| dc.description.abstract | The recent digitalization has transformed the way we do things in all areas of society, including education. The Norwegian school reform from 2020 integrated the use of digital tools in the curriculum, putting technological competences on the agenda. Recent studies on technological competences in school found that the students are not lacking technological competences, what inhibits technological development work in schools are teachers’ lack of pedagogical competences on ICT. During the Covid-19 pandemic schools were forced to conduct their classes digitally. This became a steep learning curve for teachers with little digital competence. As the pandemic is coming to an end and classes are back to being conducted physically, we find that teachers’ technical competences on digital tools have increased considerably during these two years. This forms a good basis for further development work on the pedagogical use of ICT. This thesis examines the processes around enhancing teachers’ second order digital literacy in the Norwegian school system. The study focuses on a single, local case, a project called ‘the Learning Tracks’, contextualized through political intentions derived from various policy documents. The development processes within the Learning Tracks are investigated to identify enabling and constraining factors present in current efforts to enhance pedagogical competences on ICT amongst teachers. The empirical findings in this study are retrieved from semi-structured interviews and observation on service- user and producer level, and document analysis on a digitalization strategy for education and it’s following action plan for the policy-level. Among the findings are insights to how cultural, organizational, interorganizational and institutional drivers and barriers have enabled and constrained initiatives for second order digital literacy amongst teachers. | eng |