Planlægning med platforme: Samarbejde og didaktiske valg

In the context of the current implementation of digital learning platforms in Danish primary school, this article investigates two teachers’ planning and teaching with a digital learning platform. The empirical foundation for the paper consists of two stimulated recall interviews. Theoretically, the paper draws on the concept of professional capital and collaboration theory. The analysis examine the teachers’ experiences of how the digital platform affects their planning of lessons and collaboration with peers. Conclusively, the paper discusses how and to what extent digital learning platforms are able to support teachers’ collaborative practices such as joint planning of lessons.