Ove Edvard Hatlevik

• Hatlevik, Ove Edvard & Bjarnø, Vibeke (2021). Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies.. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  102 . doi: https://doi.org/10.1016/j.tate.2021.103326 Vis sammendrag

  This study examines how concepts, such as resilience to digital distractions, ICT self-efficacy, and motivation, relate to student teachers’ approaches to studying and time spent on individual studies during pre-service education. The sample comprised 219 first-year student teachers enrolled in Norwegian initial teacher education programs. Student teachers’ motivation, resilience to digital distractions, and gender (female) were positively correlated with students’ approach to studying and time devoted to individual study. Initial teacher education institutions can emphasise the importance of resilience to digital distraction and encourage student teachers to develop their own approaches to studying and setting aside time for individual studies.

• Gudmundsdottir, Greta Björk; Gassó, Héctor Hernández; Rubio, Juan Carlos Colomer & Hatlevik, Ove Edvard (2020). Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway. Computers & Education.  ISSN 0360-1315.  152(July 2020) . doi: 10.1016/j.compedu.2020.103877 Vis sammendrag

  Information and communication technology (ICT) has become an important component of initial teacher education (ITE) in Europe and in the continuous professional development of practising teachers. The development of professional digital competence (PDC) is emerging as an essential part of teacher education. Due to the increasing use of ICT and the growing number of online teaching and learning resources, the responsible use of ICT has become one of the key aspects of PDC. For the purpose of this paper, the responsible use of ICT includes privacy issues, cyberbullying and the ability to evaluate digital content. We examine Spanish and Norwegian student teachers' perceived competence in privacy issues and in handling cyberbullying and their ability to evaluate digital content. In a survey conducted in autumn 2017, 681 Spanish and 563 Norwegian first-year student teachers in Spain and Norway answered questions on the responsible use of ICT. The findings show that in both countries the three concepts are recognised as distinct and that there is a positive relationship between student teachers' perceived understanding of the concepts. This implies that these concepts should be taught as separate components of PDC. However, it is challenging to compare student teachers’ perceived knowledge of the concepts across two countries and to create an integration model that fit both countries. This is partly due to cultural and language differences. The study provides a baseline in terms of knowledge about responsible use at the participating universities. It also details general implications for policy, practice and ITE programmes.

• Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2020). “I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use. Nordic Journal of Comparative and International Education (NJCIE).  ISSN 2535-4051.  4(3), s 39- 55 . doi: 10.7577/njcie.3752 Fulltekst i vitenarkiv. Vis sammendrag

  The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.

• Rohatgi, Anubha; Bundsgaard, Jeppe & Hatlevik, Ove Edvard (2020). Digital inclusion in Norwegian and Danish schools: Analysing variation in teachers’ collaboration, attitudes, ICT use and students’ ICT literacy., In Tove Stjern Frønes; Andreas Pettersen; Jelena Radišić & Nils Buchholtz (ed.),  Equity, Equality and Diversity in the Nordic Model of Education.  Springer.  ISBN 9783030616472.  6.  s 139 - 172 Vis sammendrag

  The capability to use digital technologies in an appropriate way has become a fundamental requirement of everyday life and wide adoption of digital technologies has gained a firm footing into the educational systems. Equity is a central goal in the Nordic model and ICT integration policies are warranted at the national level along with massive improvements in ICT infrastructures. The schools in their efforts towards realizing this objective have to integrate digital technology in teaching and learning in such a way that all children are given opportunities to participate in work, life and society. It is thus of interest to study the extent of digital inclusion, by examining the variation in computer and information literacy of students both within and between schools by addressing access and use of ICT in instruction among teachers. Data for the present study comes from 138 schools from Norway (2436 students, 1653 teachers) and 110 schools from Denmark (1767 students, 728 teachers) who took part in the International Computer and Information Literacy Study in 2013. Using a multilevel approach, variations at both levels in student computer and information literacy score and teacher collaboration in ICT use were examined. The results indicate that availability of digital technologies is a significant contributor towards student ICT achievement and teacher collaboration in both countries. There are small differences in computer and literacy score between the schools, while significant variations are noted between the students. Additionally, teachers’ attitudes are found to contribute significantly towards collaboration between teachers.

• Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard (2019). Perspectives on teachers' professional digital competence, In L. Gómez Chova (ed.),  ICERI2019 Proceedings.  IATED Academy.  ISBN 978-84-09-14755-7.  kapittel.
• Throndsen, Inger & Hatlevik, Ove Edvard (2019). Elevenes skoleprestasjoner sett i lys av IKT-bruk på fritiden. Nordic Studies in Education.  ISSN 1891-5914.  39(1), s 5- 23 . doi: 10.18261/issn.1891-2019-01-02
• Flo, Jill; Landmark, Bjørg Thomassen; Hatlevik, Ove Edvard & Fagerström, Lisbeth (2018). Using a new interrater reliability method to test the modified Oulu Patient Classification instrument in home health care. Nursing Open.  ISSN 2054-1058.  5(2), s 167- 175 . doi: 10.1002/nop2.126 Fulltekst i vitenarkiv. Vis sammendrag

  Aim: To test the interrater reliability of the modified Oulu Patient Classification instrument, using a multiple parallel classification method based on oral case presentations in home health care in Norway. Design: Reliability study. Methods: Data were collected at two municipal home healthcare units during 2013– 2014. The reliability of the modified OPCq instrument was tested using a new multiple parallel classification method. The data material consisted of 2 010 parallel classifications, analysed using consensus in per cent and Cohen’s kappa. Cronbach’s alpha was used to measure internal consistency. Results: For parallel classifications, consensus varied between 64.78–77.61%. Interrater reliability varied between 0.49–0.69 (Cohen’s kappa), the internal consistency between 0.81–0.94 (Cronbach’s alpha). Analysis of the raw scores showed 27.2% classifications had the same points, 39.1% differed one point, 17.9% differed two points and 16.5% differed ≥3 points.

• Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education.  ISSN 0261-9768.  41(2), s 214- 231 . doi: 10.1080/02619768.2017.1416085 Fulltekst i vitenarkiv.
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2018). Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology.  ISSN 1664-1078.  9(935), s 1- 8 . doi: 10.3389/fpsyg.2018.00935 Fulltekst i vitenarkiv.
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2018). Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour. Computers in Human Behavior.  ISSN 0747-5632.  83, s 56- 63 . doi: 10.1016/j.chb.2018.01.022 Fulltekst i vitenarkiv.
• Hatlevik, Ove Edvard; Rohatgi, Anubha & Björnsson, Julius Kristjan (2018). Skoleledernes syn på skoleklima: noen erfaringer fra PISA og TIMSS fra 2003 og 2015, I: Julius Kristjan Björnsson & Rolf Vegar Olsen (red.),  Tjue år med TIMSS og PISA i Norge: Trender og nye analyser.  Universitetsforlaget.  ISBN 978-82-15-03006-7.  8.  s 173 - 198 Fulltekst i vitenarkiv.
• Hatlevik, Ove Edvard; Throndsen, Inger; Loi, Massimo & Gudmundsdottir, Greta Björk (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education.  ISSN 0360-1315.  118, s 107- 119 . doi: 10.1016/j.compedu.2017.11.011
• Hatlevik, Ove Edvard (2017). Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  61(5), s 555- 567 . doi: 10.1080/00313831.2016.1172501
• Hatlevik, Ove Edvard & Ingrid, Radtke (2017). Standard Setting in a Formative Assessment of Digital Responsibility Among Norwegian Eighth Graders, In Sigrid Blömeke & Jan-Eric Gustafsson (ed.),  Standard Setting in Education. The Nordic Countries in an International Perspective..  Springer.  ISBN 978-3-319-50855-9.  12.  s 205 - 223
• Hatlevik, Ove Edvard; Scherer, Ronny & Christophersen, Knut-Andreas (2017). Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale. Computers & Education.  ISSN 0360-1315.  113, s 280- 293 . doi: 10.1016/j.compedu.2017.06.003 Fulltekst i vitenarkiv.
• Scherer, Ronny & Hatlevik, Ove Edvard (2017). "Sore eyes and distracted" or "excited and confident"? – The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy. Computers & Education.  ISSN 0360-1315.  115, s 188- 200 . doi: 10.1016/j.compedu.2017.08.003 Fulltekst i vitenarkiv.
• Scherer, Ronny; Rohatgi, Anubha & Hatlevik, Ove Edvard (2017). Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test. Computers in Human Behavior.  ISSN 0747-5632.  70, s 486- 499 . doi: 10.1016/j.chb.2017.01.034 Fulltekst i vitenarkiv.
• Tømte, Karoline; Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2017). Hvordan forstå og forebygge digital mobbing? Fra holdning til handling, I: Bård Ketil Engen; Tonje Hilde Giæver & Louise Mifsud (red.),  Digital Dømmekraft.  Gyldendal Akademisk.  ISBN 9788205491809.  .Kapittel 10.  s 146 - 167
• Flo, Jill; Hatlevik, Ove Edvard; Tønnessen, Siri; Fagerström, Lisbeth & Landmark, Bjørg Thomassen (2016). Testing of the Content Validity of a Modified OPCq Instrument - A pilot study in Norwegian Home Health Care. Open Journal of Nursing.  ISSN 2162-5336.  s 1012- 1027 . doi: 10.4236/ojn.2016.612097 Vis sammendrag

  Aim: To test the content validity of a modified Oulu Patient Classification instrument (OPCq), part of the RAFAELA Nursing Intensity and Staffing system in home health care (HHC) in Norway. Background: Due to the growing number of patients in HHC, a Patient Classification System (PCS) whereby the systematic registration of patients’ care needs, nursing intensity (NI) and the allocation of nursing staff can occur is needed. The validity and reliability of the OPCq instrument have been tested with good outcomes in hospital settings, but only once in an HHC setting. In this study, the OPCq is tested for the first time in HHC in Norway. Methods: A pilot study with a descriptive design. The data were collected through a questionnaire (n = 44). Both qualitative and quantitative analyses were used. Results: The OPCq fulfills the requirements for validity in HHC, but the manual may need some minor adjustments. Discussion: The OPCq seems to be useful for measuring nursing intensity in HHC. Staff training and guidance, high-quality technological solutions and that all technology works satisfactorily are important when implementing a new PCS. Further research is needed in regard to NI and the optimal allocation of nursing staff in an HHC setting

• Hatlevik, Ove Edvard (2016). NINTH GRADERS’ USE OF AND TRUST IN WIKIPEDIA, TEXTBOOKS, AND DIGITAL RESOURCES FROM TEXTBOOK PUBLISHERS, In Eyvind Elstad (ed.),  Digital Expectations and Experiences in Education.  Brill|Sense.  ISBN 9789463006460.  12.  s 205 - 219
• Hatlevik, Ove Edvard & Rohatgi, Anubha (2016). Skoleleders svar på spørsmål i skolespørreskjemaet, I: Marit Kjærnsli & Fredrik Jensen (red.),  Stø kurs Norske elevers kompetanse i naturfag,matematikk og lesing i PISA 2015.  Universitetsforlaget.  ISBN 9788215027470.  Kapittel 9.  s 191 - 208
• Rohatgi, Anubha; Scherer, Ronny & Hatlevik, Ove Edvard (2016). The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education.  ISSN 0360-1315.  102, s 103- 116 . doi: 10.1016/j.compedu.2016.08.001
• Siddiq, Fazilat; Hatlevik, Ove Edvard; Olsen, Rolf Vegar; Throndsen, Inger & Scherer, Ronny (2016). Taking a future perspective by learning from the past - A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review.  ISSN 1747-938X.  19, s 58- 84 . doi: 10.1016/j.edurev.2016.05.002
• Throndsen, Inger & Hatlevik, Ove Edvard (2016). Examining gender differences in ICT literacy, interest, and use: Norwegian results from ICILS 2013, In Eyvind Elstad (ed.),  Digital Expectations and Experiences in Education.  Brill|Sense.  ISBN 9789463006460.  13.  s 221 - 240
• Hatlevik, Ove Edvard; Gudmundsdottir, Greta Björk & Loi, Massimo (2015). Examining factors predicting students' digital competence. Journal of Information Technology Education: Research (JITE: Research).  ISSN 1547-9714.  14, s 123- 137 . doi: 10.28945/2126
• Hatlevik, Ove Edvard; Gudmundsdottir, Greta Bjørk & Loi, Massimo (2015). Digital diversity among upper secondary students: A multilevel analysis of the relationship between cultural capital, self-efficacy, strategic use of information and digital competence. Computers & Education.  ISSN 0360-1315.  81(February), s 345- 353 . doi: 10.1016/j.compedu.2014.10.019
• Hatlevik, Ove Edvard; Ottestad, Geir & Throndsen, Inger (2015). Predictors of digital competence in 7th grade: a multilevel analysis. Journal of Computer Assisted Learning.  ISSN 0266-4909.  31(3), s 220- 231 . doi: 10.1111/jcal.12065
• Hatlevik, Ove Edvard & Throndsen, Inger (2015). Digitale ferdigheter og kompetanse - aktuelle perspektiver, I: Ove Edvard Hatlevik & Inger Throndsen (red.),  Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013.  Universitetsforlaget.  ISBN 978-82-15-02654-1.  Kapittel 2.  s 28 - 48
• Hatlevik, Ove Edvard; Throndsen, Inger; Gudmundsdottir, Greta Bjørk & Olsen, Rolf Vegar (2015). Oppsummering og veien videre, I: Ove Edvard Hatlevik & Inger Throndsen (red.),  Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013.  Universitetsforlaget.  ISBN 978-82-15-02654-1.  Kapittel 9.  s 171 - 193
• Hatlevik, Ove Edvard; Throndsen, Inger & Loi, Massimo (2015). Kartlegging av digitale ferdigheter, I: Ove Edvard Hatlevik & Inger Throndsen (red.),  Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013.  Universitetsforlaget.  ISBN 978-82-15-02654-1.  Kapittel 3.  s 49 - 78
• Olsen, Rolf Vegar; Hatlevik, Ove Edvard & Loi, Massimo (2015). Digitale skiller, I: Ove Edvard Hatlevik & Inger Throndsen (red.),  Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013.  Universitetsforlaget.  ISBN 978-82-15-02654-1.  Kapittel 8.  s 146 - 170
• Throndsen, Inger & Hatlevik, Ove Edvard (2015). Elevenes selvoppfatning og holdning til IKT, I: Ove Edvard Hatlevik & Inger Throndsen (red.),  Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013.  Universitetsforlaget.  ISBN 978-82-15-02654-1.  Kapittel 6.  s 111 - 124
• Throndsen, Inger; Hatlevik, Ove Edvard & Loi, Massimo (2015). Norske elevers digitale ferdigheter i et internasjonalt perspektiv, I: Ove Edvard Hatlevik & Inger Throndsen (red.),  Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013.  Universitetsforlaget.  ISBN 978-82-15-02654-1.  Kapittel 4.  s 79 - 92
• Egeberg, Gunstein & Hatlevik, Ove Edvard (2014). Challenges Arising When Using Field Notes and Video Observations: A Close Study of Teachers’ Use of Interactive Whiteboards in a Norwegian School, In Greta Bjørk Gudmundsdottir & Kristin Beate Vasbø (ed.),  Methodological Challenges When Exploring Digital Learning Spaces In Education.  Brill|Sense.  ISBN 978-94-6209-736-0.  Part 2, chapter 6.  s 79 - 97
• Engen, Bård Ketil; Giæver, Tonje Hilde; Gudmundsdottir, Greta Bjørk; Hatlevik, Ove Edvard; Mifsud, Louise & Tømte, Karoline (2014). Digital Natives: Digitally Competent?, In Michael Searson & Marilyn N. Ochoa (ed.),  Proceedings of Society for Information Technology & Teacher Education International Conference 2014.  Association for the Advancement of Computing in Education.  ISBN 978-1-939797-07-0.  SITE 2014.  s 2010 - 2016 Vis sammendrag

  This paper reports on the results of a survey-based study designed to collect data on first-year student teachers’ digital competence. The study was based on students’ self-assessment and identified first-year student teachers’ use and knowledge of certain digital tools and applications. The results indicate that while frequency of use correlates with students’ perceived competence, this does not necessarily correlate with efficient use of digital tools

• Gudmundsdottir, Greta Björk; Dalaaker, Dina; Egeberg, Gunstein; Hatlevik, Ove Edvard & Tømte, Karoline (2014). Interactive technology. Traditional practice? Two case studies of teachers' commencing with interactive whiteboards and tablets. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  9(1), s 23- 43
• Hatlevik, Ove Edvard & Arnseth, Hans Christian (2014). Social Networking at School: Examining the role of 9th Graders’ Mastery Orientation, Prior Achievements and their use of Computers in Student-Led Activities. International Journal of Technology, Knowledge and Society.  ISSN 1832-3669.  9(4), s 73- 85 . doi: 10.18848/1832-3669/cgp/v09i04/56403
• Hatlevik, Ove Edvard & Tømte, Karoline (2014). Using Multilevel Analysis to Examine the Relationship between Upper Secondary Students Internet Safety Awareness, Social Background and Academic Aspirations. Future Internet.  ISSN 1999-5903.  6, s 717- 734 . doi: 10.3390/fi6040717
• Slåtten, Kari; Hatlevik, Ove Edvard & Fagerström, Lisbeth (2014). Validation of a New Instrument for the Self-assessment of Nurses’ Core Competencies in Palliative Care. Nursing Research and Practice.  ISSN 2090-1429. . doi: 10.1155/2014/615498
• Christophersen, Knut-Andreas & Hatlevik, Ove Edvard (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education.  ISSN 0360-1315.  63, s 240- 247 . doi: 10.1016/j.compedu.2012.11.015
• Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2013). Digital Competence and Students' Productive Use of Computers in School: Observing the Role of Motivation and Family Background, In Elisabeth Bjørnestad & Janicke Heldal Stray (ed.),  New Voices in Norwegian Educational Research.  Brill|Sense.  ISBN 978-94-6209-462-8.  6.  s 69 - 82
• Hatlevik, Ove Edvard & Gudmundsdottir, Greta Björk (2013). An emerging digital divide in urban school children´s information literacy: Challenging equity in the Norwegian school system. First Monday.  ISSN 1396-0466.  18(4) . doi: 10.5210/fm.v18i4.4232
• Nergård, Vegard & Hatlevik, Ove Edvard (2013). Attendance in absence: Digital communities as an alternative to the classroom, In Elisabeth Bjørnestad & Janicke Heldal Stray (ed.),  New Voices in Norwegian Educational Research.  Sense Publishers.  ISBN 978-94-6209-462-8.  7.  s 83 - 99
• Hatlevik, Ove Edvard (2012). Analyzing Factors Influencing Students’ Productive Use of Computers: A Structural Equation Model. International Journal of Technology, Knowledge and Society.  ISSN 1832-3669.  7(4), s 11- 2/ . doi: 10.18848/1832-3669/cgp/v07i04/56222
• Hatlevik, Ove Edvard & Arnseth, Hans Christian (2012). ICT, teaching and leadership : how do teachers experience the importance of ICT-supportive school leaders?. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  (1), s 55- 70
• Egeberg, Gunstein; Hatlevik, Ove Edvard; Wølner, Tor Arne; Dalaaker, Dina & Pettersen, Geir Olaf (2011). "Bored or Board?" - a Nordic collaborative project on interactive whiteboards. Digital kompetanse.  ISSN 0809-6724.  6(1-2), s 102- 112
• Nergård, Vegard; Hatlevik, Ove Edvard; Martinussen, Monica & Lervåg, Arne (2011). An airman's personal attitude: Pilots' point of view. Aviation.  ISSN 1648-7788.  15(4), s 101- 111 . doi: 10.3846/16487788.2011.651789
• Tømte, Cathrine Edelhard & Hatlevik, Ove Edvard (2011). Gender-differences in Self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006. Computers & Education.  ISSN 0360-1315.  57(1), s 1416- 1424 . doi: 10.1016/j.compedu.2010.12.011
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2010). Challenges in Aligning Pedagogical Practices and Pupils Competencies with Demands of the Information Society: The Case of Norway, In Siran Mukerji & Purnendu Tripathi (ed.),  Cases on Interactive Technology Environments and Transnational Collaboration. Concerns and Perspectives.  IGI Global.  ISBN 978-1-61520-910-1.  14.  s 266 - 280
• Slåtten, Kari; Fagerstrøm, Lisbeth & Hatlevik, Ove Edvard (2010). Clinical competence in palliative nursing in Norway: the importance of good care routines. International Journal of Palliative Nursing.  ISSN 1357-6321.  16(2), s 80- 6 Vis sammendrag

  Aim: This paper examines how clinical nurse specialists assessed their competences in relief of symptoms, and explores factors affecting good care routines in palliative care. Methods: A prospective survey among 235 former post-bachelor (response rate 50.6 %) students at two university colleges in Norway. Results: Correlations between the measured concepts showed a medium to high correlation between all five competences. Use of care routines correlated with all the other factors. The ability to identify lack of care showed significant correlation with one concept: time available for nursing. The results from the regression analysis supported a model with good care routines as a dependent variable (F=22.59, df=91, P<0.001). The independent variables in the model explained almost 57% of the variance in using care routines. Competences dealing with mouth problems, nausea, anxiety and the use of the Edmonton symptom assessment system (ESAS) had a positive effect on care routines. On the other hand, the ability to identify lack of care had a significant negative effect on the use of care routines. Conclusions: The importance of systematic assessment of the palliative patient;s care needs and symptom management are emphasized, and use of the ESAS, and good care routines was affected by post-bachelor competences.

• Hatlevik, Ove Edvard & Arnseth, Hans Christian (2008). Vurdering av digital kompetanse – kartlegging av digital kompetanse ved bruk av flervalgsoppgaver. Digital kompetanse.  ISSN 0809-6724.  3(4), s 285- 293

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• Hatlevik, Ove Edvard & Throndsen, Inger (red.) (2015). Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget.  ISBN 978-82-15-02654-1.  193 s. Fulltekst i vitenarkiv.

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• Giæver, Tonje Hilde; Mifsud, Louise; Engen, Bård Ketil; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard; Camilleri, Patrick; Colomer, Juan Carlos; Hernandes, Hector; Insa, José Ramón; McDonagh, Adrian.; McGarr, Oliver.; Milton, Josephine & Rohatgi, Anubha (2020). DiCTE Questionnaire Report - Output 2.
• Hatlevik, Ove Edvard; Johannesen, Monica & Øgrim, Leikny (2020). Student teachers’ perspectives on teachers’ professional digital competence, ethical issues and their ICT self-efficacy.
• Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard (2020). Teachers´ professional digital competence – management of technology-rich classrooms.
• Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard (2019). Perspectives on teachers´ professional digital competence.
• Mifsud, Louise; Hatlevik, Ove Edvard; Giæver, Tonje Hilde & Engen, Bård Ketil (2019). The Cyber Ethics Divide: Addressing Cyber Ethics in Initial Teacher Education.
• Engen, Bård Ketil; Hatlevik, Ove Edvard; Giæver, Tonje Hilde & Mifsud, Louise (2018). Student teachers’ attitude towards ICT: An analysis of perceived usefulness.
• Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2018). Conference paper: Student teachers, ICT and cyber ethics across four European countries.
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2017). Antecedents of teachers’ self-efficacy for using ICT in their teaching practice.
• Flo, Jill; Landmark, Bjørg; Hatlevik, Ove Edvard; Tønnessen, Siri & Fagerström, Lisbeth (2016). Pleieintensitet i hjemmesykepleien –det modifiserte OPCqinstrumentets validitet og reliabilitet.
• Hatlevik, Ove Edvard & Throndsen, Inger (2016). Digital responsibility - a required literacy for citizenship: How to understand and measure the concept?.
• Engen, Bård Ketil; Giæver, Tonje Hilde; Gudmundsdottir, Greta Bjørk; Hatlevik, Ove Edvard; Mifsud, Louise & Tømte, Karoline (2015). Conference paper: Student teachers’ attitudes towards ICT use in teaching and learning.
• 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.
• Engen, Bård Ketil; Giæver, Tonje Hilde; Gudmundsdottir, Greta Bjørk; Hatlevik, Ove Edvard; Mifsud, Louise & Tømte, Karoline (2014). Pre-Service Student Teachers’ Awareness of their Digital Responsibility.
• Ottestad, Geir; Throndsen, Inger; Hatlevik, Ove Edvard & Rohatgi, Anubha (2014). Digitale ferdigheter for alle? Norske resultater fra ICILS 2013.
• Hatlevik, Ove Edvard; Egeberg, Gunstein; Gudmundsdottir, Greta Björk; Loftsgarden, Marit & Loi, Massimo (2013). Monitor skole 2013. Om digital kompetanse og erfaringer med bruk av IKT i skolen.
• Dalaaker, Dina; Egeberg, Gunstein; Gudmundsdottir, Greta Björk; Guttormsgaard, Vibeke; Hatlevik, Ove Edvard; Ottestad, Geir & Ulimoen-Pettersen, Stine (2012). Monitor 2012. Elever skal synes. Hvordan kan IKT utvikle kompetansen i skolen?.
• Egeberg, Gunstein; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard; Ottestad, Geir; Skaug, Jørund Høie & Tømte, Karoline (2012). Monitor 2011. Skolens digitale tilstand.
• Hatlevik, Ove Edvard; Throndsen, Inger & Ottestad, Geir (2012). Goal orientation, family background and school leadership predicting students' digital literacy.
• Hatlevik, Ove Edvard; Pettersen, Geir Olaf & Berg, Monica (2011). På hvilken måte påvirker programdesignet matematikkundervisningen?.
• Tømte, Cathrine Edelhard & Hatlevik, Ove Edvard (2011). Selvtillit, IKT og kjønn.
• Berge, Ola; Hatlevik, Ove Edvard; Kløvstad, Vibeke; Ottestad, Geir & Skaug, Jørund Høie (2009). ITU Monitor 2009.
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Om bruk av resultater fra prøve i digital kompetanse.
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Osloprøven i digital kompetanse for elever på 5. trinn og i VG 1 Analyse og diskusjon av elevers besvarelser på flervalsoppgaver.
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Prøve i digital kompetanse.
• Arnseth, Hans Christian; Hatlevik, Ove Edvard; Kløvstad, Vibeke; Kristiansen, Tove & Ottestad, Geir (2007). ITU Monitor.
• Beck, Eevi Elisabeth; Hatlevik, Ove Edvard & Stokke, Mona Helene (2006). Experience-Based Faculty Development Seminars. Vis sammendrag

  As part of a 5-year effort to stimulate members of faculty to develop flexible learning through special funding, seminars were held with participating faculty. The paper presents the seminars and outlines the underlying theoretical perspectives. Faculty came to the seminar having answered four questions to stimulate their prior reflection. At the seminar they were organised in groups based on similarity of project topics. Each group was provided with an online, portable pc. Group members presented to each other their project and their answers to the four questions. Then the group developed responses to two of these questions. These were to provide advice to other faculty considering starting with flexible learning initiatives, and what the consequences of their own experiences were for their further teaching. The responses were published on the flexible learning web site. The seminars innovatively combined several purposes: Stimulating faculty to reflect on their experiences with developing their teaching; sharing among faculty; provide accountability of project activity; and engaging faculty in reflection and reporting within a limited time frame. Experience based reflection seems to have succeeded in combining these purposes. The published experiences are now part of the resources on flexible learning which are openly available. The paper discusses the theory-based thinking behind the design of the seminars, as well as presenting the design itself.

• Hatlevik, Ove Edvard (2006). Kunnskapsutvikling gjennom erfaringsseminar? Et eksempel fra UiOs satsning på fleksibel læring.
• Hatlevik, Ove Edvard (2006). Læringsstrategier i arbeidslivet : en studie av strategibruk ved organisert, bedriftsintern opplæring i et flyselskap. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 54.
• Hatlevik, Ove Edvard (2003). Learning strategies and motivation among pilots.

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