Teaching And Learning In Redesigned Digitalised Learning Environments - A Longitudinal Study At The Police Education In Sweden

This paper deals with an ongoing digitalisation process in Swedish police education seen from a teacher perspective. It is based on a one-year study conducted at a police education unit, which has undergone major changes as a result of the implementation of new technology-rich environments. The study is focused on teachers' use of digital technology and their perceptions of its value for teaching, student learning and education quality. In order to describe and analyse the teachers' perceptions of these aspects and whether they changed during a one-year period, data was collected using questionnaires administered in two stages, one 3 months after the implementation and the other after 15 months. The results obtained from the questionnaires show low use of the technology by the teachers, low estimated value for teaching and student learning, and only marginal changes in teacher perceptions during the period. The results indicate that teachers' use of digital technology is highly dependent on the equipment functioning properly, the quality and complexity of the technology, and its ability to support teachers' educational needs. The results are discussed and problematised in the conclusions section of the paper.