In the study an implementation of a collaboratively constructed city level digi-strategy is analysed. The implementation of the strategy through co-designing the use of digi-tools in teaching and learning was considered as teachers’ professional learning. Consequently, the study covers three levels: city, school and individual teacher. The strategy was decided to be implemented through school level development projects and these projects were supported by researchers at the University of Helsinki. Each school decided their own project and they typically focused to the use of digital tools in teaching and learning, design of school learning environments and inclusive education. The participation of students to the implementation of the strategy contextualizes teachers’ professional learning and help teachers to focus to students and the development of their digital competence (Fernández-Batanero et al. 2020). The co-development project connects teachers’ individual learning to the teachers' common practices, practices in the classroom and teacher community (Maier and Schmidt 2015). The implementation and teachers’ professional learning was analysed based on a questionnaire and interview data collected from teachers, participating to different development projects. According to data, the use of basic digi-tools increased as well as teachers’ competences to use digi-tools, especially in blended learning. Collaborative nature of the projects and contextual learning in real classroom and teacher community situations supported teachers’ professional learning. Challenges were related to the leadership of the project.

Fernández-Batanero, J. M., et al., 2020. Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2020.1827389 Maier, R. and Schmidt, A., 2015. Explaining organizational knowledge creation with a knowledge maturing model. Knowledge Management Research & Practice, 13(4), 361–381. https://doi.org/10.1057/kmrp.2013.56