This article presents the theoretical and methodological framework for the Response-project, which was a case study of the digitalization of lower secondary school, and offers reflection over the case as a whole. The project is rooted in New Literacy Studies, and rests upon a sociocultural understanding of language, thinking, technology and learning. The article describes frictions between new technology and established practices, and integration of the two as a basis for change in practice on a deeper level.

This article provides an overview of the students’ use of their PCs in Fjord municipality, two years after the introduction of a one-to-one laptop program. The article is based on observations of five classrooms through a digital week. We explore how much the PC is used and how across different subjects and activities. Finally, we discuss whether we may understand the use of the PCs rather as old or new practices, and whether technological innovation opens up for new dialogic opportunity spaces.

How do the students in Fjord municipality evaluate the use of PCs two years after the implementation of a one-to-one solution? The data basis for this article is 18 focus group interviews and classroom observations over two years from one of three schools. What is investigated is student perspectives on the use of PCs (tool, variations, personal preferences); the use of a digital platform (searchable archive, sharing of documents, cooperation; and the use of CrossActionSpaces (searching the Internet, Internet use and abuse, a virtual mobile classroom). The article concludes by discussing what students think the reported PC-use has meant for their possibilities to actively engage in teaching and learning processes in and outside of the physical classroom.

This article examines how teachers talk about the use of digital tools in their practice, and what kind of teacher identities that are expressed in their utterances. The results show that the teachers understand the use of the pc both as an opportunity to adopt new tools, enter new rooms and realise the potential of new dialogic opportunity spaces. The introduction and use of digital tools have implications for the teachers’ professional identity, their autonomy, and willingness to take risks.

This article describes and discusses practice development at The North-East school (NØ) from 2014 to 2017. The development processes are linked to making use of digital technology in the classroom. Two parallel classes with its teachers and students starting in eight grade autumn 2014 have been observed through lower secondary school as part of an ethnographic research collaboration. The aim of the article is to describe development processes observed and documented after each student were provided with a personal computer. The research question raised is how the implementation of 1:1 computers influenced classroom practices at the NØ school.

This article is based on fieldwork in the subjects Norwegian, Mathematics, Religion, Science and Social Studies in one class through the three secondary school years (8.–10.) in addition to interviews with both the students and the two teachers teaching these subjects in the class. The article discusses two different approaches to teaching in technologically rich classrooms, represented by the two teachers «Ole» and «Lars.» Observations and interviews show that there is room for different student voices and perspectives in this class. The two different perspectives that the teachers represent, especially when it comes to the use of technology in the classroom, is vastly different, but the article argues for the productive and meaningful in the different perspectives to teaching and technology in this class.

This article presents two case studies on how teachers and students in grade eight classes at two different schools use the digital commentary function in Google Docs during writing processes. Analyses of observations and texts display a complex response practice that combines well established methods of teaching with new possibilities growing out of two main forms of digital teacher-student-dialogues about work in progress.

This article presents and discusses teaching in the subject Knowledge of Christianity, Religion, Philosophies of life and Ethics (KRLE) with the use of digital mind-maps. The research interest that motivates the text is to look closer on how this may lead to important content-specific learning in KRLE, and how it influences the teacher’s role in the classroom. The article takes its starting point in teaching where the students are asked to present their understandings in digital mind-maps. The research question raised is how this practice influences the teacher’s role and literacy-practices in KRLE. An empirical research material related to a series of Islam lessons planned, conducted and evaluated by two teachers in class 8a are analysed. The data consists of fieldnotes from classroom observations, audiotapes of discussions between the teachers planning and evaluating the lessons, semi-structured interviews, student works saved on Google Disk. The analysis runs through two main parts related to the research question raised.

The article is based on evaluation interviews after a three-year study, where teachers and students comment on the use of sound recordings of literature circles. The students are essentially neutral to the impact of the recordings on participation and substance in the literature circles, but positive to the opportunity for perspective exchange. The teachers emphasize new insights into the students’ ways of thinking and reading text and the learning potential of letting students listen to the recordings.

This article is a discussion of to what extent metaphors such as «digital natives» and «digital immigrants» can be said to be useful metaphors in discussions on digital initiatives in education. The article discusses various metaphors used as heuristic tools in educational discourse and the way in which these metaphors have informed the discourse in various directions. The main argument in the article is that the terms digital native/immigrant has functioned as a meaningful heuristic tool in early discussions but has lost its value and can be said to be counterproductive in discussions in the field.

This chapter communicates an invited external reviewer’s dialogue with the Response project from the initiation of the project until the publication of the present volume. The dialogue addresses, reflects on and discusses four key elements in the project; 1) the project’s research question and main findings; 2) its design and methodology; 3) its analytical strategy; and 4) its implications in a Nordic and international context. The author speaks from a position that would be termed, in a Nordic-German context, a subject-specific or disciplinary Didaktik position. Such a position differs to some extent from the position researchers in the Respons project speak from. As such, it may potentially offer an alternative understanding of the project.