Who cares about the digital culture at school?

The article assumes that the expansion of cultural content in basic education implies a qualitative change in the entire curriculum system. It rescues the idea of social micro spaces of common curriculum selection and reconfiguration and underlines the role of decision-makers in different groups. Na...

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Bibliographic Details
Published in:Digital education review 2021-01 (39), p.270-282
Main Authors: Cruz, Elisabete, Costa, Fernando Albuquerque, Pereira, Carolina
Format: Article
Language:English
Subjects:
Attitudes
Barriers
basic education
College Faculty
Curriculum
Curriculum Development
digital culture
Education
Educational Technology
Expertise
Foreign Countries
ICT
Interdisciplinary Approach
Knowledge Level
Learning
Specialists
Students
Teachers
Teaching
Teaching Methods
Teamwork
Technology Integration
Technology Uses in Education
Time Management
transdisciplinary learning area
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Summary:The article assumes that the expansion of cultural content in basic education implies a qualitative change in the entire curriculum system. It rescues the idea of social micro spaces of common curriculum selection and reconfiguration and underlines the role of decision-makers in different groups. Namely, experts and specialists who, within the scope of the Learning Outcomes Project launched by the Portuguese Ministry of Education, supported the legitimation of ICT as a transdisciplinary learning area, consenting to shared responsibility in promoting digital culture. Based on the study carried out, involving 11 interviews, the article reveals the reasons that justify the detachment from a social practice that, paradoxically, was desired to be more articulated, integrated, and open to digital culture.
ISSN:2013-9144
2013-9144
DOI:10.1344/der.2021.39.270-282