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

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.