The position of digital technology in the Nordic school systems is currently being strengthened. One important part of this is the recent push to include programming or the concept of algorithmic thinking in curricula, not only in the Nordic countries but also across Europe and elsewhere in the world. A comprehensive overview of the situation in Europe is offered in the report «Developing Computational Thinking in Compulsory Education» from the European Commission’s Joint Research Centre (Bocconi, Chioccariello, Dettori, Ferrari, & Engelhardt, 2016). Eleven European countries has recently concluded curriculum reform processes that include computational thinking and related concepts, while seven more are planning to introduce these into compulsory education. European policy documents typically address economic development as motivation to introduce programming and digital competence in primary and secondary education, as seen for example in the «New Skills Agenda»1. Programming is regarded as part of essential 21st century skills, fostering problem-solving skills and analytical thinking, attracting students into the ICT industry and fostering ICT employability. In addition, knowledge of programming is important for understanding more of the increasingly technology-rich environments we find ourselves in, and might facilitate reflections on individuals’ roles as producers and consumers, of power relations and opportunities to influence one’s surroundings. Programming, in a wider context, is thus not regarded as exclusively fitting for STEM subjects, it is also highly relevant in social science subjects. In March 2017, the Swedish government adopted changes in K – 12 curricula with the purpose to strengthen pupils’ digital competence, to be effective from June 2018. The measure includes quite specific changes in several subject’s syllabus as well as more broad curriculum changes, like this new text in the description of the school’s mission: «The school shall contribute to the development of students’ understanding of how digitalization has impact on development of both the individual and society. All students should be given the opportunity to develop his or her capacity to utilize digital technology. They shall also be given opportunities to develop a critical and responsible approach to digital technology, to be able to identify opportunities and risks, as well as be able to evaluate information». There are syllabi changes in several subjects and for all grades, the most substantial are in the two subjects mathematics and technology. Algorithmic thinking and programming are

中文翻译：

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重新思考北欧学校课程中的数字素养

目前正在加强数字技术在北欧学校系统中的地位。其中一个重要部分是最近推动将编程或算法思维的概念纳入课程，不仅在北欧国家，而且在整个欧洲和世界其他地方。欧盟委员会联合研究中心（Bocconi、Chioccariello、Dettori、Ferrari 和 Engelhardt，2016 年）的《在义务教育中发展计算思维》报告对欧洲的情况进行了全面概述。11 个欧洲国家最近完成了包括计算思维和相关概念在内的课程改革进程，另有 7 个国家正计划将这些引入义务教育。欧洲政策文件通常将经济发展作为在中小学教育中引入编程和数字能力的动力，例如《新技能议程》1。编程被视为 21 世纪基本技能的一部分，培养解决问题的能力和分析思维，吸引学生进入 ICT 行业并培养 ICT 就业能力。此外，编程知识对于更多地了解我们所处的技术日益丰富的环境很重要，并且可能有助于反思个人作为生产者和消费者的角色、权力关系和影响周围环境的机会。因此，在更广泛的背景下，编程并不被认为只适合 STEM 学科，它在社会科学学科中也高度相关。2017 年 3 月，瑞典政府对 K-12 课程进行了更改，旨在加强学生的数字能力，自 2018 年 6 月起生效。该措施包括对几个科目的教学大纲进行相当具体的更改以及更广泛的课程更改，例如学校使命描述中的新文本：«学校应促进学生对数字化如何影响个人和社会发展的理解。所有学生都应该有机会发展他或她利用数字技术的能力。他们还应有机会为数字技术制定关键和负责任的方法，以便能够识别机会和风险，以及能够评估信息»。几个科目和所有年级的教学大纲都有变化，最重要的是数学和技术这两个科目。算法思维和编程是