Blir det Kahoot? Svenska historielärares arbete med digital teknik

Abstract

This study examines how Swedish history teachers integrate digital technology in their teaching. The study answers questions about which historical competencies are made visible, what digital technologies are used, and whether digital technology interacts with instructional methods. The study builds on classroom observations of six history teachers selected for their reported extensive use of digital technology. The empirical material has been analysed using the TPACK framework and history didactic theory, where historical thinking and narrative competence are central concepts. Based on classroom observations, findings show that teaching is dominated by traditional methods, such as lectures, which primarily emphasise the transmission of historical facts while giving limited attention to analytical and reflective skills. Digital technology is largely used to reinforce existing teaching practices rather than to transform history teaching. It does not appear to support the development of historical thinking competencies or narrative competence. Results suggest that digitalisation has not led to significant methodological or theoretical innovation in history teaching.