Unlike other parts of the teaching profession, it may seem that it is almost completely legitimate to admit to a teacher colleague the incompetence when it comes to ICT. Sometimes, it is even met with an understanding smile when teachers talk about their use of ICT. Among teachers, it would not be legitimate to admit a weakness in relation to dissemination of subjects, or difficulties building relationships with ones own students. It may seem that there is a kind of remoteness of ICT skills and that these skills are not central in the professional identity of teachers. This could be interpreted as a reluctance among teachers to face up to the demands of the national curriculum; namely, that digital skills are one of the basic competences that our students are to learn, and our society will need in the future. According to Morgan´s (2009) definition of a learning organization, organizations need to orient themselves in relation to their surroundings.

In many schools, organized work to improve the teachers’ digital competence are rare; it happens, but tends to be sporadic and unsystematic. Those who do participate will, in some cases, but not often enough, receive sufficient support to succeed.

In his book about action learning, Tom Tiller points to the possible problem when there is too much distance between school leaders and teachers in terms of knowledge about school development and organizational development (Tiller 2006). I think it is easy to draw a parallel to the knowledge of the pedagogical use of ICT in a schools. Major differences in digital literacy among teachers and among school leaders, causes challenges in building a stronger and a common culture for learning how to use ICT to promote student learning in a school organization. This also applies to other areas of pedagogical knowledge, such as differences in didactic skills or classroom management skills. But, the situation concerning digital skills may be somewhat unique. The "accelerating technology development and ... expanding possibilities for teaching and learning using ICT" (Halvorsen 2012, s.170), and the fact that ICT has become such a central tool for internal and external communication in any organization, makes differences in competence more visible than other differences in a school organization. And, we might expect the differences to increase faster too. Thus, this requires the initiation of an organized effort to increase the digital competence of teachers and leaders.

The central questions for this research has been how school leaders in upper secondary schools facilitate or lead school based ICT programs as a contribution for professional development among teachers?

Part of the focus of this article will be on the significance of making ICT competence a shared vision among the teachers in a school. To create such visions does not seem to be easy. Any attempt to anchor such a vision, if it is perceived as a top-down action, may be met with skepticism and be interpreted as pompous and remote. If school leaders, however, recognize the management's distributed nature, meaning that there are many who exercise leadership, not only formal leaders (Halvorsen 2012), we will perhaps be able to initiate actions. In this context, I include Viviane Robinson's definition of management, that it "is about influencing others to act so that the organization achieves its objectives" (in Halvorsen 2012 p.86). In such a perspective, spreading the good stories about what their colleagues are doing can be a strategic action for a headmaster. 

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