Dilemmatic spaces pertaining to digitalisation, equity and increased goal attainment in Swedish schools and preschools

Prototyping with purpose: Increasing participatory design with malleable interactive prototypes

“…From a democratic and political perspective, the problem with the digital competence curriculum in Swedish schools is that it equates computation with programming and centres on technological aspects (Godhe et al, 2023;Godhe et al, 2020). Without a technical and a social perspective on computation, it is difficult for pupils to become active "digital" citizens, since they are unaware that they can make demands regarding how governing bodies facilitate the digital transformation, how public resources are used for digitisation, and how systems that people interact with in their day-to-day lives are designed (Dindler et al, 2020).…”

“…The curricula emphasise active citizenship. Godhe et al (2023) conducted interviews with 165 teachers from all educational levels in a Swedish city on the expectations of digitalisation in schools to enhance equity and outcomes of students. The authors found that teachers, especially at the upper secondary level, feel that they (the teachers) and education play an essential part in "preparing students to become active citizens" (Godhe et al, 2023, p. 14), which includes the ability to use digital tools in many ways rather than limited to, for example, social media use.…”

“…The authors found that teachers, especially at the upper secondary level, feel that they (the teachers) and education play an essential part in "preparing students to become active citizens" (Godhe et al, 2023, p. 14), which includes the ability to use digital tools in many ways rather than limited to, for example, social media use. However, the focus on the use of digital tools may introduce problems related to focusing on issues on a surface level, such as finding a reliable source of information rather than looking at the content (Godhe et al, 2023). Moreover, the teachers saw that a lack of digital competence may increase alienation and marginalisation of the less privileged pupils when education activities highlight the different access to and experience pupils may have of expensive technology (Godhe et al, 2023).…”

“…However, the focus on the use of digital tools may introduce problems related to focusing on issues on a surface level, such as finding a reliable source of information rather than looking at the content (Godhe et al, 2023). Moreover, the teachers saw that a lack of digital competence may increase alienation and marginalisation of the less privileged pupils when education activities highlight the different access to and experience pupils may have of expensive technology (Godhe et al, 2023).…”