The purpose of our presentation is to examinate primary school teachers’ collegial responses to a 10-year investment of one-computer-one-student (1-1) teaching. In Sweden some municipalities have invested for large scale implementation of digitally based teaching. Such initiatives (as for several other projects) usually take shape as top-down-processes based on political decisions, aimed for successful implementation by the teachers in their classrooms. However, without the teacher´s interpretations and responses of such investments no teaching, intended by policy makers, will be realized. From this point of view teachers´ are actors (as the pupils in the classroom) which politicians and administrators depend on to succeed with their intentions.  

We approach our purpose through examination of audio recordings of fifteen focus group conversations between primary school teachers, addressing the municipal 1-1 investment. Our theoretical lens is policy enactment (Maguire et al. 2015) focussing on how policy is enacted in local practices, and ethnomethodology wherein meaning is achieved through everyday routines for conversation (Heritage 1984). The preliminary observations make visible the teachers’ different responses to the investment such as aligning or aligning with provisions and rejections, but also various patterns of participation such as conflict and agreement. 

Through mapping such responses carefully in collegial talk our study provides insights in collegial teacher reasoning and its different subtleties. Our vantage point is that such subtleties are important, both regarding their meaning and its possible consequences for pedagogical actions (and omitted actions). Our study is relevant for Nordic educational research due to the current debate about possibilities and limits of digitalisation in education, through a close examination of the voices of teachers.