1st Edition

Digitalization and Digital Competence in Educational Contexts A Nordic Perspective from Policy to Practice

    240 Pages 40 B/W Illustrations
    by Routledge

    This edited collection presents a Nordic perspective on intensified discussions concerning digitalization and digital competence in the current trends of educational work.

    Using a multidisciplinary and holistic approach, the book compares Nordic countries’ attitudes towards the digitalization of education and demonstrates the Nordic region’s position as digital front-runners in a European and a global context. The book provides up-to-date cases and future-oriented perspectives on digitalization and digital competence in educational work. Chapters use empirical data gained from policy documents, interviews, and questionnaires to present nuanced discussions, theoretical perspectives, and implications for the future of digitalization in education.

    Ultimately, this book’s reach far exceeds that of its Nordic contexts and will be of use to postgraduate students, researchers, and scholars across the globe involved with digital education, teacher education, and educational policy and politics more broadly.

    Chapter 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

    Indroduction Sara Willermark, Anders D. Olofsson, J. Ola Lindberg  Editors’ Introduction to Part 1 Policy 1. Norwegian Professional Digital Competence and Danish Technology Comprehension in Teacher Education – Two Peas in a Pod? Ann-Thérèse Arstorp.  2. ‘This Is How We Do It!’ - Rural Resilience in Local Translation Work on National School Digitalization Policy. Ulrika Gustafsson & Anders D. Olofsson.  Editors’ Introduction to Part 2. Digital Leadership and Organization. 3. From national digital strategy to local practice: a leadership challenge. Åke Grönlund.  4. Overcoming barriers to the digitalization of education. Tomas Lindroth & Johan Magnusson.  5. Reflections on leading for digitalization. Digging deeper into professional digital competence for school leaders using the PEAT-model. Marcia Håkansson Lindqvist.  Editors’ Introduction to Part 3. Sustainable digital ecosystems. 6. A Learning Analytics Driven Intervention to Support Students’ Learning Activity and Experiences. Nidia López Flores, Anna Sigridur Islind & María Óskarsdóttir.  7. Qualification, socialization, and subjectification in the teaching practice: when considering student experience in a digital society. Christina Löfving & Johan Lundin.  8. Multimodality in students’ meaning-making via technological designs. Karoline Schnaider  Editors’ Introduction to Part 4. Subjects, tools, and teaching in flux.  9. Exploring the Role of Digital Textbooks in Education. Marie Utterberg Modén, Martin Tallvid & Johan Lundin  10. Co-constructing teacher education: Student agency and teacher educators’ responses to a student-created podcast. Lisabeth Carson, Magnus Hontvedt & Andreas Lund.  11. Transforming Teacher Training through Simulation-based Practice Designs. Toril Aagaard  Editors’ Introduction to Part 5. Digital competence for teachers.  12. Adequate digital competence: Swedish teachers’ pedagogical digital readiness in subject-based curricula. Sylvana Sofkova Hashemi.  13. Swedish teachers’ digital competence - infrastructures for teaching and working. Anna-Lena Godhe  Conclusion - knowing in a digital world Roger Säljö


    Sara Willermark is Associate Professor in Informatics, School of Business Economics and IT, University West, Sweden.

    Anders D. Olofsson is Professor of Education, Department of Education, Umeå University, Sweden.

    J. Ola Lindberg is Professor of Education, Department of Education, Umeå University, Sweden.