Digital Learning Activities at School-age Educare when Policy Reforms Calls for Educational Change

This study examines teachers’ accounts of what is happening in practices the School-age Educare centre (SAEC) when faced with pressure from policy reforms to adopt digital technology and promote competence as both a requirement right for all children. The aim explain anticipated tensions that may produce (im)possible SAECs. conducted teachers three SAECs Sweden. Reflection conversations interviews were used data was analysed using constructivist grounded theory approach. contributes understandings main concerns are requested align reforms. It explains how emerge, impact SAEC actions towards revised curricula affect distribution learning activities. Attention asked ensure rights also young pupils upheld world today tomorrow.