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                <text>Swedish teachers’ digital competence refers to aspects of teaching as well as teachers’ work in a broader context. In this chapter, 19 Swedish teachers’ digital competence is analyzed as infrastructures for teaching and working, thereby setting digital competence in the context of teachers’ work in and out of the classroom. This chapter contributes to an understanding of how contextual factors of teachers’ digital competence relate to infrastructures for teaching and working and illuminates how contributing to teachers’ digital competence is both an individual and a collective responsibility. The analysis highlights the challenges that teachers face and suggests how these can be understood and conceptualized in relation to individual and structural levels of schooling, and to teaching and working infrastructures.</text>
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                <text>Attending the World Economic Forum this past week, I was struck by two trends. The first was that brain research has emerged as a hot topic. Not only was brain science or brain health a new theme at the meeting, research on the brain emerged in discussions about next generation computing, global cooperation, and even models of economic development as well as being linked to mental health or mindfulness. In a meeting frequented largely by economists and business leaders, I was surprised by the number of non-scientists who have become enchanted by brain science. Clearly this is the era of the brain, with mental health now part of a much broader discussion.</text>
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