Dept of Applied Educational Science

Work in progress. This is an article in Swedish. I intend to rewrite it in English when it is finished. My aim is to provide a comprehensive research overview about content filtering in schools. Working title: Can we filter out the unwanted?

Detta är ett utkast. Den färdiga artikeln kommer att ge en översikt över forskningen om innehållsfilter i skolan. Arbetstitel: Kan vi filtrera bort det oönskade?

This paper focuses on preschool teachers’ use of online social networks for discussions about tablets in preschools. Posts initiating discussions (n = 465) were analysed to increase understanding of what questions tablets raise among preschool teachers and to understand online communication from a professional development perspective. Posts were analysed using thematic analysis in combination with the Technological Pedagogical Content Knowledge framework, which illustrates what kind of knowledge teachers need in order to teach efficiently with technology. The results indicate that traditional means of professional development are frequently discussed but that the newness of tablets in preschools makes it difficult for preschool teachers to find support in research, training and literature. Thus, communication can partly be described as collegial support. Questions often aim at urgent and specific forms of desired knowledge, possibly challenging to address by acts of reading literature, attending courses or lectures. Furthermore, market interests become visible, as providers of services and products promote lectures, books, websites and applications. As rapidly changing technologies enter the preschool practice, it seems that preschool teachers will increasingly be dependent on more direct and flexible forms of professional development.

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital network...

Teacher education (TE) is not only about skills and knowledge but also about citizenship formation as student teachers are prepared for the democratic assignment of school. In a postdigital era, blurred boundaries between digital technologies and physical reality place new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). This paper explores Swedish TEDs’ views of digital citizenship and the professional digital competence (PDC) required for teaching subject student teachers to teach for digital citizenship. Seven TEIs participated and 16 semi-structured interviews were conducted with TEDs teaching a Core Education Subjects module on education and democracy mandatory for all student teachers. TEDs generally believe that the digitalization of society impacts the democratic assignment and addressing this requires specific PDC. Conceptualizations of digital citizenship tend to foreground source criticism as well as ethical, safe, and sound use...

In a postdigital era, an increasingly important dimension of citizenship is digital citizenship, which is reflected for instance by digital civic engagement, fake news, and disinformation, not least during the Covid-19 pandemic. Teacher education (TE) prepares student teachers for the fostering of citizens in K-12 schools, and various conceptualizations of digital citizenship appear in educational research that could inform TE practice. This paper explores two common conceptualizations of digital citizenship in educational research, Ribble's nine elements of digital citizenship and Choi's four-category model, and critically examines how these reflect digital citizenship in a postdigital era, including potential implications for TE. The paper shows that neither conceptualization fully reflects digital citizenship in a postdigital era although Choi's model mirrors some characteristics, for instance a blurredness between binaries such as "online" and "offline", and a multi-faceted understanding of citizenship and digital technologies. Critically analyzing digital citizenship is important as the conceptualizations informing TE may impact the preparation of future teachers to teach for digital citizenship in a postdigital era.

Educating future citizens is part of teachers’ work for which student teachers need skills and knowledge. Digitalization in society places new demands on teacher education institutions (TEIs) and teacher educators (TEs) because it is changing citizenship and the democratic landscape. Young people’s civic engagement is becoming increasingly more digital while challenges to democracy are augmented, for instance post-truth disinformation campaigns, digital surveillance, and ‘echo chambers’.This paper reports from a postdigital perspective on the early results of a case study of TEs’ conceptualizations of digital citizenship at seven TEIs spread geographically across Sweden. Based on semi-structured interviews with 16 TEs who teach a module on democracy and education mandatory for all student teachers (General Education Studies, first semester), this study examines TEs’ views of digital citizenship and the professional digital competence (PDC) required for TEs to teach for digital citizenship. The results show that TEs generally agreed that the digitalization of society impacts how school is to foster democratic citizens and that this requires specific dimensions of TE and teacher PDC. Digital citizenship tended to be narrowly conceptualized as pertaining to source criticism while other aspects such as skills and knowledge for democratic participation, critical engagement, and online security were expressed less often. Although many TEs agreed that it is important to address digitalization in relation to the democratic assignment, they were uncertain in regard to if, how, and when TEIs prepare student teachers accordingly. When asked about digitalization as part of student teachers’ mandatory module on democracy and education, this was addressed coincidentally, if at all. TEs also viewed lack of time as a problem, citing subject matter, time allotted, and no clear demands on teacher PDC specifically relating to citizenship or the democratic assignment among the National Teacher Program Goals. Thus, although TEs generally believe they have an important role in preparing student teachers for the democratic assignment in in a digitalized school, it is unclear what dimensions of TE and teacher PDC this requires, and different emphases may impact TEI equivalence and subsequently pupils’ citizenship formation. Therefore, TEIs need to ensure that TEs have the PDC needed to include questions of digital citizenship in their teaching. The study also suggests that TEs need to be involved in continuous professional development (CPD) in PDC and digital citizenship in relation to questions concerning for instance course content, teaching, and program structure.These results echo another case study by Lindfors, Pettersson & Olofsson (2021) presented in this paper, which focuses on how TEs view conditions to ensure that student teachers graduate with the PDC needed to work in a digitalized school. This study shows that TEs need CPD in PDC for the dual didactic task of teaching to teach, including the ability to help student teachers position the teaching profession in relation to digitalization in postdigital society. In this regard, TEI leadership and policy support are important, which mirrors the importance of TE CPD in PDC and review of course content and program structure identified by the first study.

Embedded in society, digital infrastructure has changed citizens' lives. Young people therefore need to develop digital competence and digital citizenship, and schools have an important role in this regard. To prepare new schoolteachers for this role, teacher educators (TEDs) need professional digital competence (PDC) that includes knowledge, competences, and a conceptual understanding to teach teaching for digital citizenship. In light of the limited body of research on theorizing digital citizenship in relation to TEDs' PDC, this paper critically analyzes three conceptualizations of digital citizenship. Being potentially normative and part of the latest phase of development in the field, these conceptualizations could shape TEDs' PDC and practice. In a qualitative content analysis of the selected conceptualizations, this paper uses a postdigital lens to bring into focus and critically analyze aspects of philosophical underpinnings related to socio-technical relations. The results show that conceptualizations of digital citizenship convey different understandings of human-technology relations and the knowledge and competences necessary to exercise digital citizenship. These differences have farreaching implications for TEDs' PDC in ways that could impact students' opportunities to develop digital competence and digital citizenship. Therefore, TEDs' PDC needs to include a critical understanding of digital citizenship, and the postpandemic juncture of "new normal" provides opportunities to rethink and reframe PDC. To this end, a postdigital lens can shift the focus to how PDC is contingent on the shifting entanglements in which pedagogical activities are situated and orchestrated, and how these relate to broader issues of injustice in society.

Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.