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This paper presents findings about students' access and use of digital resources for learning in a digitized upper secondary school. The data comes from a project about a group of teachers working with a lesson design in order to integrate ICT in their teaching. A part of this lesson design was to use flipped movies for instruction and the discussion in this paper takes its starting point in the flipped movies. The access and use of this flipped movies are compared to other digital resources distributed to the students during the project.Different kind of data material were used for this paper; a student survey, focus group interviews with students, teacher interviews, a group evaluation with teachers and logged activity on the LMS. For the analysis methodological triangulation was applied and the ecology of resources was used as an analytical lens. Focus groups interviews with students20 focus groups were conducted with a total of 62 students (35 women and 27 men).

Digital literacy is a priority of the European Commission and it is a priority for schools [17]. To bridge digital divides, schools have ongoing projects implementing ICT and developing digital skills. One way of implementing the use of ICT in education is through lesson designs that integrate ICT. The findings in this paper come from an intervention study conducted in a Swedish upper secondary school in 2013; a group of teachers designed and implemented an ICT-rich lesson design. The school have an ongoing 1:1 project i.e. every student has an individual laptop. The laptop is identified as a tool for learning in accordance to The Ecology of resource Model [10]. For this paper focus group interviews, teacher interviews and results from two student surveys were used. The results are consistent: there is a difference in frequency of use of the computer between different types of programmes, i.e. between students attending higher education preparatory programmes and vocational programmes. 34% of the students attending a higher education preparatory program answered that they use their computer at school for schoolwork every day, the corresponding percentages for the vocational programs were 3%. These results raise questions about access, use and digital divide.

Today’s society is described as a digital society or information society (Burke, 2012; Guribye, 2005; Warschauer & Matuchniak, 2010). This change has influenced all parts of society. In the digital society gaps have arisen. In the beginning it was mostly about who had access to digital technology and who had not. Today it is talked about “a second digital divide”, also embracing student ability to use digital resources support net. School’s compensational mission becomes an important part in this context (Warschauer, 2010; Warschauer, 2002). This paper will present a process of development, successful in our school; a cooperation between Pedagogical centre, teachers and management.

This study explores how diversity as a concept can be understood through an analysis of policies and practices relating to digitalization in society and upper secondary school settings in Sweden. Digitalization is a term covering a range of areas. In the context of this study, the term is limited to digital communicative practices, and students' participation in learning with and through digital resources. What categories of diversity emerge from practices of digital communication related to school work, and how are these linked to overarching documents? Three levels of data related to each other are compared, in order to grasp correspondences and discrepancies regarding how digital communication is articulated: 1) students' views of their own and their educational programme's digital communicative practices, 2) international, national and local policies and steering documents linked to education, and 3) reports on digitalization and implementation processes in Sweden. A comparative analysis of the different levels allows for knowledge contribution concerning the concertation of different levels in society related to digitalization and education, but also highlights tensions and disruptions. The overall findings show that there are significant divides between student groups concerning digital use and support, as well as regarding self-image as "digital immigrant" or "native". Furthermore, the detailed description of the state of the actual of digital communication by the students is in stark contrast to the imprecise definitions of policy and steering documents, strategies and visions. Nevertheless, all levels converge towards an understanding of digital communication and practices in school as a means for achieving lifelong learning for a changing world.