This study is part of a longitudinal, interdisciplinary implementation research project examining how systematic professional development shapes teachers' digital teaching practices. As schools and other educational organisations continue to adopt Digital Learning Materials (DLM), it is essential to understand the ways in which these shifts affect educators' perspectives and practices. This specific study addresses the research question: What discourses on digital learning material emerge in schools involved in a digitalisation project when a traditional (manual) discourse analysis is applied? We are particularly interested in how discourses are used and constructed by teachers and principals within pedagogical practice. 

Data consist of group interviews conducted at three points during the course of the project: at the beginning of the project, after one and a half years, and finally after two and a half years. In each phase, a total of 47 teachers, and school principals from five schools across four municipalities in Sweden were interviewed. 

The results of the analysis reveal both (A) emerging discourses on conceptualization and idealization of DLM and (B) how the discursive field evolves during the project. Within A) Emerging discourses centred on: DLM as a pedagogical tool; DLM as an effectivization tool; DLM as the limit in the Digital/Analog divide. Within B) Discourses of the digital-analog; Discourses of DLM; Discourses of DLM in teaching.

To conclude, the first part of the results provides a broad overview of the discourses that were present throughout the project. The focus here is on DLMs as part of the teaching context and how DLMs gain significance through how the analog teaching is conducted. The second part of the results becomes more detailed through its division of data into three sampling points and shows how different discourses become hegemonic, suppressed, and transformed throughout the project.