Dilemmas in Teachers’ Use of Digital Technologies in Everyday School Practice

Abstract

Major investments in Sweden have equipped schools with digital technologies. However, the digital technologies are, reportedly, not being used to support eve-ryday teaching and learning practices. Rather, the digital technologies are mainly used as administrative tools. In order to enable teachers to adopt and use digital technologies, it is crucial to understand their worldviews and their everyday prac-tice, as well as external influences and underlying perspectives.  In response, this paper discusses dilemmas associated with teachers’ everyday practice using digital technologies. The research methodologies included a Fo-cused Ethnographic approach complemented by Soft Systems Methodology, es-pecially Rich Pictures. Results provide rich context for appreciating the complex dilemmas experienced by four teachers, two school leaders, three representatives from the Department of Education and the head of the municipal IT unit, who together constituted the informants for this research.