Digital Tools and Educational Designs in Norwegian Textbooks of Religious and Moral Education

Drawing on recently developed perspectives on educational design, this article investigates the integration of digital tools in texts and tasks from 13 Norwegian textbooks of religious and moral education. Displaying how textbooks differ in the degree and ways in which they include digital tools, the empirical analysis also indicates tensions between competing educational designs: one based on textbook authority, the other promoting student autonomy and use of digital resources.