The postdigital museum in the making? Examining teachers’ attitudes towards digital, hybrid and blended educational museum programs

Abstract

The purpose of this paper is to achieve a better understanding of teachers' needs and challenges when participating in museums' digital, hybrid, or blended educational programmes and resources in a post-pandemic reality. The paper also investigates the conditions that exist at different schools to enable participation and the use of the museum’s offer. Results from ten interviews with teachers in Småland, Öland, and Jämtland in Sweden are presented, and the results are analysed through the theoretical lens of the postdigital. This study shows the importance of digital/analogue and blended/hybrid museum programmes being planned, designed, and implemented with interactive affordances. Furthermore, it is suggested that insights and methods derived from transmedia storytelling could be used by museum educators to a larger extent, in order to move towards a more interactive and co-creative pedagogy. Finally, the results demonstrate that museums and schools have much to gain from working closer together to move towards what can be called a postdigital pedagogy.