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Research topic/aimIn Sweden and the Nordic countries many teachers have used digital resources for decades in their didactic practice. ResentSwedish research shows that teachers use of DLR has increased during the covid-19 pandemic and that teachers use DLRwith diverse didactic approaches and results to maintain the interaction with students, for feedback and for assessment(Bergdahl & Nouri, 2021; Kreitz-Sandberg, et al., 2022; Nilsberth, et al., 2021; Ringer & Kreitz-Sandberg, 2022). However,there is an ongoing debate in Sweden about the risks of using digital resourses in education. Therefore, there is a need ofresearch that focus on how teachers use digital resources to bring adventures to life.Against this background, the purpose of this study is to investigate how teachers describe which digital learning resources(DLR) they find important for teaching, why they find them important, and how they use them.Theoretical frameworkThe sociocultural perspective is used to understand how the teachers use DLR as mediated resources in their didacticpractice (Säljö, 2019; Wertsch, 1998; Wertsch, 1991; Wood, et al., 1976).Methodological designTo answer the purpose approximately 300 open text survey-answers from 243 upper secondary school teachers wereanalysed through a content analyse. The answers are a part of a questionnaire distributed to 23 schools in Sweden fromNovember 2021 until April 2022.Expected conclusions/findingsThe findings from this study show that teachers use a multitude of DLR, such as digital learning platforms, digitalpresentations, social media, digital interactive learning materials, digital quizzes, and games for creative teaching, betterinteraction and rapid feedback with students. Interestingly, many of the teachers mention that they use digital simulationsoftware to motivate and engage students, and to prepare them for the future.Relevance to Nordic educational researchThis study is relevant as the Nordic countries have high levels of access to digital technology in schools and due to theongoing exploration on teachers´ skills and competence with DLR (Bratland, et al. 2022; Erstad, et al., 2021; Viberg, et al.,2020). Further research is recommended on teachers’ classroom practices and students’ outcomes, exploring the use ofdifferent digital simulation software for a better understanding of pedagogical strategies and teaching adventures with advanced DLR.

Due to the disruptive societal challenges in the 2020s and increased use of digital tools in education, there is a growing need for more studies that investigate and reveal the factors that influence teachers' use of digital learning resources (DLR). Therefore, the aim of this study is to explore the effects of influencing factors on upper secondary school teachers' use of digital learning resources for teaching. 243 teachers from 23 upper secondary schools in Sweden participated in a survey that included a six-point Likert scale. The data was analysed using exploratory factor- and correlation analyses. The study contributes with five unique different influencing factors: 1) facilitating school environment, 2) social support, 3) previous work, education, and hobby, 4) studentoriented factors, and 5) stress. The previous work, education and hobby, and the stress categories differ significantly from previous studies. The findings also revealed five different dimensions of teachers' use of DLR: creative purposes, providing teaching materials, providing student feedback, tests and games, and the use of film, audio, and virtual simulation. The findings indicate that teachers who use DLR with a focus on their students' learning are more creative in their use of DLR. The implications are that some teachers need more time and inservice training to develop basic skills with DLR to reduce their stress for using DLR. Based on the findings of this research, it can be suggested that in-service training programs need to focus more on students' needs to promote a more creative use of DLR for teaching.

The aim of this study is to explore how surrounding factors and school environment influence upper secondary school teachers' use of digital learning resources (DLR) for teaching and whether there are differences between the factors and teaching subjects. The expression digital learning resources is an expanded cumulative concept for digital technology (Nilsen, et al., 2020). Previous research indicates that school environment and demographic factors such as teaching subject affects teachers use of digital resources and emphasizes the need of further research on influencing factors (Bratland, et al., 2022; Erixon, 2014; Erstad, et al., 2021; Krumsvik, et al., 2016; Viberg, et al., 2020).This study uses the expanded didactic triangle to understand the factors affecting teachers use of DLR (Hudson & Meyer, 2011). A convenience sample of 243 teachers from 23 upper secondary schools in Sweden participated in the survey. The teachers answered self-reported questions and rated their answers on a six-point Likert scale from (1) strongly disagree, to (6) strongly agree. The data was analysed, using one survey-questions with 18 items, for an exploratory factor analysis and correlation analyses. The findings revealed five different factors. These factors are 1) the satisfied school-equipped DLR teacher, the collaborative support received DLR teacher, the outside school DLR-experienced teacher, the DLR-helps student attitude teacher, and the DLR-stressed teacher. Among technology, programming, constructing and CAD-teachers the outside school DLR-experienced teacher factor is dominating. The findings shows that teachers' use of DLR is influenced by factors both inside and outside the school. A minority of teachers still find the use of DLR stressful. The implications are that there is a need for increased focus on how teachers are affected both positive and negative by various factors inside and outside the school in their use of DLR and to help teachers manage the stress when using DLR.

The aim of this study is to explore how surrounding factors and school environment influence upper secondary school teachers' use of digital learning resources (DLR) for teaching and whether there are differences between the factors and teaching subjects. The expression digital learning resources is an expanded cumulative concept for digital technology (Nilsen, et al., 2020). Previous research indicates that school environment and demographic factors such as teaching subject affects teachers use of digital resources and emphasizes the need of further research on influencing factors (Bratland, et al., 2022; Erixon, 2014; Erstad, et al., 2021; Krumsvik, et al., 2016; Viberg, et al., 2020).This study uses the expanded didactic triangle to understand the factors affecting teachers use of DLR (Hudson & Meyer, 2011). A convenience sample of 243 teachers from 23 upper secondary schools in Sweden participated in the survey. The teachers answered self-reported questions and rated their answers on a six-point Likert scale from (1) strongly disagree, to (6) strongly agree. The data was analysed, using one survey-questions with 18 items, for an exploratory factor analysis and correlation analyses. The findings revealed five different factors. These factors are 1) the satisfied school-equipped DLR teacher, the collaborative support received DLR teacher, the outside school DLR-experienced teacher, the DLR-helps student attitude teacher, and the DLR-stressed teacher. Among technology, programming, constructing and CAD-teachers the outside school DLR-experienced teacher factor is dominating. The findings shows that teachers' use of DLR is influenced by factors both inside and outside the school. A minority of teachers still find the use of DLR stressful. The implications are that there is a need for increased focus on how teachers are affected both positive and negative by various factors inside and outside the school in their use of DLR and to help teachers manage the stress when using DLR.

The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.

The aim of this study is to investigate how upper secondary school teachers' didactic purposes and use of digital learning resources can be characterized and categorized, and whether there is a correlation between purpose and use. In a digitalized school, teachers are constantly faced with didactic questions such as why, how and with the help of what the teaching is designed (Hudson, 2011). Understandings of teachers' didactic purposes and their use of digital learning resources is important because it can lead to improved opportunities for student learning (Agélii Genlott & Grönlund, 2016). Previous research indicates there’s a relationship between teachers’ pedagogical beliefs or purpose and their uses of digital learning resources (Sundqvist, Korhonen, & Eklund, 2020; Tondeur, van Braak, Ertmer, & Ottenbreit-Leftwich, 2016; Viberg, Mavroudi, Khalil, & Bälter, 2020).This study has a theoretic perspective based on Hudson’s (2011) theories of didactical design and new technology, that often emphasized why, how and which digital resources are used. An online questionary survey was used with statistics analyses using SPSS. Data was collected from a sample of 74 teachers at an upper secondary school in Sweden and analysed using exploratory factor, cluster, and correlation analysis. The findings are two factors regarding teachers' purposes, (1) the knowledge feedback purpose and (2) student motivating purpose. Three factors are given regarding how the teachers use digital learning recourses in teaching situations, (1) the student-communicating use, (2) the teaching-oriented use, and (3) the assessment-oriented use. The analysis provides five cluster groups of teachers, three of these teacher groups have strong purposes with their use of digital learning resources. Two groups of teachers have weaker purposes. Ten factors are given regarding the teacher’s evaluation about their skills and use of digital learning recourses. The findings from the correlation analysis indicates that teachers who know why they use digital learning resources also know how to use them in teaching.

The aim of this study is to contribute with knowledge from a close teachers’ perspective on how teachers' considerations and choice of digital artefactsfor teaching are related to didactic beliefs that are shaped and changed over time in teacher's professional life. A thematic life history approach is used in combination with a socio-cultural perspective and didactic starting points. Life story interviews with six high school teachers from three Swe-dish schools constitute the empirical material that results in individual life history constructions about digitalization.

The participating teachers have what is referred to as digital didactics, which focus on the teachers' competence to make didactic considerations and the choice of digital artefacts according to the needs that exist according to the target group for the teaching, subject content and surrounding envi-ronmental and time aspects.

The findings of the study indicate that teachers have prominent didactic beliefs that are the hub for consideration and choice of digital resources. These can be understood as individual but also in a larger collective context. Teachers’ didactic beliefs are motivated by three dimensions, which are the teachers' subject matter, the desire to help the students and the personal satisfaction. The cognitive, historical and physical contexts are constantly changing due to the rapid development of digitalization and the didactic choices have been expanded with more opportunities but also greater chal-lenges. Didactic choices of digital artefacts can be divided into general-di-dactic choices, subject- and program-didactic choices and choices linked to didactic beliefs and experience.

The contribution of this study is that teachers' digital didactics is based on teacher's didactic beliefs, which are formed in a historical, cultural and social context that influences the didactic present and the future. A school with digital artefacts is part of an ever-available global digital arena. The study contributes with a new model of an extended didactic triangle that visualizes teachers’ digital didactics where the teacher and the didactic belief are prominent.

Trampolin är ett spanskt övningshäfte att skriva i med ord- och grammatikövningar. Häftet innehåller 14 avsnitt som inleds med text följd av övningar På ord och grammatik. Texterna är skrivna som en novell där du får följa spansktalande Vanesa.

Häftet är perfekt för en snabb uppfräschning inför steg 3, så att eleverna får en gemensam grund att stå på. Det passar också i andra sammanhang då eleverna behöver en strukturerad och varierad snabbrepetition.