In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

中文翻译：

---

在以使命为导向的创新中赋予专业精神

在有关以任务为导向的创新供应方和以技术为导向的方法的文献中，已得到更广泛和更具包容性的社会方法的补充。在这里，需要强调的是，跨私人、公共和公民领域的不同利益相关者的方向性和广泛锚定是成功实施的关键。尽管如此，尚不清楚这些维度在实践中如何关联和展开。本文以教育中的数字素养作为以任务为导向的创新的一个例子，调查了设想和管理这些过程需要哪些先决条件和能力。基于对挪威 10 所小学 25 个班级的创新教学实践的案例研究，本文发现教师的积极性、奉献精神和参与度主要与数字技术本身无关，而是数字教学工具的专业和教学锚定。通过平衡的授权过程来调动教师的专业精神。