Abstract
ABSTRACT Digitalization in education and the continuously growing presence of digital curriculum instruments have been approached as networked governance with a focus on private commercial actors. By comparison, teachers have been perceived as mere users of the digital instruments provided to support them. This study explores the Norwegian Knowledge Promotion reform as a translation of the policy intention to support teachers’ local curriculum work into a digital Curriculum Planning Tool (CPT) with a particular focus on teachers’ pedagogic knowledge. The findings illustrate how the Norwegian Directorate for Education and Training emerges as a boundary actor by delegating to other actors the activities of research and evaluation, consultation and conducting collaborative service design and development of the CPT. Through collaborative practices, teachers’ experiential knowledge contributed to the problematization of the lack of curriculum support, consultation with private consultancy companies that developed the CPT and adjustments to the CPT rather than to the decision-making about digital curriculum support. The network of digital curriculum support making emerges through an entanglement between the programmatic discourse of national curriculum making and practical discourse consisting of local curriculum work, blurring their boundaries and shaping a new space of networked governance.
Published Version
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