McLoughlin & Lee (2008) describe that in a society, which is increasingly adopting a variety of high-speed technologies, students have access to a variety of resources, ideas and communities to support their learning environment. In order for individuals to participate and engage in democracy and citizenship, they should be able to use relevant digital tools (UtdanningsdirektoratetNorwegian Directorate for Education and Training, 2017). To allow students to become active and engaged in their own learning, teachers need to understand how technology can support communication, creativity and innovation. In addition, teachers need to be aware of the opportunities, limitations, effects and risks of using technology (European Commission, 2019). Students digital competence is expressed as knowledge, skills and attitudes through coincident technology in school and in leisure time (Vuorikari et al., 2022).

In teacher's selection of learning resources, an understanding of technology as part of the students' learning environment should be based on the same understanding of how digital technology can add value to the students' learning.  Kolb (2017) refers to three main reasons for adopting digital technology. Technology must engage and help students stay focused on tasks or activities. Furthermore, technology can contribute to increased motivation and learning outcomes. By changing view from passive receiving to active contributing in their own learning, Technology also give students opportunities to learn in new ways beyond their typical school life through changing their role from passive receiver to active contributors in their own learning. Learning with technology does not happen because a particular tool, or application, revolutionizes education, but when teaching and learning are connected to technology.

Through the lens of The Tree P's of pedagogy for the Networked society (McLaughlin & Lee, 2008), students’ learning is driven by personal needs, ability to collaborate with others, and active participation in their own learning. More engaging, socially based learning is needed to replace the traditional classrooms, which emphasize the institution and the instructor. Customized learning refers to the idea that learning should be tailored to each student's individual needs, interests, and abilities. This can be achieved by selected use of technology, which can adjust the content and pace of learning, based on the student's prerequisites, gender, cultural and linguistic affiliation. Overall, there are a plethora of learning resources that support user autonomy, increased levels of socialization, interactivity, and creativity. Different resources provide access to open communities and peer-to-peer networks to move beyond instructor-centered classroom environments. This is in contrast to prescribed curricula and content that are often restricted through learning management systems.

Norwegian municipalities report that they encounter a jungle of digital learning resources, which is largely based on analog formats, from both national and international providers. 36 % of schools in Norway lack a systematic plan for competence enhancement in digital competence (Kunnskapsdepartemenet, 2020). The emergence of digital learning resources has made access to learning materials unclear and challenging for the teacher when choosing and using technology in the students' learning environment. Without expertise and competence on what is to be purchased, the purchases risk becoming random (Kunnskapsdepartemenet, 2020).

The challenge for teachers is therefore judging the quality and choosing appropriate technology. The teacher should have knowledge of how technology changes and expands the subject's content, the pedagogical methods and have an overview of how technology can add value in the students' learning environment (Koehler & Mishra, 2014).

The study has the following research question: What do teachers emphasise when choosing digital learning resources in a learning environment with room for all students?

The issue is operationalized into three areas:

• the teacher's awareness of digital  learning resources based on the students' learning assumptions and resources (individualization)
• gender
• cultural and linguistic affiliation.

This qualitative interview study is designed in the understanding that knowledge is a social construct created between people. Through language, a representation of reality is created, a socially constructed representation (Wadel & Wadel, 2007). Understanding and knowledge is developed in an interaction between researchers and teachers in the interview situation. Thus, this study is placed within the social constructionist tradition, where knowledge, and all meaningful reality, is based on interactions between people in a context (Crotty, 1998). The study is inspired by a phenomenological starting point where we as researchers are concerned with issues and delimitations. The emergence of teachers' descriptions will primarily provide experiential material that is rich and detailed (Van Manen, 2014, p. 316). Through interviews with experienced teachers, we seek knowledge and understanding of teachers' selection of digital learning resources for the students' learning environment. The study follows guidelines for research ethics and has been approved by NSD (Norsk senter for forskningsdata). Through question triggers (Krumsvik, 2014) based on topics from our theoretical framework, an interview guide was designed and semi-structured research interviews planned to be conducted (Postholm & Jacobsen, 2018). In interviews, teachers will have the opportunity to refer to their own experiences through retrospective descriptions of experiences and opinions related to these (Giorgi, 1985). The order of topics and questions in a semi-structured interview may vary from interview to interview (Johannessen, et.al., 2016), which is also common in the semi-structured interview. The interviews are therefore intended in an informal style so that the informants can supplement with their own input (Krumsvik, 2014). In this way, we move back and forth in the interview guide to get answers to the questions "what" and "how"; what is experienced in consciousness, and how or under what conditions, is the phenomenon or event experienced (Van Manen, 2014). In the analysis of the empirical data, we are using Kolb (2017)'s Triple E model. Our empirical data will be coded and thematized in meaningful findings on the basis of this framework.

Expected outcomes/results Results of the study are expected to be concentrated on developing knowledge about three main areas: 1) Knowledge of teachers' choice of digital learning resources based on principles related to differentiated instruction. In particular, we expect the study to construct knowledge about teachers' conscious choices related to the individual pupil's aptitudes for learning through personalization. 2) Knowledge of teachers' selection of digital resources to create a flexible, personal and inclusive learning environment when technology is adopted. Students have different needs and teachers can meet the needs of all students and provide differentiated instruction by using different digital learning resources that take into account the students' gender, cultural and linguistic affiliation. 3) Knowledge of teachers' awareness of digital resources that can create activity and creativity in flexible learning groups based on students' needs and interests. Descriptions from teachers through semi-structured interviews are assumed to provide insight and knowledge about different qualities within the chosen areas of study. It is assumed that the study will be able to provide sufficient results from the empirical material based on interpretations in light of the theoretical framework from Kolb (2017) and McLaughlin & Lee (2008).

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