Abstract
Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms ‘information society’ and ‘knowledge society’ has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998.
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Erstad, O. A new direction?. Educ Inf Technol 11, 415–429 (2006). https://doi.org/10.1007/s10639-006-9008-2
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DOI: https://doi.org/10.1007/s10639-006-9008-2