[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601235-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-601235-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","who-cares-about-digital-culture-at-school-abstract","Who Cares about Digital Culture at School - Abstract","","The article argues that expanding cultural content in basic education requires a qualitative shift in the overall curriculum system. It highlights the value of social micro-spaces in curriculum selection and reconfiguration, emphasizing decision-makers in different groups. Drawing on 11 interviews, it shows how experts supported the legitimacy of ICT as a transdisciplinary learning area under Portugal’s Learning Outcomes Project, while explaining why practice diverged from the aim to be more integrated, open, and articulated with digital culture.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/who-cares-about-digital-culture-at-school-abstract/601235/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/who-cares-about-digital-culture-at-school-abstract/601235.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What central curriculum change does the article argue for in basic education?","Question",{"text":62,"@type":63},"It argues that adding cultural content—specifically digital culture—implies a qualitative change across the entire curriculum system rather than a limited adjustment of teaching topics.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which policy framework is mentioned as supporting ICT’s curricular legitimacy?",{"text":67,"@type":63},"The article refers to the Learning Outcomes Project launched by the Portuguese Ministry of Education as the scope in which ICT was legitimated as a transdisciplinary learning area.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the study explain the gap between desired integration and actual social practice?",{"text":71,"@type":63},"Based on 11 interviews, it identifies reasons that justify the detachment from a social practice that, paradoxically, was expected to become more articulated, integrated, and open to digital culture.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601235,1792092233,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":79,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Who cares about the digital culture at school?  \nElisabete Cruz  \n[ecruz@ie.ulisboa.pt](ecruz@ie.ulisboa.pt)  \nInstituto de Educação, Universidade de Lisboa, Portugal  \nFernando Albuquerque Costa  \n[fc@ie.ulisboa.pt](fc@ie.ulisboa.pt)  \nInstituto de Educação, Universidade de Lisboa, Portugal  \nCarolina Pereira  \n[cmpereira@ie.ulisboa.pt](cmpereira@ie.ulisboa.pt)  \nInstituto de Educação, Universidade de Lisboa, Portugal  \nAbstract  \nThe article assumes that the expansion of cultural content in basic education implies a qualitative change in the entire curriculum system. It rescues the idea of social micro spaces of common curriculum selection and reconfiguration and underlines the role of decision-makers in different groups. Namely, experts and specialists who, within the scope of the Learning Outcomes Project launched by the Portuguese Ministry of Education, supported the legitimation of ICT as a transdisciplinary learning area, consenting to shared responsibility in promoting digital culture. Based on the study carried out, involving 11 interviews, the article reveals the reasons that justify the detachment from a social practice that, paradoxically, was desired to be more articulated, integrated, and open to digital culture.  \nKeywords  \nICT; curriculum; digital culture; transdisciplinary learning area; basic education  \nE.Cruz, F.A.Costa & C.Pereira  \nDigital Education Review-Number 39,June 2021 270  \nI. Introduction  \nThe research on curricular integration of Information and Communication Technologies (ICT), although a big theme nowadays and object of passionate debate in schools and educational settings in the last few decades, approaching a series of fundamental questions on teaching, pedagogy, and school role for integral education of students, it does not yet account for the substantial analysis on the relation between the right to digital culture, namely the access to new technologies and the intentional development of new digital learning outcomes, and the curriculum areas that are part of the basic education and at service of a just and egalitarian society project.  \nIt is certain that a good part of the studies and systematic analysis seeks to look closely at school context and main players in the teaching and learning processes, more specifically teachers and students. In this case, besides the focus on the pedagogical use of digital technologies to respond to the demand of the new digital culture, across or in specific curriculum areas (Southcott & Crawford, 2011; Cassells & Dlamini, 2019; Viberg, Grönlund, & Andersson, 2020), some studies also provide evidence of how and why digital learning and teaching can benefit learners, teachers, and schools (Destebaşi, 2015; ICF Consulting Services, 2015; Karen, 2019) .  \nOther lines of research stand out for the discussion and disclosure of different dilemmas, tensionsand divergences, namely between learning practices that occur in schools and social practices that students develop outside the classroom (Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014; Jornet & Gil, 2018; Pineida, 2011) . We are equally well-warned on the enormous discrepancies and existing variations, be it on matters of technology pedagogic use or in relation to the promotion of digital skills in the school curriculum (European Commission/EACEA/Eurydice, 2019) . We’ve also known, for more than four decades, that academic subjects and cultures have a significant effect on the use of digital technologies by teachers and students (Neil, 1999) .  \nHowever, little is known about what happens in the backstage of the production of the institutionalized text-curriculum that policymakers present to society, to school, and to their ultimate recipients, teachers, and students (Pinar, Reynolds, Slattery, & Taubman, 1995) . What beliefs, values, and principles guide their decisions in processes of such great responsibility? How do they socially organize the selection, organization and presentation of the cultu","cbCaitrAdVXRpanD","https://ap.wps.com/l/cbCaitrAdVXRpanD","pdf",87043,13,"English","# I. Introduction\n## Research focus and key questions\n## Context, dilemmas, and disparities","[{\"question\":\"What central curriculum change does the article argue for in basic education?\",\"answer\":\"It argues that adding cultural content—specifically digital culture—implies a qualitative change across the entire curriculum system rather than a limited adjustment of teaching topics.\"},{\"question\":\"Which policy framework is mentioned as supporting ICT’s curricular legitimacy?\",\"answer\":\"The article refers to the Learning Outcomes Project launched by the Portuguese Ministry of Education as the scope in which ICT was legitimated as a transdisciplinary learning area.\"},{\"question\":\"How does the study explain the gap between desired integration and actual social practice?\",\"answer\":\"Based on 11 interviews, it identifies reasons that justify the detachment from a social practice that, paradoxically, was expected to become more articulated, integrated, and open to digital culture.\"}]","Who Cares about Digital Culture at School - Abstract | PDF",33]