Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Dilemmatic spaces pertaining to digitalisation, equity and increased goal attainment in Swedish schools and preschools
Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research.ORCID iD: 0000-0002-3564-9390
Department of Culture, Language and Media, Malmö University, Malmö, Sweden.
Department of Natural Science, Mathematics and Society, Malmö University, Malmö, Sweden.
2023 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104Article in journal (Refereed) Epub ahead of print
Abstract [en]

The digitalisation of school systems and teaching often comes with expectations to enhance both equity and student outcomes, particularly as stated in policy documents. When curricular goals relating to student’s proficiency in using digital tools in their daily lives are introduced, teachers bear the responsibility of ensuring that these goals can be achieved by all students. This article analyses teachers’ perspectives on the interplay between digitalisation, digital competence, equity, and students’ increased attainment of curricular goals. The interviewed teachers worked from preschool to upper-secondary school levels in the same municipality in Sweden, and their responses were subjected to a thematic analysis. The analysis shed light on three dilemmatic spaces, namely flexibility in teaching and learning, equity and students’ increased goal attainment, and becoming a citizen. Within these dilemmatic spaces, teachers faced the challenge of making decisions regarding their actions and their alignment with various expectations, including the well-being of their students, institutional rules and regulations, and policy guidelines. 

Place, publisher, year, edition, pages
Taylor & Francis, 2023.
Keywords [en]
digitalisation, dilemmatic space, Equity, goal attainment
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-63287DOI: 10.1080/14681366.2023.2298446ISI: 001131623200001Scopus ID: 2-s2.0-85180828606Local ID: HOA;;926167OAI: oai:DiVA.org:hj-63287DiVA, id: diva2:1825935
Funder
Riksbankens JubileumsfondAvailable from: 2024-01-10 Created: 2024-01-10 Last updated: 2024-01-15

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Godhe, Anna-Lena

Search in DiVA

By author/editor
Godhe, Anna-Lena
By organisation
HLK, Practice Based Educational Research
In the same journal
Pedagogy, Culture & Society
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 184 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf