In 2019 digital technology was included as a compulsory knowledge content and educational tool in the Swedish national preschool curriculum. This study was conducted to examine preschool practices challenged by that policy, by analysing socio-material intra-actions at a preschool between humans, digital tablets, and other artefacts. The data, consisting of 170 minutes of film, were collected by video observations. The aim of the study is to explore digital technologies embedded in preschool practices by answering two research questions: What affordances are made in the intra-actions of children, teachers and digital technology within preschool practices? How can digitalization in preschool practices be described and understood from a socio-material perspective? The findings show two significant affordances, identified as multimodalities and mobilities, further used to describe the practices. The findings reveal how the settings of digital systems prerequisites intra-actions of humans and the digital devices. The finding also indicates a need to challenge the hegemony of digital competence as something learners merely acquire as users of digital tools and applications. The concept of digital competence becomes insufficient to describe the potentialities created in the meeting between humans and technology.

This article is an empirically grounded contribution to the understanding of how digitalization in education is interpreted and made into being by actors in everyday lives, in this case children and teachers in Swedish early childhood education. The focus is on interactions in an early childhood classroom upon and around a digital interactive floor setting. Drawing on the theoretical concept of socio-spatiality, this literacy event is understood as an enactment of policy where both teacher and children become actors and subjects. Using observations and video recordings as a methodological approach, the study shows how the literacy event in the digital setting is enacted and constituted as a relational process between literacy desirings and education policy regarding digitalization. The authors suggest that engaging with both children’s processes of literacy desirings and educational commands in ECE digital activities serves as a productive way to investigate how digitalization is enacted in contemporary ECE.

Denna artikel beskriver en iterativ studie med fokus på ett specifikt lärandeobjekt i en brandmansutbildning. I studien har utbildare och forskare arbetat tillsammans i relation till lärandeobjektet sökteknik med inspiration av metoden learning study. Ett specifikt mål för studien var att de deltagande lärarna skulle arbeta med sitt eget professionella lärande i förhållande till att ha ett formativt förhållningssätt och ge de studerande återkoppling i relation till ett specifikt undervisningsinnehåll. Arbetet med planering, genomförande och uppföljning av undervisningen har i studien dokumenterats genom samtalsintervjuer, fältanteckningar och videoinspelningar och denna artikel beskriver resultatet av en övergripande tematisk analys av hela denna dokumentation, med fokus på vad som framträder som centralt i relation till detta arbetssätt. Resultatet visar på fyra återkommande teman i materialet som handlar om Lärandeinnehåll och bedömningskompetens; planering och progression; teknik för visualisering samt organisatoriska utmaningar. Erfarenheterna av studien visar också på att detta arbetssätt kan vara ett effektivt sätt att synliggöra möjligheter och utmaningar, men också för att tydliggöra mål och reflektera över hur de studerande får återkoppling på det innehåll som är i fokus för lärandet.

In this article we study how online teacher education programmes may enhance innovative ways of teaching and learning with Information and Communication Technology (ICT). We explore how online teachers are practising professional digital competence, in general and within subject areas, and to what extent they encourage student teachers to develop their own professional digital competence. Based on online teacher education programmes at two distinct higher education institutions (HEIs), we applied mixed method design including quantitative and qualitative approaches to illuminate the aims and the scope. Our study revealed that even if online teacher education programmes represent good avenues for stimulating teachers and student teachers to develop digital competence for pedagogical purposes, this aspect is poorly integrated within the actual programmes, although some interesting examples were demonstrated. By looking at the origins of the discourses on online education and on digital competence, we found that they derive from different stakeholders: while the discourse on online education origi- nated from the management side at both HEIs, the discourse on digital competence derived from certain teaching staff at the two HEIs. Our study indicated that there is still some way to go to innovative so- lutions and to develop the potential of professional digital competence in online teacher education programmes.