopf.
  • Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7(4), 259-287.
  • Sahlberg, P. & Boce, E. (2010). Are teachers teaching for a knowledge society? Teachers and Teaching: Theory and Practice, 16(1), 31-48.
  • Swedish Media Council (2010a). Kids & media [Ungar & Medier]. Retrieved on 1 February 2012 from http://www.s tatensmedierad.se/upload/Rapporter_pdf/Ungar_&_medier_2010.pdf.
  • Swedish Media Council (2010b). Little kids & media – facts about young children’s use and perceptions of media [Småungar & Medier – fakta om små barns användning och upplevelser av medier]. Retrieved on 1 February 2012 from http://www.statensmedierad. se/upload/Rapporter_ pdf/Smaungar_&_medier2010.pdf.
  • Swedish National Agency for Education (2007). Effective use of ICT in schools: An analysis of current research [Effektivt användande av IT i skolan: Analys av aktuell forskning]. Stockholm: Liber Distribution. Retrieved on 1 February 2012 from http://www.skolverket. se/publikationer? id=1906.
  • Swedish National Agency for Education (2009a). Presentation of the assignment of a follow-up of the use of ICT and ICT skills in preschool, school and adult education [Redovisning av uppdrag om uppföljning av IT-användning och IT-kompetens I förskola, skola och vuxenutbildning]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket.se/publikationer?id=2192.
  • Swedish National Agency for Education (2009b). Accounting for the assigment to assess organisations’ and principals’ developmental needs regarding the use of ICT in preschool, school and adult education, and to suggest interventions [Redovisning av uppdraget att bedöma verksamheters och huvudmäns utvecklingsbehov avseende IT-användningen inom förskola, skola och vuxenutbildning samt ge förslag på insatser]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket. se/publikationer? id=2244.
  • Swedish National Agency for Education (2009c). What affects the results of the Swedish elementary school? Knowledge review about the importance of different factors [Vad påverkar resultaten i svensk grundskola? Kunskapsöversikt om betydelsen av olika faktorer]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket. se/publikationer?id=2260.
  • Swedish National Agency for Education (2010a). Equipped to face the future? PISA 2009 on 15 year olds’ reading comprehension and knowledges in mathematics and physical science [Rustad att möta framtiden? PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket.se/publikationer?id=2473.
  • Swedish National Agency for Education (2010b). Erroneous claims about PISA. A reply to a debate article in Dagens Nyheter, published 2010-12-15 [Felaktiga påstående om PISA. Replik på debattartikel i Dagens Nyheter, publicerad 2010-12-15]. Stockholm: Swedish National Agency for Education. Retrieved on 20 October 2011 from http://www.skolverket.se/press/ debattartiklar/ felaktiga-pastaenden-om-pisa-1.147760.
  • Swedish National Agency for Education (2012, May 4). Presentation of the press conference on Equal education in the Swedish school system [Presentation från presskonferensen om Likvärdig utbildning i det svenska skolsystemet]. Stockholm: Swedish National Agency for Education. Retrieved on 20 October 2012 from http://www.slideshare.net/skolverket/ presentation-presskonf-likvrdig-utbildning-2012-0504.
  • Swedish National Agency for Education (2013). ICT usage and ICT skills in schools [It-användning och it-kompetens i skolan]. Stockholm: Swedish National Agency for Education. Retrieved on 15 May 2013 from http://www.skolverket.se/publikationer?id=3005.
  • Sörensen, B. H., Danielsen, O. & Nielsen, J. (2006). Children’s informal learning in the context of schools of the knowledge society. Education and Information Technologies, 12, 17-27.
  • Sörlin, S. & Vessuri, H. (eds.) (2007). Knowledge society vs. knowledge economy: Knowledge, power, and politics. Gordonsville: Palgrave Macmillan.
  • Tichenor, P. J., Donohue, G. A. & Olien, C. N. (1970). Mass media flow and differential growth in knowledge. Public Opinion Quarterly, 34(2), 159-170.
  • Trilling, B. & Hood, P. (1999). Learning, technology, and education reform in the knowledge age or “we’re wired, webbed, and windowed, now what? Educational Technology, 3(5), 5-18.
  • UN (2005). Understanding knowledge societies. In twenty questions with the index of knowledge societies. New York: United Nations. Retrieved on 15 May 2011 from http://www.unpan1. un.org/intradoc/ groups/public/documents/un/unpan020643.pdf
  • UNESCO (2011). ICT in teacher education: Policy, open educational resources and partnership. Proceedings, IITE 2010. Retrieved on 10 November 2012 from http://iite.unesco.org/ publications/3214684/.
  • Uzunboylu, H. & Tuncay, N. (2010). Divergence of digital world of teachers. Educational Technology & Society, 13(1), 186-194.
  • Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge: The MIT Press.
  • World Internet Institute (2009). Young Swedes and the Internet 2009 [Unga svenskar och Internet 2009]. Retrieved on 10 October 2010 from http://www.statensmedierad.se/upload/ Rapporter_pdf/Unga%20 svenskar%20och%20Internet%202009.pdf.
  • Correspondence: Elin Thunman, Ph.D., Senior Lecturer, Department of Sociology, Uppsala
  • University, Uppsala, Sweden

Year 2013, Volume: 4 Issue: 3, 155 - 171, 01.09.2013

Elin Thunman Marcus Persson

Abstract

References

  • Ahlin, Å. (2003). Does school competition matter? Effects of a large-scale school choice reform on student performance. Uppsala: Department of Economics, Uppsala University.
  • Bell, D. (1976). The coming of post-industrial society: A venture in social forecasting. New York: Basic Books.
  • Berisha-Namani, M. & Badivuku-Pantina, M. (2009). Information society and knowledge economy, Lex et Scientia, 16(2), 555-559.
  • Broady, D. (ed.) (2000). The school in the 1990s: Social conditions and educational strategies [Skolan under 1990-talet: Sociala förutsättningar och utbildningsstrategier]. Report to the Final account of the Welfare committé. Uppsala: Uppsala University.
  • Böhlmark, A. & Lindahl M. (2007). The impact of school choice on pupil achievement, segregation and costs: Swedish evidence. IZA Discussion Paper, no 2786. Bonn: Institute for the Study of Labor.
  • Böhlmark, A. & Lindahl, M. (2012). Independent schools and long-run educational outcomes – Evidence from Sweden’s large-scale freedom of choice reform. Working Paper Series, no 2012:15. Uppsala: Uppsala Center for Labor Studies, Department of Economics, Uppsala University.
  • Cartelli, A. (2006). Teaching in a knowledge society: New skills and instruments for teachers. Hershey & London: Information Science Publishing.
  • Castells, M. (2000). The rise of the network society. Oxford: Blackwell.
  • Castells, M. & Cardoso, G. (2005). The network society: From knowledge to policy. Washington: Johns Hopkins Center for Transatlantic Relations.
  • Epstein, D., Nisbet, E. C. & Gillespie, T. (2011). Who’s responsible for the digital divide? Public perceptions and policy implications. The Information Society, 27(2), 92-104.
  • Erstad, O. (2006). A new direction? Digital literacy, student participation and curriculum reform in Norway. Journal of Educational Information Technology, 11, 415-429.
  • Government Bill (1991/92). On freedom of choice and independent schools [Om valfrihet och fristående skolor]. Stockholm: Fritzes.
  • Government Bill (1992/93). Freedom of choice in the school [Valfrihet i skolan]. Stockholm: Fritzes.
  • Hanson. M. E. (2009, April 17). Pupils in private schools get better computers [Elever på friskolor får bättre datorer]. Svenska Dagbladet. Retrieved on 10 May 2010 from http://www.svd.se/ nyheter/inrikes/elever-pa-friskolor-far-battre-datorer_2745989.svd.
  • Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.
  • Jedeskog, G. & Nissen, J. (2004). ICT in the classroom: Is doing more important than knowing? Education and Information Technologies, 9(1), 37-45.
  • Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon report. Austin, Texas: The New Media Consortium. Retrieved on 1 February 2013 from http://wp.nmc.org/ horizon2010/.
  • Kahin, B. & Foray, D. (eds.) (2006). Advancing knowledge and the knowledge economy. Cambridge: MIT University Press.
  • Korte, W. B. & Hüsing, T. (2006). Benchmarking access and use of ICT in European schools 2006: Results from head teacher and a classroom teacher surveys in 27 European countries. Bonn: Empirica Gesellschaft für Kommunikations- und Technologieforschung. Retrieved on 1 February 2013 from www.empirica.biz/publikationen/documents/No08-2006_learnInd.pdf.
  • Knowledge Foundation (2005). ICT and student teachers: Attitudes, access and use [IT och lärarstuderande: Attityder, tillgång och användning]. Retrieved on 1 February 2013 from http://www.kks.se/om/Lists/Publikationer/Attachments/8/it-och-lararstuderande-2005- publ.pdf.
  • Knowledge Foundation (2006). ICT in schools: Attitudes, access and use [IT i skolan: Attityder, tillgång och användning]. Retrieved on 1 October 2010 from http://www.kks.se/om/Lists/ Publikationer/Attachments/6/it_i_skolan_2006_2006_publ.pdf
  • Kodama, M. (2007). Project-based organization in the knowledge-based society. London: Imperial College Press.
  • Kofman, E. (2007). The knowledge economy, gender, and stratified migrations. Studies in Social Justice, 1(2), 123-135.
  • Kumar, A. (2012). Sociological theory and the knowledge society. International Journal of Human Sciences, 9(2), 764-772.
  • Lundström, U. & Parding, K. (2011). Teachers’ experiences with school choice: Clashing logics in the Swedish education system. Education Research International, 10 pages. Retrieved on 1 February 2012 from http://www.hindawi.com/journals/edu/2011/869852/cta/.
  • Machlup, F. (1962). Production and distribution of knowledge in the United States. Princeton, NJ: Princeton University Press.
  • OECD (2001). Understanding the digital divide. OECD Digital Economy Papers, 49. Paris: OECD. Retrieved from 10.1787/236405667766.
  • OECD (2007). Broadband and ICT access and use by households and individuals. OECD Digital Economy Papers, 135. Paris: OECD Publishing. Retrieved on 1 February 2012 from 10.1787/230666254714.
  • OECD (2010). Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006. Educational Research and Innovation. Paris: OECD Publishing. Retrieved on 1 February 2012 from 10.1787/9789264076044-en.
  • OECD (2011). PISA 2009 results: Students on line: Digital technologies and performance (volume VI). Paris: OECD Publishing. Retrieved on 1 February 2012 from 10.1787/9789264112995-en.
  • Persson, M. & Thunman, E. (2010). Swedish teachers’ media habits and use of the Swedish Educational Broadcasting Company. The academic year 2009/2010 [Svenska lärares mediavanor och UR-användning. Läsåret 2009/2010]. Stockholm: Swedish Educational Broadcasting Company.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
  • Rahaman, M. M. (2003). Organisational knowledge creation and the commercialisation of state mail service. International Journal of Public Sector Management, 16, 373-392.
  • Ramböll (2006). E-learning Nordic 2006. Copenhagen: Ramböll Management. Retrieved on 20 October 2010 from http://www.oph.fi/download/47637_eLearning_Nordic_English.pdf.
  • Reich, R. (1991). The work of nations: Preparing ourselves for 21st-century capitalism. New York: Knopf.
  • Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7(4), 259-287.
  • Sahlberg, P. & Boce, E. (2010). Are teachers teaching for a knowledge society? Teachers and Teaching: Theory and Practice, 16(1), 31-48.
  • Swedish Media Council (2010a). Kids & media [Ungar & Medier]. Retrieved on 1 February 2012 from http://www.s tatensmedierad.se/upload/Rapporter_pdf/Ungar_&_medier_2010.pdf.
  • Swedish Media Council (2010b). Little kids & media – facts about young children’s use and perceptions of media [Småungar & Medier – fakta om små barns användning och upplevelser av medier]. Retrieved on 1 February 2012 from http://www.statensmedierad. se/upload/Rapporter_ pdf/Smaungar_&_medier2010.pdf.
  • Swedish National Agency for Education (2007). Effective use of ICT in schools: An analysis of current research [Effektivt användande av IT i skolan: Analys av aktuell forskning]. Stockholm: Liber Distribution. Retrieved on 1 February 2012 from http://www.skolverket. se/publikationer? id=1906.
  • Swedish National Agency for Education (2009a). Presentation of the assignment of a follow-up of the use of ICT and ICT skills in preschool, school and adult education [Redovisning av uppdrag om uppföljning av IT-användning och IT-kompetens I förskola, skola och vuxenutbildning]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket.se/publikationer?id=2192.
  • Swedish National Agency for Education (2009b). Accounting for the assigment to assess organisations’ and principals’ developmental needs regarding the use of ICT in preschool, school and adult education, and to suggest interventions [Redovisning av uppdraget att bedöma verksamheters och huvudmäns utvecklingsbehov avseende IT-användningen inom förskola, skola och vuxenutbildning samt ge förslag på insatser]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket. se/publikationer? id=2244.
  • Swedish National Agency for Education (2009c). What affects the results of the Swedish elementary school? Knowledge review about the importance of different factors [Vad påverkar resultaten i svensk grundskola? Kunskapsöversikt om betydelsen av olika faktorer]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket. se/publikationer?id=2260.
  • Swedish National Agency for Education (2010a). Equipped to face the future? PISA 2009 on 15 year olds’ reading comprehension and knowledges in mathematics and physical science [Rustad att möta framtiden? PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap]. Stockholm: Swedish National Agency for Education. Retrieved on 1 February 2012 from http://www.skolverket.se/publikationer?id=2473.
  • Swedish National Agency for Education (2010b). Erroneous claims about PISA. A reply to a debate article in Dagens Nyheter, published 2010-12-15 [Felaktiga påstående om PISA. Replik på debattartikel i Dagens Nyheter, publicerad 2010-12-15]. Stockholm: Swedish National Agency for Education. Retrieved on 20 October 2011 from http://www.skolverket.se/press/ debattartiklar/ felaktiga-pastaenden-om-pisa-1.147760.
  • Swedish National Agency for Education (2012, May 4). Presentation of the press conference on Equal education in the Swedish school system [Presentation från presskonferensen om Likvärdig utbildning i det svenska skolsystemet]. Stockholm: Swedish National Agency for Education. Retrieved on 20 October 2012 from http://www.slideshare.net/skolverket/ presentation-presskonf-likvrdig-utbildning-2012-0504.
  • Swedish National Agency for Education (2013). ICT usage and ICT skills in schools [It-användning och it-kompetens i skolan]. Stockholm: Swedish National Agency for Education. Retrieved on 15 May 2013 from http://www.skolverket.se/publikationer?id=3005.
  • Sörensen, B. H., Danielsen, O. & Nielsen, J. (2006). Children’s informal learning in the context of schools of the knowledge society. Education and Information Technologies, 12, 17-27.
  • Sörlin, S. & Vessuri, H. (eds.) (2007). Knowledge society vs. knowledge economy: Knowledge, power, and politics. Gordonsville: Palgrave Macmillan.
  • Tichenor, P. J., Donohue, G. A. & Olien, C. N. (1970). Mass media flow and differential growth in knowledge. Public Opinion Quarterly, 34(2), 159-170.
  • Trilling, B. & Hood, P. (1999). Learning, technology, and education reform in the knowledge age or “we’re wired, webbed, and windowed, now what? Educational Technology, 3(5), 5-18.
  • UN (2005). Understanding knowledge societies. In twenty questions with the index of knowledge societies. New York: United Nations. Retrieved on 15 May 2011 from http://www.unpan1. un.org/intradoc/ groups/public/documents/un/unpan020643.pdf
  • UNESCO (2011). ICT in teacher education: Policy, open educational resources and partnership. Proceedings, IITE 2010. Retrieved on 10 November 2012 from http://iite.unesco.org/ publications/3214684/.
  • Uzunboylu, H. & Tuncay, N. (2010). Divergence of digital world of teachers. Educational Technology & Society, 13(1), 186-194.
  • Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge: The MIT Press.
  • World Internet Institute (2009). Young Swedes and the Internet 2009 [Unga svenskar och Internet 2009]. Retrieved on 10 October 2010 from http://www.statensmedierad.se/upload/ Rapporter_pdf/Unga%20 svenskar%20och%20Internet%202009.pdf.
  • Correspondence: Elin Thunman, Ph.D., Senior Lecturer, Department of Sociology, Uppsala
  • University, Uppsala, Sweden
There are 58 citations in total.

Details

Other ID JA38YU96RJ
Journal Section Articles
Authors

Elin Thunman This is me

Marcus Persson This is me

Publication Date September 1, 2013
Published in Issue Year 2013 Volume: 4 Issue: 3

Cite

APA Thunman, E., & Persson, M. (2013). Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools. Contemporary Educational Technology, 4(3), 155-171.
AMA Thunman E, Persson M. Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools. Contemporary Educational Technology. September 2013;4(3):155-171.
Chicago Thunman, Elin, and Marcus Persson. “Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools”. Contemporary Educational Technology 4, no. 3 (September 2013): 155-71.
EndNote Thunman E, Persson M (September 1, 2013) Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools. Contemporary Educational Technology 4 3 155–171.
IEEE E. Thunman and M. Persson, “Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools”, Contemporary Educational Technology, vol. 4, no. 3, pp. 155–171, 2013.
ISNAD Thunman, Elin - Persson, Marcus. “Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools”. Contemporary Educational Technology 4/3 (September 2013), 155-171.
JAMA Thunman E, Persson M. Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools. Contemporary Educational Technology. 2013;4:155–171.
MLA Thunman, Elin and Marcus Persson. “Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools”. Contemporary Educational Technology, vol. 4, no. 3, 2013, pp. 155-71.
Vancouver Thunman E, Persson M. Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools. Contemporary Educational Technology. 2013;4(3):155-71.