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Many attempts to integrate technology in Swedish schools have been initiated over the past 30 years with varying success. Although the use of digital tools has increased along with a general technology development, schools have mainly been using IT in administrative support activities. In recent years, school system reforms and developments in the educational technology sector have both required and enabled schools to digitalize. In this chapter, we follow the implementation of two technologies in a benchmark school in order to understand how technology integration is achieved. We suggest four types of embeddedness resulting from different types of activities that are subject to technology integration, as well as the social and material conditions that guide convergence during the postimplementation phase.

In this chapter, I take a talk show in which Coen Teulings, then Director of the official Dutch Bureau for Economic Forecasting and Policy Analysis (CPB) was interviewed about its economic forecasts in the immediate aftermath of the financial crisis of 2008 as point of entry into an examination into how personal experience and judgment enter, and are essential for, the production and presentation of economic forecasts. During the interview it transpired that CPB did not rely on its macroeconomic models, but on personal experience encapsulated in “hand-made” monitors, to observe the unfolding crisis; monitors that were, in Teulings’ words, used to “feel the pulse” of the Dutch economy. I will take this metaphor as a cue to present several historical episodes in which models, numbers, and a certain feel for economic phenomena aimed to make CPB economists’ research more precise. These episodes are linked with a story about vain attempts by CPB director Teulings to drive out the personal from economic forecasting. The crisis forced him to recognize that personal experience was more important in increasing the precision of economic forecasts than theoretical deepening. The crisis thus both challenged the belief in the supremacy of theory driven, computer-based forecasting, and helped foster the view that precision is inevitably linked to judgment, experience and observation, and not seated in increased attention to high theory; scientifically sound knowledge proved less useful than the technically unqualified experiential knowledge of quacks.