Didactical and Cultural changes with LMS’s? Implementation as interaction between LMSdesign, teaching practices and school culture

In 2013 a comprehensive school reform aiming at increased learning and well-being for all childrentook place in Denmark. As a part of the reform all municipalities are obliged to purchase andimplement the use of LMS’s in their schools before the end of 2017.Studies show that when LMS’s are implemented both leaders, administrators and teachers associatethem with a change in the character of the school and the organizational culture. The teachersspecifically see implementation engendering a standardized approach to teaching (Selwyn 2011).Studies furthermore show that the interface design and the overall concept of the LMS is crucial toteachers’ evaluation of the LMS (Granić & Ćukušić 2011).In the research project entitled Læringsplatformsprojektet (‘the learning management systemproject’), running from March 2017 until December 2018, we aim to explore the process ofimplementation and use of LMS’s in a specific primary school in Copenhagen, asking [1] if uses ofLMS’s influence and change teachers’ work in regard to planning, practicing and evaluating teaching,and [2] whether the design of the portal produces new conceptions of the task of the school?In this paper we shall report of the initial findings of the project.