The COVID-19 pandemic has disproportionately impacted the education of disadvantaged groups, relegating already marginalized people. It required their teachers to rapidly develop digital competencies to ensure that their students could overcome potential challenges and succeed in their education. Thus, the purpose of this study is to explore the impact of the pandemic on the development of professional digital competence of teachers working with adult migrant learners.

By analyzing responses from questionnaires, a workshop and interviews with Swedish Municipal Adult Education (MAE) teachers working in migrant-dense areas in Sweden, we identify notions and perspectives of Teachers’ Professional Digital Competence (TPDC). We explore the challenges they encountered and the skills they deemed essential for managing them. The findings show the necessity of teachers considering learners’ study conditions, development of digital literacy skills, and cultural awareness to ensure inclusive online education for migrant learners.

The COVID-19 pandemic had a dramatic impact on our lives and living. In higher education, it led to a swift shift from on-campus to online education resulting in practices of emergency remote teaching through virtual classrooms. In this project, we seek to gain a deeper understanding of the challenges and opportunities that this abrupt, enforced change to online education entailed for faculty and students in Sweden and Finland. We aim to examine the evolution of online work and study practices, their impact on the teaching and learning environment, and new expectations imposed on the faculty and students. Our goal is to enhance the theoretical understanding of e-learning, developing guidelines on how to make online education effective, exploring the impact of pandemics on the future of higher education. © AMCIS 2021.

The aim of this study was to explore migrants' experiences and perceptions of mobile resources specifically developed for integration purposes in Sweden. Thematic content analysis of semi-structured focus group interviews with newly arrived migrants, guided by the Indicators for Integration Framework, was used. The findings suggest that lack of knowledge about existing applications and skepticism towards mobile technology as integration support in combination with time pressure and limited digital skills impede migrants’ use of mobile applications for integration. Further, technical hurdles stemming from owning outdated smartphones and technical problems with applications prevent migrants from uploading the applications. Finally, fear of surveillance is another obstacle for using applications requiring social media logins for authentication. The study reveals the friction between developers and providers of mobile resources for integration and the users’ perspective on these resources, offering implications for the development of mobile technology for migrant integration. © AMCIS 2021.

Sweden is a highly digitalized society, rapidly changing into a multicultural one. Though migrants use smartphones in their migration journeys and, upon reaching host societies, for integration, i.e. learning language, culture and developing contacts with locals, there are certain potential risks in relation to surveillance. This study explores the use of mobile resources for integration purposes by newly arrived migrants in Sweden, in particular from the perspective of surveillance. Further, it aims to analyze the available mobile resources for migrant integration and how these resources are designed, with special focus on the use of social logins. Mapping of mobile resources in combination with 15 focus-group interviews with newly arrived migrants is used. The results show that the migrants are concerned about surveillance and consciously avoid using the resources in which social logins are required, preferring email as a sign-in option. The mapping of the resources shows that the majority of the resources have multiple sign-in options, including Facebook, Google and email. None has a social login as a sole sign-in, and many resources require no sign-in. Thus, the existing resources pose no apparent risk from the social media surveillance perspective for the migrants to use them. However, as in further development of resources social logins might become needed to track user progress, migrants’ concerns about surveillance should be taken into consideration.

The article reports on a study where teachers in early primary school were presented to tools to approach texts and meaning-making from a multimodal perspective. The study aims to develop knowledge of enabling and constraining factors for the development of a multimodal assessment practice. To do so, we examine how teachers’ understanding of quality in students’ multimodal texts is manifested in assessments, and how this relates to available tools. The findings are discussed with the help of Bernsteins (1990; 2000) theoretical framework and focus on the conditions for teachers work and learning. The study demonstrates teachers’ attention to multimodal text quality as ability to follow writing conventions, organize text and communicate content with several interacting resources. Available tools shape and broaden what is noticed. However, to give content to the meta-language further knowledge on the use of different semiotic resources is needed. The study hereby raises the importance of interdisciplinary perspective on multimodal assessment.

Virtual Reality (VR) is an example of a technology offering interesting potentials for learning in schools. Through VR, information and knowledge are made accessible in new ways since the technology allows experience destinations and content in 3D format that goes beyond classroom. In addition, VR invites activities where teachers and students can engage in the creation of content. The study has a particular interest in teachers’ educational design using adaptive VR-environments in multilingual study guidance. Multilingual study guidance is a support in Swedish schools to enhance the development of subject content learning in native language. Based on a co-design approach combining methods of action research and design-based research the aim of the study is to explore how to didactically design multilingual study guidance to promote the development of students’ conceptual knowledge with adaptive VR-environments. The research questions posed are: (1) How do study guidance (SG) teachers plan and organize for multilingual study guidance with adaptive VR-environments? and (2) In what way is the subject content enacted in adaptive VR-environments? The data concerns interviews and workshop discussions with two SG-teachers reflecting on opportunities and challenges with multilingual study guidance carried out in VR-environments. The results show in what ways adaptive VR-environments function as a bridge between students’ first language and the subject area content and that the SG-teachers act as pillars of support. Furthermore, the study contributes to increasing the quality of multilingual study guidance, which is a field where research is limited.

Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Virtual reality (VR) is an example of a technology that invites new ways of how to design learning activities. The aim of this study is to explore how teachers organize onsite and distance learning environments for multilingual study guidance to promote students’ subject-specific learning. Multilingual study guidance is a support in Swedish schools to enhance the development of students’ subject-specific learning in native language. There are limitations in the ways in which multilingual study guidance is designed. It is often the case that learning activities are not grounded in students’ individual needs. VR constitutes a resource that can support individualized learning activities. The study is part of a Design-Based research project involving 3 researchers, 1 VR-designer, 2 teachers, 3 students from 2 schools in a cyclic process of systematic, iterative and reflective development of concrete educational activities. The results of the designs for learning demonstrate a planning for student-active practice where the student is encouraged to engage with the knowledge content in the virtual space moving around, showing knowledge by pointing/selecting, getting familiar with objects by holding them, watching a process, etc. The students are expected to show and demonstrate their knowledge, while discussing using acquired concepts in the knowledge domain. 

The study has pivotal implications for both research and practice regarding developing theoretical and practical outcomes in the context of developing students’ subject-specific learning in multilingual study guidance.

This paper explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.

In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.Article Details 

This study explores the opportunities and challenges of teaching under flexible spatial and digital conditions of the learning environment of a newly build school, analyzing how teaching is organized and what curricular genres can be discerned, what resources and practices are offered to stimulate students meaningmaking and what framing, relations and accessibility can be distinguished by the flexibility of furniture and classroom space. The analyses of a teacher team’s planning and teaching of the thematic work project on Space in years 2-3 (ages 8 to 9) and another teacher team’s thematic work project onCommunication in years 4-7 (ages10 to12) reveal varied teaching strategies between teacher-led and student-centered forms offering students linguistic, visual and audiovisual resources to make meaning of shared content in different school subjects. The young students practice reading comprehension, both of written texts and films, that also serves their knowledge-building about space. The older students display skills relating to different subjects through different technological and digital resources. 

Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils' redesigning of advertising films based on teacher's instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher's orchestration of the laptop resources during instruction and the pupils' redesigning of the task. Pupils' work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher's primary focus on introducing the software. © Copyright 2015 Elsevier B.V., All rights reserved.

This study takes an exploratory approach to investigating Swedish teacher educators’ perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teacher educators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self. Teacher educators require support to strengthen their professional identity, to facilitate activities for professional development, and to stimulate reflective practice. A further difficulty is the lack of relevant policies and strategies. This study highlights the complex challenge of teaching and learning simultaneously in a profession that implicates autonomy and responsibility of its practitioners. This creates limitations for the teacher educators to move from being to acting.

The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analysed using directed content analysis. The theoretical perspective taken is a subject-centred socio-cultural approach to professional agency. This is an approach where the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study, professional agency was explored in the work context, in teaching practice and in relation to the professional identity. The results of this study not only confirm the complexity of being a professional TE in the times of digitalisation but more importantly demonstrate a paradox in the TE’s perceived high agency that both enables and hinders self-development (the individual) as well as development of the working community, the organisation, and the university. The study implies that considerations and understanding of the TE’s autonomy and perceived agency are significant for professional and work development. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study sheds light on Swedish teachers’ pedagogical digital readiness by highlighting the connections between curricular goals and teaching practice. Based on an ongoing research project aiming to explore and develop primary teachers’ digital multimodal teaching and assessment of three iterative cycles in the study design, the analysis focuses on teacher teams’ reflective discussions (cycle 2) of meaning potentials in students’ knowledge representations and the alignment of these with teaching designs previously implemented in the classroom (years 1–6). The findings demonstrate the development of new understandings, beliefs, and critical pedagogies challenged by the broad goal of adequate digital competence in subject-based curricula promoting mainly the competent use of digital resources. Swedish teachers struggle with digital readiness to develop subject-specific pedagogical knowledge attuned to the critical recognition of students’ engagement in digital multimodal practices without support for qualitative knowledge assessment. © 2024 selection and editorial matter, Sara Willermark, Anders D. Olofsson and J. Ola Lindberg. All rights reserved.

Det byggs nya skolor i Sverige där förväntningar på god och flexibel arbetsmiljö för elever och lärare, likvärdighet, samt digitalisering står i förgrunden. Denna studie är del av kartläggningsfasen i ett större praktikutvecklande forskningsprojekt och syftar till att undersöka vilka möjligheter samspelet mellan rum och en i hög grad digitaliserad undervisning möjliggör elevers literacyutveckling och vad som utmärker den typ av literacy som eleverna erbjuds att utveckla. Studien besvarar följande forskningsfrågor:

• Hur är undervisningen organiserad? Vilka literacypraktiker ägnar sig eleverna åt? Var sker dessa aktiviteter?

• Vad händer med lärarrollen i detta pedagogiska nytänk som rumsligheten och digitalisering erbjuder? Hur uppfattar lärarna denna roll?

• Vilken mening uttrycks i de texter (i vid bemärkelse) som elever möter i undervisningen, och i texter som de själva skapar?

• Hur och vad bedömer lärarna i elevernas uppgiftslösningar/examinationer som hänger ihop med literacy?

Material och metod Datamaterialet består av lektionsobservationer från ämnesövergripande temaarbeten från två arbetslag: “Rymden” i år 2-3 och “Kommunikation” år 6-7.

Analysmetod Analysen av materialet utgår från Ivaničs literacydiskurser (Ivanič, 2004; Sturk & Lindgren, 2019). Med stöd i Ivanič ramverk synliggörs hur, var, när och vilka diskurser som framträder i undervisningens olika faser och innehåll.

Preliminära resultat Undervisningen varierar mellan lärarledda och elevcentrerade former med multimodala erbjudanden av ämnesinnehåll och samtidigt snarare traditionella former för uppgifter och bedömning. Det som framträder i denna tidiga analys är att eleverna i skolår 2-3 engageras i huvudsak i skrivaktiviteter som kan kategoriseras som del av kreativitetsdiskursen och sociala praktikerdiskursen. Här finns även inslag av tänkande och lärandediskursen. I våra tidiga analyser av temaarbetet i skolår 6-7 framträder även här inslag av tänkande och lärandediskursen t.ex. när eleverna förbereder sig för sin slutprodukt men framför allt den sociala praktikerdiskursen.

Att lyssna på och interagera med digitala böcker har ökat markant på senare tid, genom digitalisering av skönlitteratur och utveckling av digitala läsappar. En e-bok kan vara så mycket mer än en text på en skärm och innehålla till exempel länkar, kommentarer, filmer, ljudeffekter och textuppläsning. Det väcker tankar om läsning och att eleven skapar mening från text genom multimediala inslag. Att studera dessa läspraktiker blir särskilt angeläget med tanke på larmrapporter om att barn och unga ägnar mindre tid åt läsning. Digitala böcker skildras i media som antingen skadliga för barns sömn och hälsa eller som positiva magiska piller för att boosta barns läsförmåga. Med digitala böcker blir elever mer motiverade till läsning och deras uppmärksamhet, ordinlärning och engagemang ökar. Men tryckta böcker ökar förståelsen för berättelsen, enligt två studier.

Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students’ Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams’ divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools’ remaining insufficient provision of digital infrastructure for learning activities in blended learning environments. © 2022 The Author(s).

Access to digital technology in the classroom enables the composition and organization of ideas on screen with a variety of semiotic systems of different modes and media. This study explores patterns of communication and preference of design indigital meaning-making of twelve 7-8 years old students. Meanings were shaped in complex uses and combinations of modes and media engaging the students in negotiation of meanings where both affordances of technology, semiotic resources in the class as well as the student's prior language and cultural experiences had impact on their choices and designing of texts on screen. The opportunity to make own choices of designs revealed their designing strategies with a predominant focus on writing as the mode of dissemination and examples of semiotic work with preference to visual resources, demonstrating students' communicative experiences. Categorizing the selection of modes and applying semiotic grammar made the means the students used to communicate meaning evident and visible, providing the meta-tools needed to understand the semiotic work of students in a broader and informed accounts for the multimodal and digital meaning-making they demonstrate - a valuable insight in regard to literacy pedagogy. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

This study explores the perceptions of the teachers working with language courses for immigrants (Swedish For Immigrants; SFI) on switching to online teaching during COVID19 pandemic. Changes in the learning environment challenge teachers in need of new skills, concepts and languages, as well as didactic tools. Based on questionnaire and interviews of 60 SFI-teachers enrolled in a municipal adult education, the online teaching was perceived as effective and enhancing digital skills, requiring new pedagogy and infrastructure, and experiences of lack of social interaction by teachers and students. The case study demonstrates the challenge of organizing online teaching in general that requires time and testing of technology onsite, development in infrastructure and professional space for competence development. Particularly the missing social interaction proves online education in SFI-course not that optimal as for many immigrants it is a crucial step in the integration process.

This multi-case study examines the educational change in municipal adult education (MAEd), during and directly after the Covid-19 pandemic. Applying Fullan’s educational change perspective, we analyze teachers’ professional development in terms of evolving materials, changing pedagogies, and altered beliefs about teaching and learning. Data were collected in 2020-2022 from questionnaires, interviews, and question-answer sessions with MAEd teachers (n=140) from the three largest cities in Sweden. The findings demonstrate a pronounced exploration of disparate learning theories, growing recognition of online and hybrid modes of education delivery, remediation of materials, and raised attention to teaching quality and design with clarity and structure. Besides signs of professional development, the study provides empirical evidence for institutional adaptation to respond to crisis, learn from experiences and emerge prepared for future challenges. Conclusively, the study findings indicate that sustainable reshaping of MAEd requires proactive and strategic leadership that aligns with policy and national directives and grassroots initiatives. . © 2024 IEEE Computer Society. All rights reserved.

During the COVID-19 pandemic, Nordic higher education institutions (HEIs) as any other learning providers had to abruptly switch from onsite in-person delivery strategies to a more ‘pandemic-friendly’ online mode. To manage these emergent transformations of learning environments successfully, development of teachers’ digital competence became pivotal. This study investigates the experiences of teachers and students from HEIs in the Nordic countries of the impact of the transition to online teaching during the pandemic crisis on teachers’ professional digital competence (TPDC). The findings indicate that the pandemic promoted teachers’ creativity and innovation, enabling individual initiatives, openness, and decentralization that demonstrates the Nordic HEIs readiness to mobilize relevant digital infrastructure and exert academic freedom in times of crises. The study further broadens the concept of TPDC involving aspects of well-being and physical environment as additional indicators, to ensure equality, inclusion, and sustainability in the future of online education in higher education. 

Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7–8 years old children). By investigating the relation between literacy and digital technology in diverse pedagogical contexts we capture the complexity in the educational transformation that needs to be acknowledged. Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible in instruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support children from various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical meth- ods. This research hereby expands the current discussion on the relation between technology and literacy with an understanding that the epistemological focus and con- text of practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide room for action for the teachers and address issues of purpose, pedagogy and organ- isation around technology. Copyright © 2021 by SAGE Publications

Att läsa digitalt, på en datorskärm eller annan enhet, skiljer sig från att läsa på papper. Syftet med den här webbtexten är att fler ska få kunskap om digital läsning. Det är också en viktig förberedelse inför digitaliseringen av de nationella proven.

This study explores teaching in flexible spatial and digital conditions in a newly built school. It analyzeshow teaching is organized, how furniture and classroom space creates different meaning-makingopportunities,and whatresourcesand practices are offered to stimulate students’ meaning-making. The analyses of a teacher team’s planning and teaching of the thematic work project “About Space” in Years 2 and 3 (eight-to nine-year-old children) reveal a linear character dominated bypermissive and contemporary activities in the digital space. Students read, watched, and wrote through a multimodal experience of the content on their tablet computers, and they used workspaces in the classroom they prefer according to the activities. The teachers’ spatial framing allowed both free movement and static arrangements, providing possibilities for diverse relation-building and requiring teachers’ preparedness to re-evaluate teaching designs to match the learning activities. It is the combined synergy of space, actors, and resources that provide a powerful tool for understanding the complexity at play, maintaining a balance between structure and free exploration.

Design-Based Research (DBR) is a promising research approach integrating educational theory and practice. The initiation of Didactical Design in Classroom research group (DDC) aims to gather researchers of diverse subjects and disciplines to exchange methodological and theoretical experiences of conducting DBR around didactical approaches to classroom research. The goal is to establish a globally attractive interdisciplinary research hub of expertise and data based on conceptually and methodologically critical and reflective research practice. This collaborative space will involve a discussion of both qualitative and quantitative research methods to study the consequences of DDC interventions for students, teachers and broader educational claims. This is expected to lead to collaborative activities and research such as international webinars, joint teaching in doctoral courses, symposium at conferences and plans for future writing proposals for national and international funding agencies.

I det här kapitlet beskriver vi ett utvecklingsprojekt kring frågor om lärares digitala kompetens. Bakgrunden till projektet är de förändrade läroplansskrivningarna gällande digital kompetens. Vår studie visar att lärarstudenterna erbjuds att utveckla sin digitala kompetens på ett avgränsat, snarare än ett systematiskt sätt. Lärarstudenterna möter ett blandat kursinnehåll kring digitalisering i samhället och utbildning genom enstaka inslag i kurser snarare än en precis idé om lärares pro fessionella digitala kompetens. Det lärarstudenterna främst efterfrågar är mer innehåll kring praktiskt och didaktiskt användande av digital teknik i skolpraktik. Studien pekar vidare på vikten av att fånga upp samt nyansera nyantagna studenters föreställningar om elevens digitala kompetens. På så vis skulle digitaliseringen kunna figurera som en naturlig del i lärarutbildningen snarare än som något nytt och främmande.

Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research. Copyright © 2021 Informa UK Limited

In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers’ daily work. Our position is that our approach can serve as an effective way to categorize, analyze and evaluate didactical designs. © The authors, 2016

Gustav Fridolin presenterade i augusti i år "Läromedelsutredningen – böckernas betydelse och elevernas tillgång till kunskap". Utredningen lyfter fram och belyser flera viktiga områden, till exempel lärarens, rektorns och lärarutbildningarnas ansvar och att säkra rätten till likvärdig tillgång av läromedel. Något som brister idag. Men utredningen ger en förenklad och missvisande bild av digitala läromedel och dess betydelse och roll i skolan. Diskussionen måste nyanseras så att svensk skola kan ge eleverna de kunskaper, förmågor och kompetenser de behöver för att vara delaktiga i ett samhälle som alltmer förutsätter att medborgarna har digitala färdigheter. Den nyanseringen vill vi som forskar inom utbildningsväsendet med fokus på teknikutveckling och digitalisering bidra till. 

Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents acase study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils' redesigning of advertising films based on teacher's instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with afocus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher's orchestration of the laptop resources during instruction and the pupils' redesigning of the task. Pupils' work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate alack of orientation towards subject content due to the teacher's primary focus on introducing the software.