Norwegian version

Digital Learning Arenas

The research group focuses on research on digital competence and digitalisation in education policy, pedagogy, didactics, and schooling – across all levels, subjects, and teacher education.

Research group affiliated with:

The research groups takes a broad perspective on the use and understanding of digitalisation in education.

Digital technology plays an important role in schools. Students must learn to use, relate to, and think critically about digital tools throughout their schooling. Digital technologies facilitate access to educational resources and opportunities that might not be attainable through traditional means.

At the same time, critical use of digital tools is essential. One example is artificial intelligence (AI), which must be introduced in schools in a responsible way. Children and young people must learn about AI, as it is becoming an integral part of their daily lives and future careers. While AI holds great potential as a resource for both teachers and students, it also introduces complex challenges related to pedagogy, assessment, and social dynamics.

We invite researchers, educational institutions, technology companies, and other stakeholders to collaborate with us in advancing knowledge and practice in digital education. Together, we can strengthen our understanding of how to support children and youth in navigating and thriving in a digital age.

Heads of research group

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Publications

2025

Engen, Bård Ketil; McGarr, Oliver (2025). The Postdigital Divide. Postdigital Science and Education.

Frågåt, Thomas; Pajchel, Katarina; Mifsud, Louise (2025). Applying Computational Thinking to Enhance Learning About Electricity: A Norwegian Case Study. Cakmakci, Gültekin; Tasar, Mehmet Fatih (Red.). Connecting Science Education with Cultural Heritage. s. 113-126. Springer.

Ludvigsen, Sten Runar; Arnseth, Hans Christian; Silseth, Kenneth; Steier, Rolf (2025). Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning.

Pierroux, Palmyre; Steier, Rolf ; Shaby, Neta; Pattison, Scott; Peleg, Ran; Dillon, Justin; Ben-Zvi Assaraf, Orit (2025). Telling tales: The use of narratives in informal STEM settings. Research in Science & Technological Education.

Slattery, Darina M.; Cleary, Yvonne; Giæver, Tonje Hilde; Engen, Bård Ketil (2025). Experimenting with a Multi-User Virtual Environment for Collaborative Online International Learning: A Case Study from Ireland and Norway. Nordic Journal of Comparative and International Education (NJCIE). Vol. 9.

Valle, Anne Marit; Pajchel, Katarina; Hansén, Sven-Erik; Orset, Ann Karin; Holand, Anna Marie (2025). Teacher educators’ understanding of research-based teacher education. Educational Research.

2024

Aukland, Knut (2024). A methodological turn in RE. British Journal of Religious Education.

Beal, Charlotte; Steier, Rolf Erik Jorgenson (2024). Dialogues across time and space in a video-based collaborative learning environment. International Journal of Computer-Supported Collaborative Learning. Vol. 19.

Birgit, Eickelmann; Barbovschi, Monica; Holmarsdottir, Halla Bjørk ; Parsanoglou, Dimitris; Sisask, Merike; Labusch, Amelie (2024). Perspectives of children and young people on their education as preparation for their future in the digital age: In-depth qualitative study in five European countries.

Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Bussesund, Erik Straume; McGarr, Oliver; Engen, Bård Ketil (2024). Teacher educators’ discursive enactment of professional digital competencies. Journal of Education Policy.

McGarr, Oliver; Engen, Bård Ketil (2024). Justifications for the study of computers on the curriculum: Neo-vocational ideology veiled in progressive educational discourse. 12 s. European Journal of Education.

Davidsen, Jacob; Steier, Rolf (2024). Near future practices of interaction analysis: technology-mediated trends in educational research. International Journal of Research & Method in Education.

Giæver, Tonje Hilde; Stokke, Ruth Seierstad; Røed, Dag Freddy (2024). Læreres oppfatninger om å skrive seg til lesing med digital lydstøtte (STL+). Nordic Journal of Digital Literacy. Vol. 10.

Gudmundsdottir, Greta Björk; Holmarsdottir, Halla Bjørk; Mifsud, Louise; Teidla-Kunitsõn, Gertha; Barbovschi, Monica; Sisask, Merike (2024). Talking about digital responsibility: children’s and young people’s voices. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. s. 379-431. Springer Nature.

Henriksen, Ellen Karoline; Jegstad, Kirsti Marie ; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (2024). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. ISBN: 9788215069555. 351 s. Universitetsforlaget.

Holmarsdottir, Halla Bjørk; Lafton, Tove; Andreasen, Kristina Johnsdatter (2024). Children’s digital boundary crossings when moving in between porous ecosystems. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer (2024). How can we understand the everyday digital lives of children and young people?. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (2024). Understanding The Everyday Digital Lives of Children and Young People. ISBN: 978-3-031-46928-2. 350 s. Springer Nature.

Holmarsdottir, Halla Bjørk (2024). The digital divide: Understanding vulnerability and risk in children and young people’s everyday digital lives. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Høiby, Torill; Jegstad, Kirsti Marie; Pajchel, Katarina (2024). Faglige nettverk som utviklingsarena for naturfagundervisningen. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. s. 283-303. Universitetsforlaget.

Johannesen, Monica; Øgrim, Leikny; Hatlevik, Ove Edvard (2024). Teachers’ Professional Digital Competence – The Neglected Management of Technology-rich Classrooms?. 17 s. Nordic Journal of Digital Literacy. Vol. 19.

Karlsen, Niklas; Aalbergsjø, Siv Gundrosen (2024). Programmering av simuleringer i naturfaglærerutdanningen. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. s. 235-259. Universitetsforlaget.

Karlsen, Niklas; Henriksen, Ellen Karoline; Pajchel, Katarina (2024). Programmering i naturfaglærerutdanningen: Lærerstudenters syn på egne kunnskaper og kompetansebehov. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget.

Karlsen, Niklas; Henriksen, Ellen Karoline; Pajchel, Katarina (2024). Assessing Teachers’ Knowledge of How to Use Computer Programming in Science and Technology Education. 13 s. Journal of Science Education and Technology.

Kvia, Anne Siri; Aukland, Knut (2024). What is reflexivity? A scoping review of reflexivity and related concepts in Religious Education. British Journal of Religious Education.

Labusch, Amelie; Eickelmann, Birgit; Casamassima, Gianna; Drossel, Kerstin; Gudmundsdottir, Greta Björk; Kazani, Aggeliki; Mifsud, Louise ; Symeonaki, Maria; Teidla-Kunitsõn, Gertha (2024). Children’s and young people’s ICT experiences in school education: Participatory research design to engage children and young people as experts in research. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. s. 143-165. Springer Nature.

Lafton, Tove; Wilhelmsen, Janniche Elisabeth Broch; Holmarsdottir, Halla Bjørk (2024). Parental mediation and children’s digital well-being in family life in Norway. Journal of Children and Media.

McGarr, Oliver; Engen, Bård Ketil (2024). Justifications for the study of computers on the curriculum: Neo-vocational ideology veiled in progressive educational discourse. 12 s. European Journal of Education.

Mørch, Anders; Andersen, Renate; Eie, Siv; Mifsud, Louise (2024). Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies. International Journal of Computer-Supported Collaborative Learning.

Nordby, Siri Krogh; Mifsud, Louise; Bjerke, Annette Hessen (2024). Computational thinking in primary mathematics classroom activities. Frontiers in Education. Vol. 9.

Pagano, Alessandro; Mørch, Anders ; Barletta, Vita Santa; Andersen, Renate (2024). AI for Humans and Humans for AI: Towards Cultures of Participation in the Digital Age with Human-Centered Artificial Intelligence. ID&A Interaction design & architecture(s).

Pajchel, Katarina; Aalbergsjø, Siv Gundrosen; Karlsen, Niklas; Henriksen, Ellen Karoline; Sollid, Per Øyvind; Swensen, Håkon; Brevik, Birger (2024). BESt i naturfag: Bruke-Endre-Skape-tilnærmingen til programmeringskompetanse for naturfaglærerstudenter. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget.

Pajchel, Katarina; Mifsud, Louise; Frågåt, Thomas; Rehder, Mads Middelboe; Juuti, Kalle; Bogar, Yurdagul; Lavonen, Jari; Schrøder, Vibeke; Aalbergsjø, Siv Gundrosen; Rognes, Andre (2024). Sign of the Times An Analysis of Computational Thinking in Norwegian, Finnish and Danish Curricula. Nordic Journal of Comparative and International Education (NJCIE). Vol. 8.

Rustad, Mikkel Bertram; Parsanoglou, Dimitris; Symeonaki, Maria; Mifsud, Louise; Hyggen, Christer; Ghetau, Cosmin (2024). ‘Of gaming and other demons’: Defining children and young people’s meaningful leisure activities in the digital era. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Silseth, Kenneth; Steier, Rolf Erik Jorgenson; Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning.

Sundtjønn, Trude; Aalbergsjø, Siv Gundrosen; Møller, Thilde Emilie; Schrøder, Vibeke (2024). Review on pedagogical practices for computational thinking in teacher education: Characterizing an emerging field. Nordic Journal of Comparative and International Education (NJCIE). Vol. 8:4.

Swensen, Håkon; Sollid, Per Øyvind; Pajchel, Katarina; Brevik, Birger (2024). Unyttige roboter: Teknologi som inngang til programmering for naturfaglærerstudenter. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. s. 209-234. Universitetsforlaget.

Symeonaki, Maria; Hyggen, Christer; Parsanoglou, Dimitris; Mifsud, Louise; Stamou, Giorgos (2024). Investigating Patterns of Digital Socialisation During Leisure Through Multimodal Social Research. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

U. S. R. Mohottige, Nisanka; Andersen, Renate; Bjerke, Annette Hessen (2024). Computational thinking in Norwegian teacher education: An analysis of mathematics and science course descriptions. 13 s. Nordic Journal of Digital Literacy. Vol. 19.

U. S. Rajapakse Mohottige, Nisanka; Bjerke, Annette Hessen; Andersen, Renate (2024). Teacher education as stakeholder: teacher educator perspectives on the integration of computational thinking into mathematics and science courses. Teachers and Teaching: theory and practice.

Ukkonen, Aino; Yadav, Aman; Pajchel, Katarina; Xenofontos, Constantinos (2024). Elementary Teachers Assessing Computational Thinking. Journal of Technology and Teacher Education (JTATE). Vol. 32.

Ukkonen, Aino; Pajchel, Katarina; Mifsud, Louise (2024). Teachers’ understanding of assessing computational thinking. Computer Science Education.

Members

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More about the research

Given the rapid pace of digital development, we adopt a broad and inclusive approach to digital skills and digitalization in education. Our focus areas are interconnected and mutually reinforcing, reflecting the complexity and dynamic nature of the field. Digitalisation and digital competence encompass the use of digital tools in teaching and learning, the development of digital strategies, and the navigation of digital challenges at both national and international levels. This includes everything from the integration of computers and digital tools in classroom settings to their use in everyday life and leisure activities.

Research in the field of digital learning arenas is understood in multiple ways: as an interdisciplinary/multidisciplinary field, as the application of (digital) tools, and as a complex interaction with technology. Our research engages with technological artifacts introduced into practice, as well as the changing work and communication methods that come with this technology.

Five research areas

Digital Skills and Competence Development in Education

In a society increasingly focused on and debating the use of digital technology in education, solid, research-based knowledge about digital competence in schools and teacher education is essential. The research group addresses issues related to the development of professional digital competence in both schools and teacher education. Digital technologies offer both opportunities and challenges in teaching contexts and place high demands on teachers’ competence.

We collaborate across disciplines, schools, vocational teacher education, and teacher education programs to build robust, research-based knowledge on digital competence and its development within educational contexts. Our research portfolio spans a diverse range of scientific publications and dissemination activities within the field of digital competence. We lead and contribute to several completed and ongoing research projects, increasingly with an international scope and collaboration.

We have been active both nationally and internationally through publications focused on conceptual development, particularly in relation to teachers’ professional digital competence – a longstanding core theme for our research group. Several members have contributed to the evaluation and development of models that enhance understanding of professional digital competence, with particular emphasis on critical digital literacy and responsibility. In recent years, this conceptual work has been embedded in externally funded research projects, further strengthening its relevance and impact.

Innovative Digital Learning Environments

The research group takes a comprehensive approach to innovative digital learning environments, exploring various technologies and methods to enhance teaching and learning. We study the use of virtual worlds, hybrid classrooms, learning platforms, digital games, and artificial intelligence.

A key initiative is the development of ReflectionStudio, a space designed for teaching experiments and promoting innovative teaching and learning practices. ReflectionStudio functions as a hybrid platform that supports the development and design of digital learning environments while facilitating systematic reflective processes. This includes the use of design-based research and action research, allowing for continuous improvement and innovation.

Our focus areas include virtual exchange, international collaboration through virtual exchange programs, ReflectionStudio, exploratory environments with access to technologies for digitally supported research handling rich digital data, such as design-based research (DBR) and simulation, and technological support for developing and researching simulation methods.

Teaching and Learning Practices with Digital Technologies

We explore and develop innovative teaching and learning practices using digital technologies in subjects and interdisciplinary work. Digital technologies are increasingly present in teaching in schools and higher education. Digital Learning Arenas explores how emerging technologies can be applied in ways that respond to the diverse needs and life circumstances of students and student teachers, while actively promoting meaningful academic learning.

Our research explores the integration of technologies such as artificial intelligence (AI), virtual reality (VR), and programming in schools and teacher education. We investigate how digital tools can support learning both within individual subjects and across disciplinary boundaries, and we develop subject-specific digital didactic methods to facilitate this. Our work also examines how technology can enhance collaborative learning, improve assessment practices – both formative and summative – and foster creativity in educational processes. In particular, we study how creative digital tools can be meaningfully embedded in teaching to enrich learning experiences.
 

Digital Participation and Life Skills of Young People

In an increasingly digitalized world, children and young people have unprecedented opportunities to engage in a wide range of social, educational, and cultural activities through digital media. The Digital Learning Arenas research group examines how digital participation influences young people's development, life skills, and overall well-being.

We explore topics such as citizenship, critical digital literacy, digital responsibility, inclusion and exclusion, children’s and young people’s digital lives, critical thinking, and digital identity. Our goal is to examine how digital engagement shapes young people's social relationships and personal development, and to identify both the challenges and opportunities it presents. We also investigate the pedagogical implications of digital participation, with a particular focus on fostering ethical awareness, reflective practices, and holistic digital maturity – what we refer to as digital dannelse.

We study how children and young people engage with digital tools and platforms in their everyday lives – including in school, at home, and during leisure time – such as through social media, educational apps, and digital games. The connection between digital participation and life skills includes themes like critical thinking, problem-solving, critical digital literacy and responsibility, and ethical reflection. We also analyse how digital communication and interaction affect friendships, well-being, family relationships, and social networks.

The research group aims to identify and examine both the positive and negative aspects of digital participation – such as the potential for a sense of achievement and meaningful learning, the development of skills and competencies, as well as challenges including bullying, self-regulation, and exposure to inappropriate or harmful content. This knowledge can inform how schools and educational institutions support children and young people in developing healthy digital habits and life skills that foster well-being, resilience, and responsible engagement in a digital society.

Digital Technologies in Research

The research group is concerned with the use of digital technologies in research and as a research method. This includes digital data collection and analysis methods, and design methods involving the design of digital technology (design-based research), including work related to ReflectionStudio.

The group also focuses on the implementation and development of artificial intelligence (AI) as a tool to support research processes. As research increasingly involves digital data collection and analysis, this raises important questions related to privacy, data protection, and research ethics – issues that are central to the group’s work.

Research methods

The research group employs a range of methodological approaches, with a primary emphasis on qualitative research, complemented by mixed-method designs that combine qualitative and quantitative techniques. These include intervention studies and case studies that offer insight into the dynamics and impact of digital learning tools, as well as surveys, interviews, observations, and the analysis of digital traces. The group collaborates with schools, parents, and technology providers, enabling practice-oriented research and deeper understanding of the field. Design-based research is also used to develop new methods for teaching and learning, both in practice and in connection with ReflectionStudio.
 

Projects

Partners

  • Aalborg University, Denmark
  • Austrian Institute for Family Studies (AIF), University of Vienna, Austria
  • COFACE Families Europe, Belgium
  • George Mason University, USA
  • Jagiellonian University, Kraków, Poland
  • KP - University College Copenhagen, Denmark
  • Lifelong Learning platform (LLLP), Belgium
  • National and Kapodistrian University of Athens, Greece
  • Panteion University, Greece
  • Roehampton University, UK
  • Tallinn University, Estonia
  • TÁRKI Social Research Institute, Hungary
  • Tenk, Education and media literacy division of the Norwegian fact-checking organisation Faktisk.no.
  • Universitat de Girona, Spain
  • Universitatea Babeș-Bolyai, Romania
  • University of Helsinki, Finland
  • University of Leicester, UK
  • University of Limerick, Ireland
  • University of Malta
  • University of Oslo, Norway
  • University of Paderborn, Germany
  • University of South-Eastern Norway
  • University of Valencia, Spain
  • VIA University College, Denmark
  • Østfold University College, Norway

Publications

2025

Engen, Bård Ketil ; McGarr, Oliver (2025). The Postdigital Divide. Postdigital Science and Education.

Frågåt, Thomas; Pajchel, Katarina ; Mifsud, Louise (2025). Applying Computational Thinking to Enhance Learning About Electricity: A Norwegian Case Study. Cakmakci, Gültekin; Tasar, Mehmet Fatih (Red.). Connecting Science Education with Cultural Heritage. s. 113-126. Springer.

Ludvigsen, Sten Runar; Arnseth, Hans Christian; Silseth, Kenneth; Steier, Rolf (2025). Collaborative science? Formalism and a unified language: Future directions for computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning.

Pierroux, Palmyre; Steier, Rolf ; Shaby, Neta; Pattison, Scott; Peleg, Ran; Dillon, Justin; Ben-Zvi Assaraf, Orit (2025). Telling tales: The use of narratives in informal STEM settings. Research in Science & Technological Education.

Slattery, Darina M.; Cleary, Yvonne; Giæver, Tonje Hilde ; Engen, Bård Ketil (2025). Experimenting with a Multi-User Virtual Environment for Collaborative Online International Learning: A Case Study from Ireland and Norway. Nordic Journal of Comparative and International Education (NJCIE). Vol. 9.

Valle, Anne Marit; Pajchel, Katarina ; Hansén, Sven-Erik; Orset, Ann Karin; Holand, Anna Marie (2025). Teacher educators’ understanding of research-based teacher education. Educational Research.

2024

Aukland, Knut (2024). A methodological turn in RE. British Journal of Religious Education.

Beal, Charlotte; Steier, Rolf Erik Jorgenson (2024). Dialogues across time and space in a video-based collaborative learning environment. International Journal of Computer-Supported Collaborative Learning. Vol. 19.

Birgit, Eickelmann; Barbovschi, Monica; Holmarsdottir, Halla Bjørk ; Parsanoglou, Dimitris; Sisask, Merike; Labusch, Amelie (2024). Perspectives of children and young people on their education as preparation for their future in the digital age: In-depth qualitative study in five European countries.

Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Bussesund, Erik Straume ; McGarr, Oliver; Engen, Bård Ketil (2024). Teacher educators’ discursive enactment of professional digital competencies. Journal of Education Policy.

McGarr, Oliver; Engen, Bård Ketil (2024). Justifications for the study of computers on the curriculum: Neo-vocational ideology veiled in progressive educational discourse. 12 s. European Journal of Education.

Davidsen, Jacob; Steier, Rolf (2024). Near future practices of interaction analysis: technology-mediated trends in educational research. International Journal of Research & Method in Education.

Giæver, Tonje Hilde ; Stokke, Ruth Seierstad ; Røed, Dag Freddy (2024). Læreres oppfatninger om å skrive seg til lesing med digital lydstøtte (STL+). Nordic Journal of Digital Literacy. Vol. 10.

Gudmundsdottir, Greta Björk; Holmarsdottir, Halla Bjørk ; Mifsud, Louise ; Teidla-Kunitsõn, Gertha; Barbovschi, Monica; Sisask, Merike (2024). Talking about digital responsibility: children’s and young people’s voices. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. s. 379-431. Springer Nature.

Henriksen, Ellen Karoline ; Jegstad, Kirsti Marie ; Pajchel, Katarina ; Mestad, Idar; Eklund, Gunilla Brita Maria (2024). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. ISBN: 9788215069555. 351 s. Universitetsforlaget.

Holmarsdottir, Halla Bjørk ; Lafton, Tove ; Andreasen, Kristina Johnsdatter (2024). Children’s digital boundary crossings when moving in between porous ecosystems. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Holmarsdottir, Halla Bjørk ; Seland, Idunn ; Hyggen, Christer (2024). How can we understand the everyday digital lives of children and young people?. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Holmarsdottir, Halla Bjørk ; Seland, Idunn ; Hyggen, Christer ; Roth, Maria (2024). Understanding The Everyday Digital Lives of Children and Young People. ISBN: 978-3-031-46928-2. 350 s. Springer Nature.

Holmarsdottir, Halla Bjørk (2024). The digital divide: Understanding vulnerability and risk in children and young people’s everyday digital lives. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Høiby, Torill; Jegstad, Kirsti Marie ; Pajchel, Katarina (2024). Faglige nettverk som utviklingsarena for naturfagundervisningen. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. s. 283-303. Universitetsforlaget.

Johannesen, Monica ; Øgrim, Leikny ; Hatlevik, Ove Edvard (2024). Teachers’ Professional Digital Competence – The Neglected Management of Technology-rich Classrooms?. 17 s. Nordic Journal of Digital Literacy. Vol. 19.

Karlsen, Niklas; Aalbergsjø, Siv Gundrosen (2024). Programmering av simuleringer i naturfaglærerutdanningen. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. s. 235-259. Universitetsforlaget.

Karlsen, Niklas; Henriksen, Ellen Karoline ; Pajchel, Katarina (2024). Programmering i naturfaglærerutdanningen: Lærerstudenters syn på egne kunnskaper og kompetansebehov. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget.

Karlsen, Niklas; Henriksen, Ellen Karoline ; Pajchel, Katarina (2024). Assessing Teachers’ Knowledge of How to Use Computer Programming in Science and Technology Education. 13 s. Journal of Science Education and Technology.

Kvia, Anne Siri ; Aukland, Knut (2024). What is reflexivity? A scoping review of reflexivity and related concepts in Religious Education. British Journal of Religious Education.

Labusch, Amelie; Eickelmann, Birgit; Casamassima, Gianna; Drossel, Kerstin; Gudmundsdottir, Greta Björk; Kazani, Aggeliki; Mifsud, Louise ; Symeonaki, Maria; Teidla-Kunitsõn, Gertha (2024). Children’s and young people’s ICT experiences in school education: Participatory research design to engage children and young people as experts in research. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. s. 143-165. Springer Nature.

Lafton, Tove ; Wilhelmsen, Janniche Elisabeth Broch ; Holmarsdottir, Halla Bjørk (2024). Parental mediation and children’s digital well-being in family life in Norway. Journal of Children and Media.

McGarr, Oliver; Engen, Bård Ketil (2024). Justifications for the study of computers on the curriculum: Neo-vocational ideology veiled in progressive educational discourse. 12 s. European Journal of Education.

Mørch, Anders ; Andersen, Renate ; Eie, Siv ; Mifsud, Louise (2024). Emergent group understanding: Investigating intersubjectivity in sociotechnical interdependencies. International Journal of Computer-Supported Collaborative Learning.

Nordby, Siri Krogh ; Mifsud, Louise ; Bjerke, Annette Hessen (2024). Computational thinking in primary mathematics classroom activities. Frontiers in Education. Vol. 9.

Pagano, Alessandro; Mørch, Anders ; Barletta, Vita Santa; Andersen, Renate (2024). AI for Humans and Humans for AI: Towards Cultures of Participation in the Digital Age with Human-Centered Artificial Intelligence. ID&A Interaction design & architecture(s).

Pajchel, Katarina ; Aalbergsjø, Siv Gundrosen ; Karlsen, Niklas; Henriksen, Ellen Karoline ; Sollid, Per Øyvind ; Swensen, Håkon ; Brevik, Birger (2024). BESt i naturfag: Bruke-Endre-Skape-tilnærmingen til programmeringskompetanse for naturfaglærerstudenter. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget.

Pajchel, Katarina ; Mifsud, Louise ; Frågåt, Thomas ; Rehder, Mads Middelboe; Juuti, Kalle; Bogar, Yurdagul; Lavonen, Jari; Schrøder, Vibeke; Aalbergsjø, Siv Gundrosen ; Rognes, Andre (2024). Sign of the Times An Analysis of Computational Thinking in Norwegian, Finnish and Danish Curricula. Nordic Journal of Comparative and International Education (NJCIE). Vol. 8.

Rustad, Mikkel Bertram ; Parsanoglou, Dimitris; Symeonaki, Maria; Mifsud, Louise ; Hyggen, Christer ; Ghetau, Cosmin (2024). ‘Of gaming and other demons’: Defining children and young people’s meaningful leisure activities in the digital era. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

Silseth, Kenneth; Steier, Rolf Erik Jorgenson ; Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning.

Sundtjønn, Trude ; Aalbergsjø, Siv Gundrosen ; Møller, Thilde Emilie; Schrøder, Vibeke (2024). Review on pedagogical practices for computational thinking in teacher education: Characterizing an emerging field. Nordic Journal of Comparative and International Education (NJCIE). Vol. 8:4.

Swensen, Håkon ; Sollid, Per Øyvind ; Pajchel, Katarina ; Brevik, Birger (2024). Unyttige roboter: Teknologi som inngang til programmering for naturfaglærerstudenter. Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar; Eklund, Gunilla Brita Maria (Red.). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. s. 209-234. Universitetsforlaget.

Symeonaki, Maria; Hyggen, Christer ; Parsanoglou, Dimitris; Mifsud, Louise ; Stamou, Giorgos (2024). Investigating Patterns of Digital Socialisation During Leisure Through Multimodal Social Research. Holmarsdottir, Halla Bjørk; Seland, Idunn; Hyggen, Christer; Roth, Maria (Red.). Understanding The Everyday Digital Lives of Children and Young People. Springer Nature.

U. S. R. Mohottige, Nisanka ; Andersen, Renate ; Bjerke, Annette Hessen (2024). Computational thinking in Norwegian teacher education: An analysis of mathematics and science course descriptions. 13 s. Nordic Journal of Digital Literacy. Vol. 19.

U. S. Rajapakse Mohottige, Nisanka ; Bjerke, Annette Hessen ; Andersen, Renate (2024). Teacher education as stakeholder: teacher educator perspectives on the integration of computational thinking into mathematics and science courses. Teachers and Teaching: theory and practice.

Ukkonen, Aino ; Yadav, Aman; Pajchel, Katarina ; Xenofontos, Constantinos (2024). Elementary Teachers Assessing Computational Thinking. Journal of Technology and Teacher Education (JTATE). Vol. 32.

Ukkonen, Aino ; Pajchel, Katarina ; Mifsud, Louise (2024). Teachers’ understanding of assessing computational thinking. Computer Science Education.

Featured Research

Young girl sitting on a couch looking down on a tablet on her lap.
Screen quality matters more than screen time

How much time children and teenagers spend looking at screens is on many parents’ minds. Yet researchers insist it is the quality of that time that should concern us most.

Portrait of Halla B. Holmarsdottir
We do not know enough about the digital everyday lives of children and young people

Halla B. Holmarsdottir is investigating how technology affects the lives of children and young people.

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