ABSTRACT
This chapter identifies some of the key unresolved tensions concerning digital technologies in school practices in Norway from the last two decades, and discusses implications of how students’ agency in using digital technologies is conceptualised in school curricula and relevant research projects. The key messages in this chapter are, first, that the field of digital technology in education has been defined by unresolved tensions that create polarisation rather than coherence in how we achieve progress and, second, that the potential for involving students and their agency in using digital technologies within schools is characterised by ambivalence.
