Future skills or 21st century skills (Ananiadou & Claro, 2009) are discussed both nationally in a Swedish context, and international, and skills such as creativity and innovation, collaboration, communication, and critical thinking become increasingly central when discussing school issues. Both future skills and digital capabilities are highlighted as necessary for citizens in a future society and legitimacy in various policy documents (Davidsen & Vanderlinde, 2016). In Sweden has a revised curriculum with clearly outlined requirements regarding digitization implementation, both in terms of teaching strategy and the infrastructure of artifacts in the classroom. To respond to new policy writings, more and more schools are investing in 1:1, which means that every student and teachers have access to their own computer or tablet. By implementing digital tools in education, however, the student-centered teaching is reinforced (Holmberg, 2018), which also tends to lead to a form of pedagogy where students learn from each other and collaborate through various collaborative and communicative methods. Against the background of the agenda set out in policy the teaching profession is expected to change its teaching based on ICT, that the digital the strategies must enable a form of learning that would not be conceivable without ICT (Holmberg, Fransson & Fors, 2018) and therefore create increased added value in teaching. Overall, this requires greater flexibility in the teaching environment. In addition, the demands on primary school teachers to know themselves are increasing familiar with various digital tools and resources to develop innovative learning environments where both a new teaching role, new strategies and new knowledge may be needed in teaching (Willermark, 2018).

New pedagogical ideas, working methods and student views have a great influence on the school's architecture, as well view of the school's mission, which contributes to working away from a more traditional one teaching (Dovey & Fisher, 2014). Martin (2002, cited in Bøjer, 2019) believes that the classroom layout reflects the pedagogical practice in the room. For example, it came out more teacher-centered the teaching from an arrangement where the students sit in rows or in the shape of a horseshoe, while it learner-centred takes place in more flexible environments. ICT and a more digitized teaching can be seen as a change agent where you go from more teacher-centered teaching to more student-centered (Holmberg, 2018).

The purpose of the study is to investigate how teachers say they
design their teaching to promote students’ collaborative work through digital units in school years 1–6 and through the teachers’ statements see what influencing factors, abilities, subject content, and technology support a design of digital teaching for the benefit of collaboration and student-to-student interaction in digital arenas.

Previous research in the subject has been based on student collaboration and digital learning environments; then have one investigated design and students' collaborative learning with a focus on collaborating face-to-face. This means that the students sit next to each other, around   the digital and collaborate on different tasks (Davidsen & Vanderlinde, 2016). In my survey, the questions partly refer to side-by-side cooperation but above all on teachers' design for collaboration where students collaborate and communicate through the tablet or the computer. Considering this reasoning, it becomes appropriate to examine how teachers report using technology to support students' work with future key competencies, such as collaboration and communication, where the digital unit in a 1:1-systems can promote added value and new opportunities. At the same time, one should examine the methods and didactic choices that the teachers say they use in the pedagogical practice.

The purpose of the study is to investigate how teachers say they design their teaching to promote students’ collaborative work through digital units in school years 1–6 and through the teachers’ statements see what influencing factors, abilities, subject content, and technology support a design of digital teaching for the benefit of collaboration and student-to-student interaction in digital arenas. The method is one interview survey where teachers recount examples of their pedagogical practice and demonstrate their perspectives on the conditions, methods and didactic choices used when they design learning for collaboration. The answers given by the teachers can then, through analysis, provide a picture of digitalization's potential opportunities and challenges for students' collaborative learning. The survey and its practical examples seek answers to the question of whether teachers change their pedagogical practice when collaborative and communicative opportunities are provided in digital arenas. This is a qualitative interview survey where the author will start from a methodological more individualistic perspective as the informants in this survey answer questions based on their own individual behaviors, perceptions and attitudes and the institutional contexts in which the individual the teacher is (Bryman, 2011; Denscombe, 2018). This means that from the individualistic perspective, the informants are expected through a semi-structured interview be able to state how they, as teachers, say they design their teaching to allow the students work collaboratively through digital devices. The survey uses a semi-structured interview technique with thematic openings. To visualize how teachers operationalize collaborative learning in their pedagogical activities, the model of TPACK in situ was used (Willermark, 2018). In the analysis of the examples that the teachers reproduced based on TPACK in situ, the results of the study show many innovative learning processes where students interact with their tablets and how the teachers design their teaching to interact with different kinds of subject content. By using Learning Design Sequences (Selander, 2008;2017) as an analysis tool, further understanding was reached of how, when and in what way technology supports the collaborative processes and in which phases of learning this happens. In this way, institutional patterns became prominent through the influence of the physical learning environment, which increased the understanding of how around or through 1:1 also can be placed in a spatial contex (Dovey& Fisher, 2014).inally, Learning Design Sequences (Selander, 2008;2017) were used to identify opportunities and challenges for teachers in designing for collaborative learning through 1:1.

Different perspectives on teachers´ design of the collaborative processes in terms of interaction through the digital device or processes that occurred around the device were found. Based on the answers from the teachers in this survey, a result could be crystallized where it digital competence from a collaborative student-student perspective came to be about physical as well learning environment as the learning tablet's possible added value and affordances in pedagogical practice. The result shows that for the teachers, digital competence in this research perspective is situated, that it is manifested in how one chooses to use the learning tablet. The digital added value is more related to the teacher's idea of how the device can be used than the possibilities of the digital tool can offer. This affects how teachers relate to integrating and choosing digital tools and resources in teaching to stimulate students' collaborative work processes through digital tools. Based on the conclusions the author presents a didactic model for teachers to take into consideration when designing their pedagogical activities for practicing collaborative skills in the 1:1 classroom. The model is based on Willermark's (2018) operationalization of educational activities, TPACK in situ. The didactic model can function as a contribution to teachers' work with design of collaborative processes through 1:1. The model can contribute to teaching through 1:1 can be used to a greater extent based on their potential in the physical classroom. The model must relate to certain general conditions and specific points: subject content, collaborative abilities, collaborative processes, communicative contexts, physical and virtual learning environment as well as common digital arena.

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