Teachers’ negotiation of the cross-curricular concept of student digital competence

Abstract

In a digital society, teachers are required to carry out policy directives on both core knowledge and more vaguely described cross-curricular competences, one being digital competence. This paper reports on the findings of a study in which 41 teachers from three lower secondary schools in Sweden engaged in focus group interviews where they participated in sensemaking processes on students’ digital competence. The questions targeted what the teachers knew of their students’ digital experiences and how to facilitate and further develop these students’ digital competence. Based on the focus group interviews, four themes were identified: critical awareness, tool management, creativity, and avoidance of digital usage. Absent were themes related to democratic digital citizenship. The paper discusses the importance of moving away from a one-sided focus on individual teachers’ professional digital competence in favour of focusing on how school organizations can negotiate and facilitate students’ digital competence in local situ. Otherwise, there is a risk of overlooking students’ cross-curricular digital competence and digital citizenship. This paper is a starting point for further research on how school as an organization can support teachers in facilitating various areas of students’ digital competence in a digital society.

Establishing Cross-Curricular Connections Through Python Programming in Computer Modeling Education

“…is identified. Löfving (2023) [14] emphasizes the importance of supporting teachers in the process of students' acquisition of cross-curricular digital competence.…”