A glimpse of a Nordic model? Policy and practice in the digitalisation of the K-12 school and teacher education in Denmark, Finland, Norway and Sweden: Editorial introduction

References

• Bergdahl, N., & Nouri, J. (2020). Covid.19 and crisis-prompted distance education in Sweden. Technology, Knowledge and Learning, 3(26), 443–459.
   Google Scholar
• Blossing, U., Imsen, G., & Moos, L. (2014). The Nordic education model. Dordrecht: Springer Netherlands.
   Google Scholar
• Caeli, E. N., & Bundsgaard, J. (2019). Datalogisk tænkning og teknologiforståelse i folkeskolen tur-retur [Computational thinking and technological understanding in the K-10 school, a round-trip]. Tidsskriftet Læring Og Medier (LOM), 11(19), 1–30.
   Google Scholar
• Crompton, H., Burke, D., Jordan, K., & Wilson, S. (2021). Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review. Journal of Research on Technology in Education, 1–16. ( EPUB, Ahead-of-print). doi:https://doi.org/10.1080/15391523.2021.1899877
   Web of Science ®Google Scholar
• Ferdig, R. E., & Pytash, K. E. (Eds.). (2021). What teacher educators should have learned from 2020. Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/219088/
   Google Scholar
• Finnish National Agency for Education. (2019). Lukion opetussuunnitelman perusteet 2019 [The national core curriculum for upper secondary education, 2019]. Helsinki. Retrieved from https://www.oph.fi/sites/default/files/documents/lukion_opetussuunnitelman_perusteet_2019.pdf
   Google Scholar
• Giovannella, C., Passarelli, M., & Donatella, P. (2020). The effects of the Covid-19 pandemic on Italian learning ecosystems: The school teachers’ perspective at the steady state. Interaction Design and Architecture(s), 45, 264–268.
   Google Scholar
• Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231.
   Web of Science ®Google Scholar
• Hammond, M. (2014). Introducing ICT in schools in England: Rationale and consequences. British Journal of Educational Technology, 45(2), 191–201.
   Web of Science ®Google Scholar
• Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.
   Web of Science ®Google Scholar
• Imsen, G., Blossing, U., & Moos, L. (2017). Reshaping the Nordic education model in an era of efficiency: Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium. Scandinavian Journal of Educational Research, 61(5), 568–583.
   Web of Science ®Google Scholar
• Lindberg, O. J., & Olofsson, A. D. (2018). Editorial - Recent trends in the digitalization of the Nordic K-12 schools. International Journal of Media, Technology & Lifelong Learning, 14(2), 103–108.
   Google Scholar
• Minister for Industry, Business and Financial Affairs, Denmark. (2018). Strategy for Denmark’s digital growth. Retrieved from https://eng.em.dk/media/10566/digital-growth-strategy-report_uk_web-2.pdf
   Google Scholar
• Ministry of Education and Research, Norway. (2017). Framtid, fornyelse og digitalisering - digitaliseringsstrategi for grunnopplæringen 2017–2021 [Future, renewal and digitalization. Digitalization strategy for primary and lower secondary schools 2017-2021]. Retrieved from https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf
   Google Scholar
• Olofsson, A. D., & Lindberg, J. O. (Eds.). (2012). Informed design of educational technologies in higher education. Enhanced learning and teaching. Hershey, PA: IGI Global.
   Google Scholar
• Olofsson, A. D., Lindberg, J. O., Hauge, T.-R., & Fransson, G. (2015). Uptake and use of digital technologies in primary and secondary schools – A thematic review of research. Nordic Journal of Digital Literacy, 10, 103–121. [Special issue 2006–2016].
   Web of Science ®Google Scholar
• Ottestad, G. (2010). Innovative pedagogical practice with ICT in three Nordic countries–differences and similarities. Journal of Computer Assisted Learning, 26(6), 478–491.
   Web of Science ®Google Scholar
• Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, “translations” and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–39. Social Studies of Science, 19(3), 387–420.
   Web of Science ®Google Scholar
• Stenman, S., & Pettersson, F. (2020). Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching. The International Journal of Information and Learning Technology, 37(3), 87–98.
   Web of Science ®Google Scholar
• Swedish Association of Local Authorities and Regions (SALAR). (2019). #skolDigiplan. Nationell handlingsplan för digitalisering av skolväsendet [#skolDigiplan National plan of action for the digitalisation of the school]. Retrieved from https://issuu.com/sverigeskommunerochlandsting/docs/7585-773-2.2019
   Google Scholar
• Vrasidas, C. (2015). The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology, 46(2), 370–380.
   Web of Science ®Google Scholar
• Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48(1), 11–27.
   Web of Science ®Google Scholar