Digital transformations have been impacting societies for some decades, and the Covid-19 pandemic has even more facilitated transformations in education. Schools have switched from physical learning in the classroom to home-schooling, partly provided in a digital mode, dependent on the status of implementation of digital devices in education in the respective countries (Starkey et al., 2021). Norway holds a high diffusion of digital devices for learning in schools, and is among the early adopting countries (Rogers, 1995). Several studies have already explored the use of digital devices in classrooms with a one-to-one coverage before the outbreak of the pandemic. Most of them have explored “first order changes” (e.g., Igland et al., 2019), defined as doing the same thing with different devices. However, more currently, studies have investigated “second order changes”, where activities themselves are redefined (Wollscheid et al., 2021).

Most of that research is about class teachers’ use of these devices, and the role of the school leader in implementation digital technology in schools (e.g., Chauhan, 2017; Olofsson et al., 2015). Wollscheid et al. (2021) have shown that some class teachers, defined as ICT coordinators, play a more dominant role than others in the implementation of one-to-one devices. Nonetheless, the role of ICT coordinators and its’ various functions in the implementation and creative use of digital devices, which might combine different functions has been explored to a less degree. That said, the ICT coordinator role may have some similarities with what is often frames as a teacher leader (e.g., Wenner & Campbell, 2017). Research suggest that working as a teacher leader involves various roles, such as supervisor, coordinator, specialist, leaders, and mentors (ibid.). Nonetheless, they are not formal leaders and depend on trust of their colleagues to be able to perform the dual role (Mangin & Stoelinga, 2008). We believe research on the teacher leader demonstrate some interesting observations that may also cover how we can understand the complexity of the ICT coordinator role. In both cases, the way of labelling the role comes with a certain ambiguity, which involves several roles, tasks, and areas of responsibilities. Yet, unlike the teacher leader the ICT coordinator is less formally qualified, and therefore calls for a deeper understanding on its complexity, and its impact on pedagogical and professional development in schools.

To add to this knowledge we draw on a literature review and longitudinal data from one previous case study and from an ongoing study of one Norwegian municipality. The objective is to further work out a typology of ICT coordinator role functions in the context of an early adopted country before and during the pandemic as a “disruptive event” (Fassin, 2021). Given various digital transformations in education during the pandemic (Laterza et al., 2020), we can assume that

1)     that ICT coordinators as facilitator of digital transformations play a central role in schools (e.g., Carrillo & Flores, 2020),

2)     an increasing diversity of this function over time, as schools have been increasingly digitalised.

For our analyses here we draw on a subsample of interviews with teachers and school leaders from two studies conducted in a municipality that offer 1:1 coverage of digital devices to all schools. This provides us rich and longitudinal data as regards how school leaders and teachers with, and without serving as ICT coordinators within their schools, may understand the ICT coordinator-role and how, or in which ways, this role may impact pedagogical change/ innovation in schools. Digital learning in the Asker municipality (2017-2019), was designed as a formative dialogue design study (Tømte et al., 2020). Here, we studied the municipality’s implementation of one-to-one digital devices for all teachers and students in the 24 schools (16 primary schools; 1.-7. grade, and 8 lower secondary schools; 8.-10. grade). The teachers and students were provided with Chromebooks. The study run for three years and covered several aspects of the implementation process, such as teaching and learning with digital resources and devices, competence development, institutional learning, development of digital competence and the like (Tømte et al., 2020; Wollscheid et al., 2021). Data from this study includes interviews with various groups of teachers, including ICT coordinators, school leaders, pupils, and staff within the municipality; survey to teachers, observations from classroom teaching, and observations from competence developments seminars for ICT coordinators hosted by the municipality. The study thus provides rich and longitudinal data, spanning over a three-year period. A description of Learningtracks- study and data The current study ‘Learningtracks’ (2020-2023) aims to explore what hinders and promotes pedagogical change in terms of digital proficiency in schools with 1:1 coverage. It builds upon the previous study (2017-2019). While a key finding there was that although the technical and administrative efforts regarding the implementation were considered successful, there was still a way to go to get all teachers comfortable in adopting new ways of teaching supported by digital resources provided to them by the 1:1 coverage . Thus, the scope of the present study aims to dwell on that through four perspectives: 1) the school owner perspective, 2) the school leader perspective, 3) the schools' resource team perspective and 4) the perspective of all the school's teachers. The perspectives are studied separately and together. This provides a holistic approach to understanding what inhibits and promotes pedagogical development work in this context with 1: 1 coverage of digital devices, here understood as digital transformation of teaching.

By combining an inductive and deductive approach, we expect to further develop the existing typologies of ICT coordinator functions in the context of an early adopted country by an approach over several points in time. ICT coordinators are working across schools and locally within own schools. Preliminary findings show that ICT coordinators as “facilitator of change” (Vanderlinde et al., 2009) are making plans towards digital transformations. A school leader in our data mentioned that the ICT coordinators are part of the digitalization group in the municipality, referring to a e particular teacher as group leader, who did a good job. Further, she refers to the remaining ICT coordinators that contribute to plan the development work and time for professional development at her school. Changes over time related to the ICT coordinator role function towards a broader function including both a technical responsibility and pedagogical use of digital resources. One informant refers to a meeting with several colleagues and the opportunity for discussions which was perceived as useful, indicating a change in the function: “Now, the focus is on pedagogics, but earlier we have discussed technical issues.” At the same time, this informant highlights that there remain technical responsibilities: “I still feel that there are some technical issues with Chromebook, even if they tell us that we shall use time for pedagogical development […].” Further, findings reveal a certain role diversity and ambiguity related to the ICT coordinator. One school leader refers to a so-called e-teacher who is having the role as an ICT coordinator but in addition is “also very competent with pedagogical issues”. Another teacher informant seems to have a similar understanding of the ICT coordinator role comprising “these who work with the technical device and those who work more pedagogically"

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