Kirsti Lyngvær Engelien

• Hatlevik, Ida Katrine R; Engelien, Kirsti Lyngvær & Jorde, Doris (2020). Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo. Acta Didactica Norge.  ISSN 1504-9922.  14(2) . doi: http://dx.doi.org/10.5617/adno.7913 Full text in Research Archive.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2017). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X.  24(2), s 164- 184 . doi: https://doi.org/10.1080/0969594X.2016.1239611 Full text in Research Archive.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2016). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X.  24(2), s 164- 184 . doi: 10.1080/0969594X.2016.1239611 Show summary

  This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers, aiming to identify (a) the operationalisation of the assessment curriculum at the university campus, and in school practice, (b) how the student teachers use assessment principles as tools in their instructional designs and (c) how they self-assess their teaching practice. Our main finding is that student teachers seem to be more concerned with assessing their students than using self-assessment to improve their instruction. Based on the findings, we argue the importance of relating the teaching and learning activities with the assessment situations used in the teacher education programme.

• Engelien, Kirsti Lyngvær; Eriksen, Tone Malmstedt & Jakhelln, Rachel Elise (2015). Integrerte studiedesign for fremragende lærerutdanning, I: Ulrikke Elisabeth Rindal; Andreas Lund & Rachel Elise Jakhelln (red.),  Veier til fremragende lærerutdanning.  Universitetsforlaget.  ISBN 978 - 82-15 - 025.  Kapittel 14.  s 157 - 169
• Engelien, Kirsti Lyngvær & Hunskaar, Tove Seiness (2015). Video-based Assessment for Learning in Teacher Education, In Curtis P. Ho & Grace Lin (ed.),  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015.  Association for the Advancement of Computing in Education.  ISBN 978-1-939797-20-9.  103.  s 581 - 581
• Engelien, Kirsti Lyngvær & Lund, Andreas (2015). Innledning: Digitale læringsomgivelser, I: Ulrikke Elisabeth Rindal; Andreas Lund & Rachel Elise Jakhelln (red.),  Veier til fremragende lærerutdanning.  Universitetsforlaget.  ISBN 978 - 82-15 - 025.  Kap 9.  s 113 - 116
• Lund, Andreas & Engelien, Kirsti Lyngvær (2015). Oppgaver og vurdering i digitale omgivelser, I: Ulrikke Elisabeth Rindal; Andreas Lund & Rachel Elise Jakhelln (red.),  Veier til fremragende lærerutdanning.  Universitetsforlaget.  ISBN 978 - 82-15 - 025.  Kap 12.  s 136 - 148
• Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2015). Hva er profesjonsfaglig digital kompetanse (PfDK) i lærerutdanningen?, I: Ulrikke Elisabeth Rindal; Andreas Lund & Rachel Elise Jakhelln (red.),  Veier til fremragende lærerutdanning.  Universitetsforlaget.  ISBN 978 - 82-15 - 025.  Kap 10.  s 117 - 126
• Skarpaas, Kaja Granum; Wiese, Eline F. & Engelien, Kirsti Lyngvær (2015). Utilizing MOOC technology in a campus based Teacher Education Programme, In Curtis P. Ho & Grace Lin (ed.),  E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015.  Association for the Advancement of Computing in Education.  ISBN 978-1-939797-20-9.  119.  s 664 - 669
• Lund, Andreas; Bakken, Jonas & Engelien, Kirsti Lyngvær (2014). Teacher education as design: technology-rich learning environments and trajectories. Seminar.net - Media, technology and lifelong learning.  ISSN 1504-4831.  10(2)
• Lund, Andreas; Furberg, Anniken Larsen; Bakken, Jonas & Engelien, Kirsti Lyngvær (2014). What does professional digital competence mean in teacher education?. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  2014(4), s 281- 299
• Bakken, Jonas; Engelien, Kirsti Lyngvær & Lund, Andreas (2013). Lærerutdanning som design: teknologirike læringsforløp og omgivelser, I: Trine Fossland; Kirsti Rye Ramberg & Eva Gjerdrum (red.),  Ulike forståelser av kvalitet i norsk, fleksibel høyere utdanning - teknologi og læring på og utenfor campus.  Norgesuniversitetet.  ISBN 978-82-91308-54-8.  Kapittel 14.  s 157 - 164
• Engelien, Kirsti Lyngvær; Johannesen, Monica & Nore, Hæge (2011). Læringslandskap i endring - en utfordring for skoleutvikling, I: Ola Erstad & Trond Eiliv Hauge (red.),  Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring.  Gyldendal Akademisk.  ISBN 9788205361157.  Kapittel 11.  s 211 - 230
• Engelien, Kirsti Lyngvær & Lund, Andreas (2011). Teacher education meets the 2.0 students. AACE Journal.  ISSN 1551-3696.  s 1813- 1818 Show summary

  In this paper we argue that teacher education programs need to further develop their own practices to meet the challenges of the 21.Century. We will in this paper give a review of the research within the field of teacher education and technology. Using a teacher training program (PPU) within the Department of Teacher Education and School Research at the University of Oslo as a discussion point, we will focus on the use of collaborative tools and the connection between different pedagogical perspectives and tasks.

• Engelien, Kirsti Lyngvær & Stundal, Kjersti (2010). Et digitalt sprang!, I: Mats Ekholm; Torbjørn Lund; Knut Roald & Beate Tislevoll (red.),  Skoleutvikling i praksis.  Universitetsforlaget.  ISBN 978-82-15-01596-5.  Kapittel 3.  s 35 - 55
• Engelien, Kirsti Lyngvær & Stundal, Kjersti (2010). Using TPACK as a model for school development, In David Gibson & Bernie Dodge (ed.),  Proceedings of Society for Information Technology & Teacher Education International Conference 2010.  Association for the Advancement of Computing in Education.  ISBN 1-880094-78-9.  Paper.  s 3818 - 3823 Show summary

  Using an in-depth case study, we will demonstrate how the TPACK framework was used as a foundation for a school development project. As part of a national strategy program, The Knowledge Promotion – from words to practice, a small primary school developed a large scale project, involving all staff and pupils over a period of two years with the intention of becoming “a digitally competent school”. The school collaborated closely with teacher educators during this project. Based on results from a school evaluation program, TPACK was used as a fundamental strategy for this school development project. This paper elaborates on the different strategies that were implemented to develop teachers’ TPACK. Results from the case study also show that TPACK can be used to highlight the skills of the school principal. These are required to lead the school's ICT implementation, and to relate to a complex, multifaceted and situated practice.

• Nore, Hæge; Engelien, Kirsti Lyngvær & Johannesen, Monica (2010). TPACK as shared, distributed knowledge, In David Gibson & Bernie Dodge (ed.),  Proceedings of Society for Information Technology & Teacher Education International Conference 2010.  Association for the Advancement of Computing in Education.  ISBN 1-880094-78-9.  Paper.  s 3920 - 3925 Show summary

  This article is summing up experiences from five years of Learning Networks established to facilitate the implementation of basic skills in all subjects and on all levels of primary and secondary education in Norway. Among the basic skills is digital literacy. The local schools and their school managers and teachers are expected to be professionals and responsible for interpreting the new curriculums and transform them to local plans, setting focus on content, tasks, working methods and the use of technology. The distributed responsibility for the development of local plans claims a common frame for discussions and interpretations. In this setting TPACK has turned out to b a useful model for understanding practice and management today, for defining competence needs among teachers and school managers and as a strategy tool for school development.

• Engelien, Kirsti Lyngvær; Giæver, Tonje Hilde; Johannesen, Monica; Klevenberg, Bente; Knain, Erik & Nore, Hæge (2009). TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform, In Ian Gibson; Roberta Weber; Karen McFerrin; Roger Carlsen & Dee Anna Willis (ed.),  Proceedings of SITE 2009. 20th International Conference.  Association for the Advancement of Computing in Education.  ISBN 1-880094-67-3.  Full paper.  s 4062 - 4068 Show summary

  This article presents three cases from the Norwegian national project "Learning Networks" to illustrate the challenges met by teachers trying to implement educational technology in their teaching. The Knowledge Promotion (K06) is a national curriculum reform. The goal of this reform is to help all students to develop fundamental skills that will enable them to participate actively in our society of knowledge, including the ability to make use of information and communication technology. This basic skill has been incorporated into all subject syllabuses through year 6-18. The analysis of the cases is carried out within a single theoretical framework; TPACK (Technological Pedagogical and Content Knowledge), which brings to light the interaction between three central knowledge areas for the teacher: content knowledge, pedagogical knowledge and technological knowledge. Experiences from Learning Networks show that a successful implementation of the Knowledge Promotion requires technological pedagogical content knowledge in all areas of the educational system.

• Engelien, Kirsti Lyngvær & Skram, Harald Frode (2009). Å tenke historie og å skape historie, I: Rolf Mikkelsen & Henrik Fladmoe (red.),  Lektor - adjunkt - lærer Artikler for studiet i praktisk-pedagogisk utdanning.  Universitetsforlaget.  ISBN 978-82-15-01455-5.  kap.15.  s 273 - 289
• Skram, Harald Frode & Engelien, Kirsti Lyngvær (2009). Å tenke historie og å skape historie, I: Rolf Mikkelsen & Henrik Fladmoe (red.),  Lektor - adjunkt - lærer Artikler for studiet i praktisk-pedagogisk utdanning.  Universitetsforlaget.  ISBN 978-82-15-01455-5.  kap.15.  s 273 - 290
• Engelien, Kirsti Lyngvær & Skram, Harald Frode (2007). Å tenke historie og å skape historie, I: Rolf Mikkelsen & Henrik Fladmoe (red.),  Lektor-adjunkt-lærer: Innføringsbok i praktisk-pedagogisk utdanning.  Universitetsforlaget.  ISBN 978-82-15-01182-0.  Kapittel 15.  s 269 - 286

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• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2016). Conference paper: Integrating assessment for learning in the teacher education programme at the University of Oslo.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2016). Conference symposium: Integrating assessment for learning in the teacher education programme at the University of Oslo..
• Engelien, Kirsti Lyngvær (2005). A researcher’s identity.
• Engelien, Kirsti Lyngvær (2005). Bruk av IKT i historieundervisningen.
• Engelien, Kirsti Lyngvær (2005). Grunnleggende ferdigheter i Kunnskapsløftet.
• Engelien, Kirsti Lyngvær (2005). Grunnleggende ferdigheter som faglige ferdigheter. Tolkning og operasjonalisering av kompetansemål. Eksempler fra historieplanen.
• Engelien, Kirsti Lyngvær (2005). Methodological challenges - researcher as participant.

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