LEADING DIGITALISATION IN K–12 EDUCATION: A PRACTICE-ORIENTED APPROACH TO EXPANDING ACCESS AND USE OF DIGITAL TECHNOLOGIES

Abstract

This study explores how school organisers and school leaders collaboratively work to expand access to and the use of digital technologies in K–12 education, viewed through a leadership and practice-oriented lens. Using the theory of practice architecture, the study analyses how these practices unfold in three Swedish municipalities. The data materials were collected through document analysis, participant observations, interviews, and surveys. Key findings reveal the importance of ensuring that digital technologies are both accessible and suited to the purpose. While school leaders reported successful recent collaboration with school organisers and IT departments, they also highlighted challenges, such as reduced staff capacity affecting dialogue and digital progress. Misapplications of technology, such as nonuser-friendly software, were shown to increase workload and decrease motivation among teachers. School organisers emphasised the need for leaders to understand the full scope of digitalisation, although they also acknowledged that school leaders may struggle to prioritise digital leadership training. This study offers valuable insights for educational leaders aiming to enhance digitalisation in schools through collaborative and strategic leadership.