Adequate digital competence: Exploring revisions in the Swedish national curriculum
Publication details
| Year: | 2020 |
| DOI: | 10.24834/educare.2020.2.4 |
| Issued: | 2020 |
| Language: | English |
| Issue: | 2 |
| Start Page: | 74 |
| End Page: | 91 |
| Editors: | |
| Authors: | Godhe A.-L.; Magnusson P.; Hashemi S. |
| Type: | Journal article |
| Journal: | Educare - vetenskapliga skrifter |
| Publisher: | Faculty of Education and Society, Malmö University |
| Place: | Malmö, Sweden |
| Topics: | Learning; Literacy and skills; Digital and socio-cultural environment; Other |
| Sample: | Swedish national curriculum for compulsory school. |
| Implications For Educators About: | Digital citizenship; Professional development; Other |
| Implications For Policy Makers About: | Other |
| Other PolicyMaker Implication: | Digital competence as a question of tools and techical skill vs. international definitions |
Abstract
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.
Outcome
"The findings of the analysis indicate a predominantly operational and tool-oriented view of digital competence which emphasises digital tools and media and how to use them" (Authors, 87).