Digital kompetens i samhällskunskap på gymnasiet. – En intervjustudie om implementering av läroplansrevideringen kring digital kompetens

Sammanfattning: The government of Sweden issued a national strategy in 2015 for the Swedish school to develop pupils' digital competence. Hence, The National Agency for Education altered the curricula for schools of all levels to include pupils' development of digital competence in July of 2018. This is an interview study with three upper secondary teachers in civics. The purpose was to examine how these upper secondary teachers in civics interpret and apply the new addition of digital competence in the civics subject. Since the concept of digital competence is widely defined, a decision was made to look into how teachers interpreted and applied the digital competence in general. However, a more specific approach was also taken to examine how teachers were developing pupils' skills in searching information digitally, and if the teachers included search criticism which the National Agency for Education include in their definition of digital competence.The government of Sweden’s national strategy to develop pupils' digital competence was viewed in this paper as a process of implementing a political reform. The main focus was the teachers' perspectives which are the executers of the implementation. There were three main key points that were looked into through this perspective when the political implementation was studied. The key points were if the teachers understood the political reform, if they had the necessary resources that helped them understand the reform, and if they wanted to implement the reform. The questions for the interview were partly designed with this theoretical framework in mind and was the tool to analyze the answers. The study shows that there are problems in implementation of aforementioned strategy. The three upper secondary school teachers partially interpreted and practiced digital competence as it intended by The National Agency for Education. The teachers lacked a deeper knowledge in internet infrastructure and did not practice search criticism. The teachers also had a great deal of resources, but two teachers chose not to utilize these since they felt confident in their ability to develop pupils' digital competence.