As the importance of technology has been exponentially growing, a change of economic models is observed and, as a result, a change in key competencies demanded for the 21^st century learners. Technology’s explosion requires new skills for accessing, evaluating and organising information in digital environments (1) and education systems are held responsible for providing learners with the skills to live and work in the future. As a response to this, many governments around the world have established policy initiatives and programs aiming at the digitalization of education. An example of this is the introduction of the subjects of programming and coding in compulsory education curricula (2). In the case of Sweden, in the beginning of March 2017, the Swedish Government announced the addition of programming as a mandatory component in the primary and secondary education curricula (3). The change was expected to be officially implemented in all schools within a one-and-a-half-year period, namely in the autumn semester of 2018. In such a short period of time, the need for teacher competence and in-service teacher training was overwhelming. This paper aims in exploring how in-service teachers learn to deal with this change, as well as addressing the emerging possibilities and limitations from the introduction of programming in the Swedish curriculum in such a short period of time.

An ethnographic approach was used for the gathering of the empirical material, which consists of interviews with teachers and teacher-trainers, online documents and digital conversations between teachers in the form of Facebook group conversations. For the analysis of the data, interorganizational learning theory is employed (4,5).

Preliminary findings suggest that in order for the teachers to be able to teach programming in their classrooms on time, a cooperation between teachers and different actors occurred from arenas extending beyond the frames of the school.

1. Ananiadou K, Claro M. 21st Century Skills and Competences for New Millennium Learners in OECD Countries [Internet]. Paris; 2009 Dec [cited 2019 Jan 30]. Report No.: 41. Available from: https://www.oecd-ilibrary.org/education/21st-century-skills-and-competences-for-new-millennium-learners-in-oecd-countries_218525261154 2. European Schoolnet. Computing our future: Computer programming and coding. Priorities, schools curricula and initiatives across Europe [Internet]. Brussels: European Schoolnet; 2015 [cited 2018 Feb 5]. Available from: http://www.dzs.cz/file/3394/computing-our-future_final-pdf/ 3. Regeringen. Nationell digitaliseringsstrategi för skolväsendet [Internet]. 2017 [cited 2018 Jan 24]. Available from: http://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet.pdf 4. Mozzato AR, Bitencourt CC, Mozzato AR, Bitencourt CC. Understanding Interorganizational Learning Based on Social Spaces and Learning Episodes. BAR - Brazilian Administration Review. 2014 Sep;11(3):284–301. 5. Greve HR. Interorganizational Learning and Heterogeneous Social Structure. Organization Studies. 2005 Jul;26(7):1025–47.