Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?

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

doi:10.1080/20004508.2021.1976454

Abstract

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.

Highlights

From a historical perspective, the so-called Nordic model refers to the Nordic countries’ society and education after the Second World War
In this paper, using the concept of boundary objects (Star & Griesemer, 1989) we focus on how digital competence can provide the possibility to trace signs of how intentions at the transnational policy level are translated, negotiated and inscribed into Nordic national policy
This paper’s initial and overarching aim was to search for signs of a Nordic model building on digital competence and improving digital technology in K–12 education

Summary

Introduction

The so-called Nordic model refers to the Nordic countries’ society and education after the Second World War. The second priority is to enhance digital skills and competencies for the digital age With this contextual backdrop of the main thrust in a few key transnational educa tional policies and keeping in mind the plasticity of digital competence as a boundary object, the section presents descriptions of digital competence as it appears in more recent national educational policy for Denmark, Finland, Norway and Sweden. National reports during the 1990s (Statistics Norway, 1995 &, 1997) and SITES (1999) showed a need to strengthen the use of digital technology in Norwegian schools This need was reflected in a strategy that emphasised digital technology’s importance for pupils’ learning (Ministry of Church Affairs, Education and Research, Norway, 2000). The plan consists of the responsible Swedish authorities mapping the current state, and the result is categorised in nine general needs on the national level, with 18 activities and initiatives designed to support the three focus areas in the strategy

Discussion

Conclusion

Notes on contributors