Editorial

• Recent years have seen the increased use of digital technologies for educational activities at all levels of the education system (Jopling, 2012). The one-to-one initiative (also called the 1:1 initiative), referring to one digital device per student (Penuel, 2006), is widespread in many parts of the Western world (see, for example, Bebell & O’Dwyer, 2010; Fleischer, 2012), with the Nordic countries being no exception (Kroksmark, 2011; JRC, 2013). On a policy level, digital technologies are said to influence teaching and learning (OECD, 2009) and to embody the potential to both improve and change activities in school settings (European Commission, 2008). This optimistic yet also naïve understanding of digital technologies in schools expressed on the policy level represents a challenge.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

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