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Heie, Magnus; Pollen, Birgitte Grydeland; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby & Sæther, Elin
(2023).
Tre nye meritterte utdannere ved Institutt for lærerutdanning og skoleforskning.
[Internet].
www.uv.uio.no.
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Brevik, Lisbeth M. & Gudmundsdottir, Greta Björk
(2023).
Undervisning om livsmestring – lærerne har tatt oppgaven på alvor.
Bedre Skole.
ISSN 0802-183X.
p. 42–47.
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Gudmundsdottir, Greta Björk & Hathaway, Dawn
(2023).
Teachers’ online readiness in times of crises: Experience from Norway and US.
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Gudmundsdottir, Greta Björk
(2022).
Læreren i en digital framtid. Hva vet vi om lærerens digitale kompetanse og hvordan kan vi støtte og videreutvikle denne kompetansen?
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Holmarsdottir, Halla Bjørk & Gudmundsdottir, Greta Björk
(2022).
Den digitale generasjonen: Innsikt i barn og unges digitale hverdag i og utenfor skolen.
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Elgesem, Karoline; Gudmundsdottir, Greta Björk & Blikstad-Balas, Marte
(2022).
Under nedstengingen tok Maria et drastisk valg for datteren: – Ungen var mye mer uthvilt og glad.
[Newspaper].
Romerikes blad.
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Nagel, Ilka; Afdal, Hilde Wågsås & Gudmundsdottir, Greta Björk
(2022).
Teacher educators’ professional agency in facilitating digital competence.
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Gudmundsdottir, Greta Björk; Mifsud, Louise & Holmarsdottir, Halla Bjørk
(2022).
Young people as co-researchers on digital technology in education.
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Daza , Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas
(2022).
Partnerships in the Third Space. What can we learn from the conceptualization of a vague concept in teacher education?
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Gudmundsdottir, Greta Björk; Holmarsdottir, Halla Bjørk & Mifsud, Louise
(2022).
Children and young people's lived experiences: School, online learning and digital competence during a pandemic: A European perspective.
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Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard
(2022).
Professional digital competence in Norwegian teacher education .
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Gudmundsdottir, Greta Björk
(2022).
Digital Literacy—conceptualization and global perspectives
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Damsa, Crina I.; Gudmundsdottir, Greta Björk; Ragnarsdòttir, Hanna & Rodrigues, Carol Paul
(2021).
Knowledge integration and coordination of collaboration in interdisciplinary learning design teams. .
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Hathaway, Dawn & Gudmundsdottir, Greta Björk
(2021).
Teachers’ online readiness in times of crises: A comparison of Norway and US teachers.
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Gudmundsdottir, Greta Björk; Sævarsdottir, Margret & Cahill, Camilla
(2021).
Sjumilssteget og den digitale transformasjonen (Podcast: Unmuta).
[Internet].
https://open.spotify.com/show/6GKxcnkbbThrpbH5gcFlFg?si=NQam.
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Gudmundsdottir, Greta Björk; Rohatgi, Anubha; Giæver, Tonje Hilde & Mifsud, Louise
(2020).
Sharing good practices across Europe when developing ICT in teacher education (DICTE).
Show summary
This report documents different practices at the University of Valencia, University of Malta, University of Limerick, University of Oslo and Oslo Metropolitan University. Each institution has identified examples of good practices in developing ICT in teacher education and elaborated on how they relate to the PEAT model (DICTE 2019) developed by the DICTE project (pedagogical, ethical, attitudinal and technical dimensions. The dimensions in the PEAT model describe student-teachers’ and teachers’ professional digital competence. The PEAT model was developed through a systematic review of literature which also reviewed current models of teachers’ digital competence. The PEAT model emerged as a result of this review (McGarr & McDonagh, 2019; DICTE 2019). Project members have aimed to identify good practices, ranging from organisational practices on a macro-level to hands-on classroom practices on a micro-level keeping in mind the strengths in each institution as well as areas of shortcomings. Through discussions and reflections in the DICTE project team, members are encouraged to adapt practices across institutions after adjustments and improvements in the existing practices. This provides a huge opportunity to learn from each other, and further develop current practices for better integration of ICT in teacher education.
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Andradottir, Iris & Gudmundsdottir, Greta Björk
(2020).
Persónuvernd.
[Internet].
Kennsluvarp Háskóla Íslands.
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Gudmundsdottir, Greta Björk; Jakobsdottir, Solveig; Hjartarson, Torfi; Gissurardóttir, Salvör Kristjana; Kjartansdottir, Skulina & Petursdottir, Svava
(2020).
Nýting stafrænnar tækni og netkennsla: skammtímalausnir eða þróun til framtíðar [Use of digital technology and online teaching: short term use or future development].
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Gudmundsdottir, Greta Björk & Audur, Stefansdottir
(2019).
Intercultural Competency in Education.
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Daza Ramos, Leidy Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas
(2019).
Conference paper: The Conceptualization of the Third Space in Pre-Service Teachers' Professional Practice.
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Vasbø, Kristin Beate; Sæther, Elin & Gudmundsdottir, Greta Björk
(2018).
Conference paper: Exploring student teachers’ understanding of diversity in Norwegian classrooms.
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Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk
(2018).
Conference paper: The Benefits of Flipped Learning in a Teacher Education Program in Norway.
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Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard
(2018).
Conference paper: Student teachers, ICT and cyber ethics across four European countries.
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Karseth, Berit; de Lange, Thomas; Gudmundsdottir, Greta Björk; Morken, Ivar & Ottesen, Eli
(2018).
NERA 46th Congress Mars 2018
Lokal organisasjonskomite.
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Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate
(2018).
Seminar: Erfaringer med Canvas. Hvordan har vi jobbet i lærerutdanningen ved UiO?
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Gudmundsdottir, Greta Björk; Sæther, Elin & Vasbø, Kristin Beate
(2018).
Conference paper: Expanding student teachers’ understanding of diversity in Norwegian classrooms.
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Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk
(2017).
Seminar: Erfaringer med Canvas i lærerutdanningen ved UiO.
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Gudmundsdottir, Greta Björk
(2017).
Conference paper: eTwinning with student teachers.
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Gudmundsdottir, Greta Björk
(2017).
ICT in Teacher Education.
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Gudmundsdottir, Greta Björk
(2017).
Panel participant in "Constructing 21st Century Teacher Education Symposium".
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Vasbø, Kristin Beate & Gudmundsdottir, Greta Björk
(2017).
The use of flipped learning in teacher education program in Norway.
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Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate
(2017).
Conference paper: Toward Improved Professional Digital Competence: The Use of Blended Learning in Teacher Education in Norway.
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Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate
(2016).
Conference paper: Towards improved Professional Digital Competence in Teacher Education in Norway.
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Hatlevik, Ove Edvard; Loi, Massimo; Gudmundsdottir, Greta Björk & Throndsen, Inger
(2015).
Computer and information literacy and self-efficacy: The cases of Denmark, Norway and Poland.
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Engen, Bård Ketil; Giæver, Tonje Hilde; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard; Mifsud, Louise & Tømte, Karoline
(2015).
Conference paper: Student teachers’ attitudes towards ICT use in teaching and learning.
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Gudmundsdottir, Greta Björk
(2014).
Digital dømmekraft på skolen og i klasserommet. Ressurspakke for profesjonsfaglig digital kompetanse.
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Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Wagstaffe, Rebekka Baunbæk; Kumpulainen, Kristiina & Viberg, Olga
[Show all 9 contributors for this article]
(2023).
Datafication in and of Education – a literature review.
European Schoolnet.
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Eickelmann, Birgit; Casamassima, Gianna; Labusch, Amelie; Drossel, Kerstin; Sisask, Merike & Teidla-Kunitsõn, Gertha
[Show all 13 contributors for this article]
(2022).
Children and young people’s narratives and perceptions of ICT in education in selected European countries complemented by perspectives of teachers and further relevant stakeholders in the education context.
DigiGen - Brüssel / University of Paderborn.
Full text in Research Archive
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Casamassima, Gianna; Eickelmann, Birgit; Labusch, Amelie; Drossel, Kerstin; Barbovschi, Monica & Gudmundsdottir, Greta Björk
[Show all 13 contributors for this article]
(2022).
Beyond participation: Video workshops across Europe to engage in research with children and young people and teacher candidates as collaborators investigating ICT in education.
DigiGen - Brüssel / University of Paderborn.
Full text in Research Archive
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Seland, Idunn; Aldrich, Richard; Ayllón, Sara; Barbovschi, Monica; Barbuta, Alina & Brugarolas, Pablo
[Show all 29 contributors for this article]
(2022).
Understanding children and young people as digital citizens.
DigiGen - The impact of technological transformations on the digital generation.
Full text in Research Archive
Show summary
The DigiGen project address the impact of technological transformations on the Digital Generation – of children’s and young people’s everyday lives focusing on the domains of home (family), their leisure time, education, and their civic participation. Our goal has been to uncover both the harmful and beneficial effects of digitalization on children and young people’s skills and competence, wellbeing, involvement in bullying/harassment, level of trust and processes of democratization. This is achieved through uncovering in what ways children and young people use digital technology and with whom they interact, in what ways digital technology is meaningful to them and how digital technology may be seen as enabling or disabling their wants and needs. For this purpose, the project has developed a conceptual model to understand children’s and young people’s shaping of digital technology within and across the domains of their everyday lives, labelling these domains the digital ecosystems. The model considers the vulnerability and risks that the younger generation face but also the competence-building, skill-enhancing creativity brought forth by their own initiative and agency.
Through the active involvement of children and young people, the project has been designed to generate insights that have the potential to impact upon developing effective policies and practices across Europe. Furthermore, the inclusion of children and young people as co-researchers has allowed us to uncover what is meaningful to them when using digital technology and what is less meaningful.
This working paper builds on extensive qualitative data collected in 2020-2022 through individual interviews, focus group interviews and observation from 588 children and young people aged 5 to 18 in eight European countries, in addition to secondary analyses of existing databases on European children’s and young people’s well-being highlighted through their use of digital technology. Also, parents,teachers and other stakeholders have been interviewed. The analyses of qualitative data in this report have been prepared by scoping reviews of existing literature within each of the four domains.
Following three years of research on the impact of digital transformations on children and youth, DigiGen has developed recommendations for policy and practice, acknowledging the need for proper governance distribution to support children in the digital era: through regulation, industry self-regulation, and civil society’s awareness raising.
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Eickelmann, Birgit; Barbovschi, Monica; Casamassima, Gianna; Drossel, Kerstin; Gudmundsdottir, Greta Björk & Holmarsdottir, Halla Bjørk
[Show all 13 contributors for this article]
(2021).
The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19.
Paderborn University.
Show summary
This paper presents qualitative interview research on ‘Information and communication technology (ICT) in education’ against the background of the COVID-19 pandemic. The exploratory Pilot Study COVID-19 Add-On set out to investigate the reflections and perceptions of children and young people (aged 10-16) on the use of Information and
Communications Technology (ICT) in education during the COVID-19 pandemic in five European countries. Primary empirical data was generated with interviews conducted between November 2020 and February 2021 in Estonia, Germany, Greece, Norway and Romania. Following the approach of collaborative ethnography taken in the European DigiGen project, to gain insights into children’s and young people’s experiences and perceptions of ICT in education during the pandemic, it is important to note that children and young people are involved in this research as co-researchers and experts. Thus, the findings from this exploratory pilot study serve above all to further develop and adapt the instruments for the main survey on the topic of ICT in education. However, this paper is primarily intended to provide
insights into children’s and young people’s experiences and reflections and to further ensure that their voices are heard. In the semi-structured interviews conducted with children and young people across Europe, participants gave descriptive accounts of their
own ICT devices, the ICT equipment provided by their schools, as well as the applications and software used. A broad picture is given of how ICT is integrated into teaching and learning during the pandemic period in different countries. Various benefits as well as challenges and risks of ICT use, also referring to mental health, emerged from the interview data as more flexibility on the one hand, along with greater responsibility
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Gudmundsdottir, Greta Björk; Loftsgarden, Marit & Ottestad, Geir
(2014).
Newly qualified teachers. Professional digital competence and experiences from teacher education.
Senter for IKT i utdanningen.
ISSN 9788293378112.
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Gudmundsdottir, Greta Björk; Loftsgarden, Marit & Ottestad, Geir
(2014).
Nyutdannede lærarere. Profesjonsfagleg digital kompetanse og erfaringer med IKT I lærerutdanningen.
Senter for IKT i utdanningen.
ISSN 9788293378013.