Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their students in Northern Norway (N = 112). Amongst the staff, professional attitudes have a stronger impact than PDC regarding the extent of the educational use of digital tools, whereas amongst students, PDC has a stronger influence. These results are interpreted using Argyris and Schön’s theory of action in learning organisations.

在大多数欧盟国家中，教师的专业数字能力（PDC）在教室中的重要性日益提高。挪威是在教育中自上而下实施强有力的信息和通信技术的国家之一。但是，尽管作出了国家努力，但教育系统中的从业者似乎并未按照既定政策工作。因此，微观和宏观层面之间存在差距，因此有必要对这一问题进行更深入的探讨。我们对挪威北部的教师教育者及其学生进行了定量研究（N = 112）。在员工中，就数字工具的教育使用程度而言，职业态度比PDC更有影响力，而在学生中PDC的影响力更大。这些结果是使用Argyris和Schön在学习型组织中的行动理论来解释的。