Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?
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 bounda...
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Taylor & Francis Group
2021-09-01
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Online Access: | http://dx.doi.org/10.1080/20004508.2021.1976454 |
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doaj-5628e87258814a56a5c19105bd13c9532021-09-20T13:17:21ZengTaylor & Francis GroupEducation Inquiry2000-45082021-09-010011210.1080/20004508.2021.19764541976454Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?Anders D. Olofsson0J. Ola Lindberg1Alex Young Pedersen2Ann-Thérèse Arstorp3Christian Dalsgaard4Even Einum5Francesco Caviglia6Liisa Ilomäki7Marjaana Veermans8Päivi Häkkinen9Sara Willermark10Umeå UniversityUmeå UniversityAarhus UniversityUniversity of Southeastern NorwayAarhus UniversityNorwegian University of Technology and Science/Trondelag County CouncilAarhus UniversityUniversity of HelsinkiUniversity of TurkuUniversity of FinlandUniversity WestThis 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.http://dx.doi.org/10.1080/20004508.2021.1976454boundary objectsdigital competencedigital technologyk-12 schoolnordic countriespolicy |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Anders D. Olofsson J. Ola Lindberg Alex Young Pedersen Ann-Thérèse Arstorp Christian Dalsgaard Even Einum Francesco Caviglia Liisa Ilomäki Marjaana Veermans Päivi Häkkinen Sara Willermark |
spellingShingle |
Anders D. Olofsson J. Ola Lindberg Alex Young Pedersen Ann-Thérèse Arstorp Christian Dalsgaard Even Einum Francesco Caviglia Liisa Ilomäki Marjaana Veermans Päivi Häkkinen Sara Willermark Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? Education Inquiry boundary objects digital competence digital technology k-12 school nordic countries policy |
author_facet |
Anders D. Olofsson J. Ola Lindberg Alex Young Pedersen Ann-Thérèse Arstorp Christian Dalsgaard Even Einum Francesco Caviglia Liisa Ilomäki Marjaana Veermans Päivi Häkkinen Sara Willermark |
author_sort |
Anders D. Olofsson |
title |
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? |
title_short |
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? |
title_full |
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? |
title_fullStr |
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? |
title_full_unstemmed |
Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? |
title_sort |
digital competence across boundaries - beyond a common nordic model of the digitalisation of k-12 schools? |
publisher |
Taylor & Francis Group |
series |
Education Inquiry |
issn |
2000-4508 |
publishDate |
2021-09-01 |
description |
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. |
topic |
boundary objects digital competence digital technology k-12 school nordic countries policy |
url |
http://dx.doi.org/10.1080/20004508.2021.1976454 |
work_keys_str_mv |
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