I disse år implementeres laeringsplatforme på de danske folkeskoler som en del af et stort nationalt initiativ. Disse platforme griber ind i og skaber nye betingelser for laereres arbejde med undervisning og skolernes kommunikation og samarbejde.Denne artikel undersøger, hvordan skolerne forholder sig til laeringsplatformene og implementeringen af dem, og hvilke udfordringer og mulighedsrum der opstår i den forbindelse. Artiklen er baseret på data fra forskningsprojektet "Anvendelse af digitale laeringsplatforme og laeremidler", der med et paedagogisk/didaktisk, teknologisk og organisatorisk fokus har undersøgt 15 skolers anvendelse og ibrugtagning af laeringsplatforme i vinter 2016/ forår 2017. Centrale resultater fra projektet praesenteres gennem to cases, der illustrerer centrale opmaerksomhedspunkter og implementeringsudfordringer på skolerne.Udfordringerne består isaer i, at platformenes rammer opleves at gøre det vanskeligt for laerere at bevare og udvikle veletablerede paedagogiske praksisser, uden deres vaerdigrundlag samtidig kompromitteres. I artiklen beskriver vi gennem de to cases, hvordan disse udfordringer kan imødegås, og hvilke problematikker der består. Abstract in EnglishCurrently, learning platforms are being implemented in the Danish elementary schools as a part of a national initiative. These platforms have implications for teachers work and for communication and collaboration.

This paper reports a Design-Based Research project developing a tool (the Process Tab) that supports teachers' interventions with students in virtual internships. The tool uses a networked approach and allows insights into the discourse of groups and individuals based on contributions in chat fora and assignments. In the paper, we present the tool and reports from interviews with three teachers who used the tool. The interviews provide insights about the teachers' hopes, actual use, and difficulties with the tool. The main insight is that even though the teachers genuinely liked the idea and specific representations of the Process Tab, their lack of ability to teach and look at the tool at the same time hindered their use.

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Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two largescale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers' appropriation of digital technologies.

Based on searches in Academic Search Premier, ERIC, SCOPUS and ORIA the paper reviews a total of 55 papers, this paper presents a review of how digital literacy is defined, interpreted and used in the research literature in the context of primary/elementary education. The paper identifies that digital literacy both are interpreted as the skills, knowledge and reflective practical abilities needed to be digitally literate, and as an emergent empirical phenomenon that needs to studied exploratively. Further, we identify that digital literacy is studied within various theoretical perspectives which imply many different interpretations of how it should be studied and that studies often lack a definition of what is meant by digital literacy. Conclusively, it is argued that there are important potentials in maintaining the broadness of how digital literacy can be defined, used and interpreted, but what rigorous explanations of how it is used in the given study is required for the broadness of the concept to be an asset.

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The implementation of digital learning platforms can be a complex process as it involves change for multiple stakeholders such as teachers, school managers and staff from the municipality. This paper draws on video observations from workshops held at two schools in a project intended to support implementation. The aim of this paper is to map the stakeholders' beliefs about the platforms and their implementation, to identify cultural logics underlying these beliefs and to investigate how these affect opportunities for implementing the platforms.

Implementering af læringsplatforme er en kompleks proces, der involverer mange forskellige aktører. I denne artikel ser vi nærmere på, hvordan disse forskellige aktører forholder sig til læringsplatformene, og vi undersøger, hvordan forskelle i aktørers forholdemåder indvirker på betingelserne for at implementere læringsplatforme. Empirisk er denne artikel baseret på videooptagelser og observationer af fremtidsværksteder afholdt i forbindelse et større forsknings- og udviklingsprojekt. Denne data bearbejdes ved hjælp af en kortlægningsproces understøttet af den visuelle notationsteknik Arcform. Disse kortlægninger analyseres efterfølgende med Nielsens (2012) logikbegreb med henblik på at identificere underlæggende kulturelle logikker i aktørernes forholdemåder, synspunkter og handlinger. Artiklen afsluttes med en diskussion af logikkers indbyrdes relation og betydningen af denne for betingelserne for implementering af læringsplatforme og af bud på, hvordan implementering af læringsplatforme i lyset af artiklens konklusioner kan håndteres på skoler.