In a suburb North of Copenhagen, knowledge-sharing is the number one objective. However it is not, as might be expected, in the local city hall the sharing is to take place. It is in a primary and secondary school. In a radical transformation of the way the school operates, knowledge-sharing among the children and educational knowledge leadership has come to the fore of a process involving not only the physical layout of the school, but also the latest in digital media, or ICT. The reorganisation of the school has introduced new and dynamic roles for teachers and students, not least in terms of mastering the new technology. This has changed the traditional power structure between teachers and pupils.