Increasingly, school leaders and teachers are being expected to use digital technologies to collect data to analyze, plan and organize teaching and learning. Such expectations can be traced to a number of policy initiatives over the last decade. This study is concerned with how educational policy puts forward ambitions of digital school leadership and teaching practices by deploying the concept of policy assemblage. We analyzed six policy documents from Ireland and Norway to identify the actors assembled to fulfill governmental ambitions and practices with digital technologies in schools. The unpacking of actors that may partake in such assemblages was visualized and analyzed using visual network analysis. The findings indicate digital school leadership and teaching practices in Ireland and Norway have the potential to be steered by digital actors that facilitate multiple activities at once and shed light on the diverse and multifaceted relationships that make up these governing practices.

越来越多地期望学校领导和教师使用数字技术来收集数据，以分析，计划和组织教学。这种期望可以追溯到过去十年中的许多政策举措。这项研究与教育政策如何通过部署政策组合概念来提出数字学校领导力和教学实践的野心有关。我们分析了来自爱尔兰和挪威的六份政策文件，确定了为实现政府在学校中使用数字技术的野心和实践而聚集的参与者。使用视觉网络分析来可视化并分析可能参与此类集合的演员的拆箱。