Annie Karoline Elgen

• Elgen, Annie Karoline; Dodou, Katherina & Brevik, Lisbeth M. (2026). Teaching with and about GenAI: A video study of English and Norwegian lessons in secondary classrooms in Norway. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 176, p. 1–12. doi: 10.1016/j.tate.2026.105517. Full text in Research Archive Show summary

  As generative artificial intelligence (GenAI) technologies develop, secondary teachers face the challenge of helping students use GenAI effectively and responsibly for learning. Based on the large-scale EDUCATE project's video recordings of naturally occurring teaching (i.e., without teacher–researcher collaboration), this study examined authentic GenAI practices in highly digitalized language classrooms. Shortly after GenAI became mainstream, we screened 75 English and Norwegian lessons across 20 classrooms in five secondary schools during 2023–24 to identify lessons with GenAI. We identified GenAI practices in 14 lessons across 10 classrooms in 4 schools, and we analyzed these lessons using reflexive thematic analysis. The findings showed that the GenAI-integrated teaching required teachers' use of professional digital competence and targeted both students' subject-specific competences and their AI literacy. The study highlights important implications for secondary teaching when combining GenAI with subject-specific teaching, emphasizing the need to support students' responsible GenAI use.

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• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Korbøl, Karsten; Eiene, Sarah Margrethe Øverlie; Stordrange, Guro & Stave, Åse Eikill [Show all 8 contributors for this article] (2026). Skolens tilstand: Digital lesing i en analog skole? Hva sier ny forskning om det digitales plass i skolen, og hvordan kan skolen ta ansvar for både lesing, læring og digital danning? Full text in Research Archive Show summary

  PC, mobil, KI og internett er blitt en del av elevenes hverdag, både i og utenfor skolen. Samtidig vokser ønsket om å skjerme klasserommet fra det digitale, av hensyn til konsentrasjon, læring og trivsel. Vi har på kort tid gjort en kraftig u-sving i det offentlige og politiske ordskiftet. Fra et ønske om én-til-én dekning og heldigitale læremidler, tar mange nå til orde for at det digitale skal begrenses og at mye lesing og læring skal skje analogt. I det femte møtet i Skolens tilstand stiller vi spørsmål om hva som er i ferd med å skje med ambisjonene om digital kompetanse og leseferdigheter som er relevante også i en hverdag der mye skal leses på skjerm. Hvis skolen lukker døren for digitale verktøy, hvem skal da lære elevene å forstå og håndtere dem? Hva krever dagens læreplaner når det kommer til digital teknologi og digital lesing?

• Heie, Magnus; Elgen, Annie Karoline; Dodou, Katherina & Brevik, Lisbeth M. (2026). – Teknologien kan ikke tenke for deg - Forskningsnytt. [Internet]. Universitetet i Oslo. Full text in Research Archive
• Brevik, Lisbeth M.; Eiene, Sarah Margrethe Øverlie; Isaksen, Anja Ramfjord; Elgen, Annie Karoline; Dodou, Katherina & Skarpaas, Kaja Granum (2026). Digital expectations vs. classroom reality in Nordic and European secondary classrooms: The importance of digital life skills, digital responsibility and student voices. Full text in Research Archive Show summary

  In today’s digitalised society, the role of digitalisation is greater than ever. As digital technologies and Generative AI increasingly influence the lives and learning experience of young people, concerns about their ICT skills, screen usage and life skills have become commonly debated topics (Munthe et al., 2022). Students are expected to have sufficient – or even high – digital competence, be resilient, critical thinkers capable of identifying misinformation, amongst other challenges in a highly digital English-speaking world. Research indicates that students should develop into responsible technology users (Choi, 2016; Kure et al., 2025), while they also face challenges related to social media and technology, such as mental health issues, loneliness and exclusion (Holmarsdottir et al., 2024). Despite these insights, there is a lack knowledge of what happens inside the classrooms, including teachers’ and students’ perceptions on these matters. This symposium presents various perspectives of digitalisation in lower and upper secondary classrooms in Norway, England and France across four subjects. By analysing data from video-recorded classroom observations and teacher interviews, we draw on insights from two large-scale longitudinal projects, EDUCATE [AI2.1](Evaluation of the curriculum reform) and LANGUAGES (Language use and instruction across contexts), exploring how digital responsibility, student voices, and digital life skills are characterised and reflected upon in teaching. How can we facilitate the development of responsible technology use in the classroom? Are students becoming responsible users of technology, and what actually occurs inside the classroom in practice? In this symposium, we present four recent studies from Nordic and European classrooms, allowing us the opportunity to explore what actually occurs within today’s classroom. The first study observes and interviews teachers in xx lower secondary English classrooms, revealing that there is clearly an absence of teaching on digital responsibility (Paper 1). The second study contributes with important insights into how English and Norwegian teachers from xx classrooms in Norway understand and teach responsible use of GenAI technologies (Paper 2[AI3.1]). The third study explores 36 lower secondary classrooms of English and French, focusing on the role of technology in making students talk (Paper 3). The final paper presents a study that explores 68 upper secondary English and social science classrooms, highlighting the importance to put digital life skills on the agenda, especially if we aim to develop future responsible future technology users (Paper 4). The findings discussed in the symposium highlight the need to reconsider the approaches to teaching in Nordic and European secondary classrooms to emphasize the importance of embedding digital life skills and digital responsibility into everyday teaching and listening to student voices. We offer valuable insights and implications to research on ICT skills in the digital classroom.

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