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.
2024.