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Digital Competences at the Intersection of Value Issues and Social Relations?
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).ORCID-id: 0000-0003-0844-1217
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0003-3006-1720
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
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2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

When the Swedish commission for digitalisation launched their first report;  A digital agenda in human service - a bright future can be ours, in 2014, a major part was dedicated to teaching, learning and the educational system. Then, in June 2017 a national strategy for sustainable digital transformation in Sweden followed, aiming for Sweden to become a leading country in advancing the opportunities of digitalisation. To deliver this aim, a modernisation of the education system was identified as one key measure. In the same year the National Digitalisation Strategy for the School System was presented and the Swedish national curricula were revised with stronger writings about digital competence and put into effect in 1st of July 2018. In short, these revisions propose abilities to programming as central, but also abilities to solve problems, translate ideas into action by creative use of digital technology, work with digital texts, media and tools, understand and use digital systems and services, to critically and responsibly relate to media and information as well as understand the impact of digitalisation on individuals and society.  Moreover, digital competence is said to apply to all students and staff members from preschool to adult education. The strategies on digitalisation are comprehensive - but there are still important matters that call for attention. For instance, what does digital competence mean, and more specific, what does it mean in relation to value issues in curricula and more widely? What does adequate digital competence mean in relation actual, everyday practices where technology, social values and matters of identity intersect – both outside and within formal school contexts, like the K-12 school, youth recreation centers and higher education?In this paper, the intersection of digital competence and social values in education is explored by critical discourse analysis. Ideas of governing through policy are conceptualised from critical and post-structural perspectives. A first analysis of the most recent policy documents on digitalization, produced by the Swedish government is presented. One initial and tentative result is the overwhelming absence of ethical matters. In neither of the policies the use of IT, and the competences therefore required is related to value issues and social relations mediated by technology. Ethics, rather, seems to concern questions of netiquette and behavior (such as avoiding bullying) and legal issues of copyright, cheating and fraud. One other tentative result is the gap between policies of digital competence and the policies of social values inscribed as fundamentals in the curricula and more widely. We suggest that this discursive gap is a dilemma. This is not, however, to argue that current framings of digital competence are inadequate, but to suggest that if the government’s digital agenda shall be a true human service, bring a bright future and a sustainable digital transformation of Sweden, the ethical component needs to be upgraded. Value issues, social relations, what it is to exist as a human; what technology does to the human condition, need to be included and equally relevant to other components of digital competences.

Ort, förlag, år, upplaga, sidor
2019.
Nyckelord [en]
digital kompetens, digital competence, social values, values, värdegrund, value issues, social relations, policy, digital strategy
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-157087OAI: oai:DiVA.org:umu-157087DiVA, id: diva2:1294726
Konferens
NFPF/NERA 2019: The Nordic Educational Research Association, 6-8 March, Uppsala Sweden,
Tillgänglig från: 2019-03-08 Skapad: 2019-03-08 Senast uppdaterad: 2019-03-15Bibliografiskt granskad

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Granberg, CarinaRantala, AnnaBjörk, Åsa

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Hällgren, CamillaGranberg, CarinaRantala, AnnaBjörk, ÅsaJohansson, Siv
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Interaktiva medier och lärande (IML)Institutionen för tillämpad utbildningsvetenskap
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