Digitization and big data are on the agenda in the Danish welfare state as measures to improve services. In the case of child services, ICTs (information communication technologies) are implemented as a means of securing compliance with legislation and evaluating the effects of services. However, the specific institutional environment of Danish childcare agencies affects the deployment of ICTs, and thus the knowledge types that are fostered by the technology. Furthermore, the functionalities and embedded logic of ICTs in Danish childcare are likely to clash with the needs of professionals. The chapter examines the effects of ICTs on the prioritization and transfer of knowledge in Danish childcare agencies. How do social workers cope with the consequences of an increased interdependency with the computer for assessment? Moreover, to what extent does the social workers’ own prioritization of knowledge types outside formal organizational structures vary from that within the childcare agency?