This study is part of a longitudinal, interdisciplinary implementation research initiative examining how systematic professional development shapes teachers' digital teaching practices. As schools and educational systems continue to adopt Digital Learning Materials (DLM), it is essential to understand the ways these shifts affect educators' perspectives and instructional methods.

We address the research question: What discourses on digital learning material emerge in schools involved in a digitalization project when a traditional (manual) discourse analysis is applied? We are particularly interested in how discourses are used and constructed by teachers within pedagogical practice. Therefore, we have employed the discourse theory of Laclau and Mouffe (2001). This theoretical approach emphasizes agency, focusing on how teachers use different discourses in their discussions about DLMdigital learning materials, thereby creating discursive patterns that reveal how these discourses are maintained. Through discourse-theoretical analysis, active discourses within a social practice—such as primary education in our case—become evident.
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, 25–39 teachers, school principals, and ICT coordinators, from five schools across four municipalities in Sweden were interviewed. The first set of video recorded interview data was initially transcribed with Microsoft 365 and then manually checked. The second and third sets were transcribed with Whisper.

Since the group interviews were conducted during three distinct points of the project, the analysis also examines how these discourses transform over time and whether any are suppressed or dominant within the social practice. The results of the analysis reveal both which discourses are active and how the discursive field evolves during the project.

Preliminary findings indicate discursive transformations and the articulation of new discourses over the course of the project:
- Point 1: Balance between digital and analog tools; DLM enhances teaching.
- Point 2: Distinctions between digital and analog learning materials; DLM are not yet fully developed; DLM facilitate teachers’ work and provide variety; DLM serve as a complement; Students require supervision when working with DLM.
- Point 3: Analog tools (e.g., books) are prioritized over DLM; Criticism of DLM content and user interfaces; DLM facilitate teachers’ work and provide variety; DLM serve as a complement; Students require supervision when working with DLM.

In summary, the discursive transformations indicate that the project contributed to increased digital competences, giving insight into both the advantages and disadvantages of DLM. Their understanding of what DLM can provide in teaching has been enhanced, as has their ability to provide constructive criticism of DLM. These results are significant as they deepen the understanding of how DLM are used in teaching and foster nuanced perspectives on the critical aspects associated with implementing digital learning materials.

Keywords: Digital learning material, primary school, school development.