Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change

Linnéa Stenliden, Helene Elfstrand, L. Lago
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引用次数: 1

Abstract

This study examines teachers’ accounts of what is happening in practices of the School-age Educare centre (SAEC) when faced with pressure from policy reforms to adopt digital technology and promote digital competence as both a requirement and a right for all children. The aim is to explain anticipated tensions that may produce the (im)possible digital practices of SAECs. The study is conducted with teachers from three SAECs in Sweden. Reflection conversations and interviews were used to produce data that was analysed using a constructivist grounded theory approach. The study contributes to understandings of teachers’ main concerns when SAECs are requested to adopt technology and align with reforms. It explains how tensions emerge, impact SAEC teachers’ actions towards revised curricula and affect the distribution of digital learning activities. Attention is asked to ensure that the rights of also young pupils are upheld in the digital world of today and tomorrow.
政策改革呼唤教育变革时的学龄教育数字化学习活动
这项研究考察了教师对学龄教育中心(SAEC)在面临政策改革压力时的实践情况的描述,政策改革要求采用数字技术,并将数字能力作为所有儿童的要求和权利。其目的是解释可能产生saec(不)可能的数字实践的预期紧张局势。这项研究是在瑞典三所saec的教师中进行的。反思对话和访谈被用来产生数据,并使用建构主义理论方法进行分析。这项研究有助于理解教师在被要求采用技术并与改革保持一致时所关心的主要问题。它解释了紧张局势是如何出现的,如何影响SAEC教师对修订课程的行动,以及如何影响数字学习活动的分布。请注意确保年轻学生在当今和未来的数字世界中的权利得到维护。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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