Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies on competence, it describes current movements national Denmark, Finland, Norway Sweden. The concept boundary objects is used as an analytical lens, for understanding a plastic temporal that can be discuss multi-dimensional translation this these countries. ends with discussion potential view unifying object that, its plasticity, temporality n-dimensionality, show signs common efforts school policy.