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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.

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.

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.