Digital Competence across Boundaries -- Beyond a Common Nordic Model of the Digitalisation of K-12 Schools?

Autor/inn/en	Olofsson, Anders D.; Lindberg, J. Ola; Young Pedersen, Alex; Arstorp, Ann-Thérèse; Dalsgaard, Christian; Einum, Even; Caviglia, Francesco; Ilomäki, Liisa; Veermans, Marjaana; Häkkinen, Päivi; Willermark, Sara
Titel	Digital Competence across Boundaries -- Beyond a Common Nordic Model of the Digitalisation of K-12 Schools?
Quelle	In: Education Inquiry, 12 (2021) 4, S.317-328 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olofsson, Anders D.) ORCID (Lindberg, J. Ola) ORCID (Young Pedersen, Alex) ORCID (Arstorp, Ann-Thérèse) ORCID (Dalsgaard, Christian) ORCID (Einum, Even) ORCID (Caviglia, Francesco) ORCID (Ilomäki, Liisa) ORCID (Veermans, Marjaana) ORCID (Häkkinen, Päivi) ORCID (Willermark, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2021.1976454
Schlagwörter	Foreign Countries; Technological Literacy; Elementary Schools; Secondary Schools; Educational Policy; School Policy; Public Policy; Technology Uses in Education; Educational Technology; Models; Denmark; Finland; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Elementary school; Grundschule; Volksschule; Sekundarschule; Politics of education; Bildungspolitik; Schulpolitik; Öffentliche Ordnung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Analogiemodell; Dänemark; Finnland; Norwegen; Schweden
Abstract	This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on digital competence, it describes some current Nordic movements in the national policies of Denmark, Finland, Norway and Sweden. The concept of boundary objects is used as an analytical lens, for understanding digital competence as a plastic and temporal concept that can be used to discuss the multi-dimensional translation of this concept in these Nordic countries. The paper ends with a discussion of the potential to view digital competence as a unifying boundary object that, with its plasticity, temporality and n-dimensionality, can show signs of common Nordic efforts in the K-12 school policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01