Digital Bildung from a teacher′s perspective

ABSTRACT This article investigates digital Bildung from the teachers’ perspectives by analysing how the teachers reflect on the phenomenon. To understand the teachers’ perspectives on digital Bildung, this article introduces a theoretical framework constructed from three analytic perspectives: inner process, Self-Bildung and democracy. These perspectives represent allsides of Bildung by Wilhelm von Humboldt with a democratic understanding from Dewey. Based on this framework, the article outlines a paradox in education between the increasing focus on the use of digital tools and the blurry, unclearcommunication regarding schools’ ‘digital mandate’