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We examine teachers' reflections on incorporating digital instructional resources (DIRs) into their mathematics teaching. We analyze qualitative interviews with 39 elementary school teachers from four educational contexts: Belgium, Finland, Sweden, and the U.S., using a framework proposed by Pepin et al. (Int J Math Educ 46: 645-661, 2017) to consider opportunities for DIRs to shift elements of teaching and learning in potentially transformative ways. Teachers described three major domains of teaching practice where they used DIRs: (a) class instruction, (b) student practice, and (c) professional participation. We found that teachers readily used DIRs during class instruction and to support student practice, guided by their existing instructional goals, which were shaped in part by education structures in the context. Few teachers incorporated DIRs in ways that transformed typical learning spaces. We also found that DIRs impacted several aspects of teachers' professional practices, including professional learning and collaboration. In particular, participation in social media and resource sharing altered the nature of and ways teachers participated in their own professional learning. We assert that efforts to use DIRs to stimulate change need to begin with an understanding of teachers' current practices and use our findings to identify three potential levers that might support movement toward change. [ABSTRACT FROM AUTHOR]

This study examined Swedish suicide bereaved individuals' use of different resources in their grief work and how they value these resources. The material consisted of a web-based survey, which was analyzed with quantitative methods. The results showed that the psychosocial ill-health was severe among the suicide bereaved participants and that a majority used digital resources in their grief work. The propensity to engage in online support groups or memorial websites was not predicted by the severity of psychosocial consequences following the suicide. However, multiple regressions showed that higher online support group activity predicted more satisfaction with current psychosocial health, while memorial websites seemed to have the opposite effect. This study not only indicates that some digital resources, for example, online support groups, may be an effective way of coping with grief related to suicide loss, but also suggests that memorial websites may increase rumination and in this way cause emotional distress. [ABSTRACT FROM AUTHOR]

Sweden has easy access to digital technology, and the majority of the country's teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word‐processing programmes in the realm of schooling to be regarded as compensatory aids for pupils who need special support. For written examinations, usually the only implements permitted are pencil and paper, and at most schools to use the computer requires special certification. The present study has investigated future teachers' attitudes toward digital tools and their willingness to allow pupils to use these to help them read and produce texts. How do student‐teachers regard digital artifacts? Do they see these as compensatory aids or daily, legitimate tools? Are there any significant differences in their views depending on the type of teacher education programme or how far the student has advanced in his or her education? To investigate these questions, an online survey was conducted in which 247 students from five different teacher education programmes participated. The results show that future teachers' acceptance of digital tools is varied. Roughly, one can divide the respondents into three groups, where the first group, making up more than a third, has clearly a positive attitude toward the use of digital tools in instruction. The second group, which makes up a smaller proportion, has an ambivalent stance towards the use of digital tools and expresses uncertainty in questions regarding their use in instruction and during examinations. The third group is much more reserved about ICT‐use in school and in several cases openly negative. Based on these results, it is critical to discuss how the different types of teachers can ensure equivalence in the school mission. If teacher education wants to work towards encouraging and legitimizing the use of digital resources, there must be a clear effort made in their education and application. That knowledge and skills open up for change is one of the most important results shown in this study. [ABSTRACT FROM AUTHOR]