Since 2007 all Norwegian pupils in upper secondary school were given a computer from political authorities (Blikstad-Balas, 2012). Schools were equipped with technological facilities. Erstad (2010) argues that what he calls “the driving forces” of school development pushed in the direction of more student active learning activities where the teacher acts as a supervisor. By the introduction of computers into the classrooms teachers had to handle the pedagogical challenge of how to utilize computers for pedagogical purposes and how to be leaders of digital classrooms. Through national political documents like for example Whitepaper 44, Norwegian teachers are encouraged to use social networking sites (SNS) in education in order to “build a bridge to young people’s lives”. More than anything else education is a moral enterprise (Biesta, 2007; Bullough, 2011). Participation in SNS may include new pedagogical and ethical challenges for teachers.

Research shows that teachers still use the technology for administrative more than pedagogical purposes (Monitor, 2013). The same report states that Results from the European survey (European Schoolnet, 2013) confirm the same results; that few teachers use ICT for pedagogical purposes, but that almost 75 % use it for administration of information independent of the quality of the infrastructure. In the reports questions are raised why so few teachers make use of technology for pedagogical purposes. The main answer seems to be that teachers lack digital competence.

In spite of the fact that research shows that teachers’ beliefs toward technology plays an essential role in successful technology adoption (Sugar et al. 2004; Kurt, 2012), teachers are seldom asked about their opinions. The aim of this study is to gain more insight in how teachers experience and practice their role as leaders of the digital classroom.

Biesta, G. (2014). Receiving the gift of teaching: from ‘learning from’ to being taught by. Studies in Philosophy and Education, 32, 449–461. Blikstad-Balas. (2012). Digital literacy in upper secondary school: What so students use their laptops for during teacher instruction? Nordic Journal of Digital Literacy, 7(2), 81-96. Bullough, R.V. (2011). Ethical and moral matters in teaching and teacher education. Teaching and teacher education, 27, 21–28. European Scholnet (2013). Survey of Schools: ICT in education. Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools. http://www.eun.org/c/document_library/get_file?uuid=9be81a75-c868-4558-a777-862ecc8162a4&groupId=43887 Erstad, O. (2010). Digital kompetanse i skolen- en innføring. ⌠Digital Competence in school- an introduction⌡Oslo: Universitetsforlaget. Kurt, S. (2012). How do teachers prioritize the adoption of technology in the classroom? Teachers and Teaching: theory into practice, 18(2), 217-231. Monitor (2013). Om digital kompetanse og erfaringer med bruk av IKT i skolen. IKT-senteret. Oslo. https://iktsenteret.no/ressurser/monitor-skole-2013#.VRZQIqPKzIU Sugar, W., Crawley, F., & Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology & Society, 7(4), 201–213.