As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change and transformation in different stages and several organizational levels. Based on cultural–historical activity theory and the concept of levels of learning, this study will elaborate on the concept of digitalization as well as how schools are dealing with digital and educational change. Two schools known for their large-scale digitalization processes are analyzed. In the analysis, it is indicated that the object of digitalization harbors an idea that influence how digitalization is planned for and enacted within the school organization. How schools conceptualized—what is theoretically and practically meant by digitalization—influence how they plan their budget, professional development, and organizational change. With this backdrop, it is a concluded need for explicit discussions and conceptual clarifications on what digitalization is and what it involves in different school contexts.

如研究和实践中所示，数字化过程很多时候都限于在不进行教学和组织变革的情况下实施数字技术。在这项研究中，它主张对数字化概念有更广阔的视野，将其视为涉及不同阶段和组织层次上变化和转型的过程。基于文化历史活动理论和学习水平的概念，本研究将详细阐述数字化概念以及学校如何应对数字和教育变革。分析了以大规模数字化过程而闻名的两家学校。在分析中表明，数字化的目标蕴含着一种观念，这种观念影响着学校组织如何计划和实施数字化。学校的概念化方式（在理论上和实践上数字化意味着什么）会影响其计划预算，专业发展和组织变革的方式。在这种背景下，对于数字化是什么以及数字化在不同学校环境中所涉及的内容，需要进行明确的讨论和概念性澄清。