The digital development of Nordic schools in recent years is partly due to wide range of international and national policies (c.f. Redecker, 2017) and major financial investments. In most lower secondary schools in the Nordic countries, students have access to digital devices and teachers are expected to implement these digital resources into their teaching. In general, there are several challenges when digital investments are to be translated into new teaching practices in the classroom in terms of individual vs. collective learning processes (Asplund et al., 2017; Selwyn, 2016), changed frameworks for student participation (Sahlström et al., 2019), and creative use of digital technology in teaching practices (Blikstad-Balas & Klette, 2020; Misfeldt et al. 2018). The aim of this study is to contribute with further knowledge on how researchers and teachers can collaborate to identify and explore specific challenges and affordances for teaching quality that different school subjects (L1, mathematics and social science) entail, through thematic discussions based on video observations from their own teaching. Theoretically, we draw on theories of action research to create rooms for professional learning for teachers (Kemmis et al., 2014), building on the idea that professional learning is possible when communicative spaces for joint meaning making in relation to teaching practices are created. The project is designed as a three-year longitudinal video study, where the same teachers and students are followed yearly. The video recordings are made with multiple cameras during three consecutive lessons in three different subjects (L1, Mathematics and Social Science), focusing both the teachers’ instructions and the students’ activities involving digital resources. Based on an initial thematic coding, selected clips are then discussed in focus groups with teachers as well as students, with a focus on the consequence of digitalization for teaching quality. Preliminary findings align with previous research concerning a pressure towards individualised learning processes and a less dialogic classroom discourse in digitalized classrooms. The collaboration between researchers and teachers created, however, opportunities in relation to physical, semantic and social dimensions that made it possible to develop new perspectives on teaching quality. Watching the video clips created a distance to their teaching experiences that helped teachers to scrutinize and also to take a student perspective on the teaching. The teachers’ perspectives helped researchers to generate new analytic questions. Researchers could also have an important role in trying to bring attention to contrasting perspectives and possible different layers in the discussions.

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