Postdigital Manifestations of Schooling: Entrenching the Old or Enabling the New?

Woolner, P; Frelin, A; Grannäs, J

doi:10.1007/978-3-031-59691-9_11

Postdigital Manifestations of Schooling: Entrenching the Old or Enabling the New?

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Abstract

Research over the past two decades has made clear the importance of physical space and material resources to education, as well as the need for educators to take control of these pedagogical tools. Methods and approaches have been developed to enable them to do this. In parallel, digital devices have, in many countries, become as commonplace in schools as they are in higher education, but it is far from clear how they are being used within schools, or understood by teachers. This chapter explores this postdigital school landscape. We take as our focus compulsory schools, serving children and young people from 6 to 16, in Sweden, a digitally mature and prosperous country where we can consider what is available, the nature of current practices and uses, and the possibilities for development. It is evident that schools and schooling consist of the digital entangled with the human and the physical. Recognising that alignment of the design and use of educational space is key to its success, and that practitioners’ own knowledge of a setting is considerable, teacher involvement in planning is key. Therefore, we consider collaborative approaches to developing and sharing knowledge of using school spaces and conclude with reflections on the possibilities for just and equitable postdigital educational innovation.