Läromedelsanalys – programmering inom teknikämnet

Abstract

This study investigates how programming is represented in Swedish compulsory school technology materials (grades F–9), focusing on the interaction of text and images. Drawing on a social semiotic and multimodal learning perspective, six materials (three student textbooks and three teacher guides, published 2014–2024) were analyzed. The aim is to identify which programming concepts students encounter, how programming is portrayed visually and verbally, and how these modes interact to support understanding. The analysis reveals three dominant themes: programming as activity, programming as algorithm, and programming as a system component. Results show substantial variation in representation. Multimodal resources can scaffold progression from playful interaction to abstract reasoning, yet inconsistent coordination between text and image often hinders comprehension, particularly for beginners. The design of student textbooks and teaching materials thus serves a dual role: providing teachers with subject content and enabling adaptation to diverse learners. Teachers’ subject knowledge and didactic awareness emerge as crucial for effective use of multimodal resources. The findings further highlight the absence of schematic images and consistent frameworks for programming across grade levels, creating uncertainty about subject progression. Peer review of materials is recommended to strengthen accessibility and equivalence. The study concludes that programming in primary technology education requires continued research and development, with potential to expand discourse on digital literacies in compulsory schooling