The National Agency for Education's proposal on digital literacy and programming: Excellent in principle - time for action!
Digital competence is written into the curricula of most subjects, and programming is baked in as part of mainly mathematics and technology subjects. This is proposed by the Swedish National Agency for Education as part of its proposal for a national strategy for the digitalization of the school system. Well thought out and for the most part excellent - except that clearer wording on the creative parts of digital literacy and programming would have been needed. The baton now passes to principals and teachers to implement.
"Report on the assignment to propose national IT strategies for the school system - changes to curricula, syllabi, subject plans and examination objectives." This is the title of the report published on June 16. It may not win any prizes for its catchy title and design, but it has a very important content for the further development of schools. It finally proposes, in a coherent and well thought-out way, how digital literacy in general and programming more specifically should be embedded in the curricula at all levels of the school system.
The Swedish National Agency for Education proposes changes both in the introductory sections of the curricula and in individual syllabi. A sample of what they want to achieve is the Swedish National Agency for Education's proposal for new wording, in italics, in the section on entrepreneurship and innovative ability in the upper secondary school curriculum:
"Through their studies, students will strengthen the foundations for lifelong learning. Changes in the world of work, new technologies, internationalization and the complexity of environmental issues place new demands on people's knowledge and ways of working. Schools should stimulate pupils' creativity, curiosity and self-confidence, as well as their willingness to try out and put new ideas into practice and to solve problems. Schools should develop pupils' ability to take initiative and responsibility and to work both independently and with others. Schools should help students develop skills and attitudes that promote entrepreneurship, enterprise and innovation thinking. In an increasingly digitalized society, schools should also contribute to developing students' digital literacy. Schools should help students develop an understanding of how digitalization affects the individual and the development of society. Pupils should be given the opportunity to develop their ability to use digital technologies. They should also be given the opportunity to develop a critical and responsible approach to digital technology, to be able to see opportunities and understand risks, and to be able to evaluate information. In this way, students develop skills that are valuable in working and social life and in further studies."
Good writing! However, digital literacy is primarily seen as something to be aware of, use and relate critically to, and not to what it should primarily be, namely a tool for creation. This shortcoming is also reflected in the amendments to the individual curricula.
When it comes to programming as a knowledge area, this is mainly placed in the mathematics and technology subjects. Regarding social studies, the Swedish National Agency for Education (p. 17) writes that the changes in the syllabus "... are primarily clarifications of how digitization affects society and people and a strengthening of media and information literacy." A little further down it says that "... the understanding should strengthen how society's impact on the individual changes with increased digitization, but also the individual's ability to influence society".
A generous interpretation of the word "influence" could mean participation in creation, but this could be stated much more clearly. There is a real risk that we end up with creative (digital) making being limited to the two subjects of math and technology, while the social studies and language subjects are left to deal only with how students should relate to digitization rather than practically using its benefits.
Well, these are marginal notes in an otherwise well thought-out strategy. The big job now falls to the head teachers and teachers who will implement it. And for them to succeed, as we have pointed out before and stubbornly insist, we need a teaching force that is trained to teach with digitally-based tools and methods, and school leaders who recognize their role as change leaders and not just as curriculum administrators.
The importance of leadership for schools to truly embrace digitalization cannot be overstated, and the industry is keen to contribute, as we last highlighted in this opinion piece in Dagens samhälle on 16 June.