Ove Edvard Hatlevik

• Ramlo, Siri Husa; Hatlevik, Ove Edvard & Utvær, Britt Karin Støen (2022). Didaktisk bruk av MOOC som digital læringsressurs innenfor yrkesfaglærerutdanning . I Utvær, Britt Karin Støen; Morud, Elin Bø; Hansen, Kari; Rokkones, Klara & Firing, Kristian (Red.), Å bygge broer: samarbeid på tvers i yrkesfag . Universitetsforlaget. ISSN 978-82-15-04925-0. s. 72–89.
• Haugen, Anders L. Hage; Riiser, Kirsti; Esser-Noethlichs, Marc & Hatlevik, Ove Edvard (2022). Developing Indicators to Measure Critical Health Literacy in the Context of Norwegian Lower Secondary Schools. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 19(5). doi: 10.3390/ijerph19053116.
• Imenes, Olav Gravir; Bjarnø, Vibeke & Hatlevik, Ove Edvard (2021). Student teachers' use of Monte Carlo simulation to solve probability problems: An analysis of 16 group answers. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3), s. 1–26. doi: 10.5617/ADNO.8180.
• Imenes, Olav Gravir; Bjarnø, Vibeke & Hatlevik, Ove Edvard (2021). Lærerstudenters bruk av Monte Carlo-simulering for å løse oppgaver om sannsynlighet: En analyse av 16 gruppebesvarelser. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3). doi: 10.5617/adno.8180.
• Hatlevik, Ove Edvard; Gudmundsdottir, Greta Björk & Rohatgi, Anubha (2021). Digital downsides in teacher education. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 5(4), s. 123–139. doi: 10.7577/njcie.4227. Fulltekst i vitenarkiv
• Camilleri, Patrick; Engen, Bård Ketil; Hatlevik, Ove Edvard; Colomer Rubio, Juan Carlos & Gassó, Héctor Hernández (2021). Student teachers and their attitudes towards ICT Lesson learned from three different countries. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. doi: 10.7577/njcie.4207. Fulltekst i vitenarkiv
• Tømte, Karoline; Gudmundsdottir, Greta Björk & Hatlevik, Ove Edvard (2021). Hvordan forstå og forebygge digital mobbing? I Engen, Bård Ketil; Giæver, Tonje Hilde & Mifsud, Louise (Red.), Digital dømmekraft. Gyldendal Akademisk. ISSN 9788205554467. s. 149–171. Vis sammendrag

  Internett og utbredelsen av sosiale medier har aktualisert nye komplekse etiske spørsmål og dilemmaer. De nye digitale mediene med sine mange sosiale nettverk utfordrer også de statlige juridiske systemene. Lover og regler kommer ofte til kort i forsøket på å regulere en stadig økende digital global informasjonsflom, som ikke tar hensyn til landegrenser. Denne situasjonen stiller store krav til enkeltmenneskets evne og kompetanse i å foreta vurderinger og gjøre riktige valg på Internett. Om denne situasjonen er vanskelig for voksne mennesker å håndtere, er den enda mer krevende for barn og unge. Det er avgjørende at skolen sørger for at elevene får utviklet innsikt og kompetanse i hvordan man beskytter seg selv og andre i dette globale digitale landskapet. Digital dømmekraft består av artikler skrevet av forskere på feltet. Boken inneholder analyser og diskusjoner rundt sosiale, juridiske og etiske problemstillinger og omkostninger ved bruk av de digitale mediene, med et særlig blikk rettet mot skolens forpliktelse overfor barn og unge. Boken er skrevet ut fra norske forhold og er en aktuell ressurs for forskere, studenter, lærere og skoleledere innen feltet. Denne andre utgaven er oppdatert med hensyn til gjeldende lovverk og nye læreplaner.

• 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: 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.

• 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. . I Frønes, Tove Stjern; Pettersen, Andreas; Radišić, Jelena & Buchholtz, Nils (Red.), Equity, Equality and Diversity in the Nordic Model of Education. Springer. ISSN 9783030616472. s. 139–172. doi: 10.1007/978-3-030-61648-9_6.
• 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.

• 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.

• Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard (2019). Perspectives on teachers' professional digital competence. I Chova, L. Gómez (Red.), ICERI2019 Proceedings. IATED Academy. ISSN 978-84-09-14755-7. doi: 10.21125/iceri.2019.0365.
• 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.

• Hatlevik, Ove Edvard; Rohatgi, Anubha & Björnsson, Julius Kristjan (2018). Skoleledernes syn på skoleklima: noen erfaringer fra PISA og TIMSS fra 2003 og 2015. I Björnsson, Julius Kristjan & Olsen, Rolf Vegar (Red.), Tjue år med TIMSS og PISA i Norge: Trender og nye analyser. Universitetsforlaget. ISSN 978-82-15-03006-7. s. 173–198. doi: 10.18261/9788215030067-2018-09. 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; 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.
• 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
• 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
• 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; 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
• Hatlevik, Ove Edvard & Ingrid, Radtke (2017). Standard Setting in a Formative Assessment of Digital Responsibility Among Norwegian Eighth Graders. I Blömeke, Sigrid & Gustafsson, Jan-Eric (Red.), Standard Setting in Education. The Nordic Countries in an International Perspective.. Springer. ISSN 978-3-319-50855-9. s. 205–223.
• 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 Engen, Bård Ketil; Giæver, Tonje Hilde & Mifsud, Louise (Red.), Digital Dømmekraft. Gyldendal Akademisk. ISSN 9788205491809. 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 & Rohatgi, Anubha (2016). Skoleleders svar på spørsmål i skolespørreskjemaet. I Kjærnsli, Marit & Jensen, Fredrik (Red.), Stø kurs Norske elevers kompetanse i naturfag,matematikk og lesing i PISA 2015. Universitetsforlaget. ISSN 9788215027470. s. 191–208.
• Hatlevik, Ove Edvard (2016). NINTH GRADERS’ USE OF AND TRUST IN WIKIPEDIA, TEXTBOOKS, AND DIGITAL RESOURCES FROM TEXTBOOK PUBLISHERS. I Elstad, Eyvind (Red.), Digital Expectations and Experiences in Education. Brill|Sense. ISSN 9789463006460. s. 205–219. doi: 10.1007/978-94-6300-648-4_12. Vis sammendrag

  For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools. This belief has received a hard knock after an OECD 2015 report has shown that computers do not improve pupil results: Investing heavily in school computers and classroom technology does not improve pupils’ performance, and frequent use of computers in schools is more likely to be associated with lower results. Educational technology has raised false expectations! The prevailing view of educational technology has shifted. Nevertheless, hardly anyone wishes for a situation in which pupils do not use technology in the service of learning: education is supposed to prepare for the future, and it is evident that technology is one of the answers to the challenges of the future. Many school professionals, however, feel uncertain how schools should tackle challenges relating to the distractions that hamper in-depth learning, easy cut-and-paste solutions and online offensiveness that occur while pupils are at school. The initiative to provide a tablet or PC for each pupil is continuing despite a lack of evidence that it is beneficial to learning. School professionals and policy makers are seeking answers to the question of how schools ought to relate to challenges created by the use of technology in the school. This book is an attempt to raise questions and start a debate. It presents new research relevant to a better understanding of the challenges and opportunities inherent in educational technology and strategies are discussed in relation to handling these challenges. Rather than presenting ready solutions, the book attempts to provoke debate and to contribute to a firmer grasp on reality. The chapters in this volume offer an up-to-date discussion. In tackling the critical issues created by educational technology, this book provides an important resource for student teachers, teachers, education scholars and those interested in a critical examination of digital expectations and experiences in school education. The authors do not present a common front on the complex question of the proper use of technology in the school but instead present a diversity of arguments and viewpoints.

• 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.
• Throndsen, Inger & Hatlevik, Ove Edvard (2016). Examining gender differences in ICT literacy, interest, and use: Norwegian results from ICILS 2013. I Elstad, Eyvind (Red.), Digital Expectations and Experiences in Education. Brill|Sense. ISSN 9789463006460. s. 221–240. doi: 10.1007/978-94-6300-648-4_13. Vis sammendrag

  For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools. This belief has received a hard knock after an OECD 2015 report has shown that computers do not improve pupil results: Investing heavily in school computers and classroom technology does not improve pupils’ performance, and frequent use of computers in schools is more likely to be associated with lower results. Educational technology has raised false expectations! The prevailing view of educational technology has shifted. Nevertheless, hardly anyone wishes for a situation in which pupils do not use technology in the service of learning: education is supposed to prepare for the future, and it is evident that technology is one of the answers to the challenges of the future. Many school professionals, however, feel uncertain how schools should tackle challenges relating to the distractions that hamper in-depth learning, easy cut-and-paste solutions and online offensiveness that occur while pupils are at school. The initiative to provide a tablet or PC for each pupil is continuing despite a lack of evidence that it is beneficial to learning. School professionals and policy makers are seeking answers to the question of how schools ought to relate to challenges created by the use of technology in the school. This book is an attempt to raise questions and start a debate. It presents new research relevant to a better understanding of the challenges and opportunities inherent in educational technology and strategies are discussed in relation to handling these challenges. Rather than presenting ready solutions, the book attempts to provoke debate and to contribute to a firmer grasp on reality. The chapters in this volume offer an up-to-date discussion. In tackling the critical issues created by educational technology, this book provides an important resource for student teachers, teachers, education scholars and those interested in a critical examination of digital expectations and experiences in school education. The authors do not present a common front on the complex question of the proper use of technology in the school but instead present a diversity of arguments and viewpoints.

• 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.
• 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; Throndsen, Inger; Gudmundsdottir, Greta Bjørk & Olsen, Rolf Vegar (2015). Oppsummering og veien videre. I Hatlevik, Ove Edvard & Throndsen, Inger (Red.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. s. 171–193.
• Olsen, Rolf Vegar; Hatlevik, Ove Edvard & Loi, Massimo (2015). Digitale skiller. I Hatlevik, Ove Edvard & Throndsen, Inger (Red.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. s. 146–170.
• Throndsen, Inger & Hatlevik, Ove Edvard (2015). Elevenes selvoppfatning og holdning til IKT. I Hatlevik, Ove Edvard & Throndsen, Inger (Red.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. s. 111–124.
• Throndsen, Inger; Hatlevik, Ove Edvard & Loi, Massimo (2015). Norske elevers digitale ferdigheter i et internasjonalt perspektiv. I Hatlevik, Ove Edvard & Throndsen, Inger (Red.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. s. 79–92.
• Hatlevik, Ove Edvard; Throndsen, Inger & Loi, Massimo (2015). Kartlegging av digitale ferdigheter. I Hatlevik, Ove Edvard & Throndsen, Inger (Red.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. s. 49–78.
• Hatlevik, Ove Edvard & Throndsen, Inger (2015). Digitale ferdigheter og kompetanse - aktuelle perspektiver. I Hatlevik, Ove Edvard & Throndsen, Inger (Red.), Læring av IKT. Elevenes digitale ferdigheter og bruk av IKT i ICILS 2013. Universitetsforlaget. ISSN 978-82-15-02654-1. s. 28–48.
• 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 & 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.
• 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.
• 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.
• 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. I Gudmundsdottir, Greta Bjørk & Vasbø, Kristin Beate (Red.), Methodological Challenges When Exploring Digital Learning Spaces In Education. Brill|Sense. ISSN 978-94-6209-736-0. s. 79–97. doi: 10.1007/978-94-6209-737-7_6.
• 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.
• Engen, Bård Ketil; Giæver, Tonje Hilde; Gudmundsdottir, Greta Bjørk; Hatlevik, Ove Edvard; Mifsud, Louise & Tømte, Karoline (2014). Digital Natives: Digitally Competent? I Searson, Michael & Ochoa, Marilyn N. (Red.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014. Association for the Advancement of Computing in Education (AACE). ISSN 978-1-939797-07-0. s. 2010–2016.
• 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.
• 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. I Bjørnestad, Elisabeth & Stray, Janicke Heldal (Red.), New Voices in Norwegian Educational Research. Brill|Sense. ISSN 978-94-6209-462-8. s. 69–82. doi: 10.1007/978-94-6209-464-2_6.
• Nergård, Vegard & Hatlevik, Ove Edvard (2013). Attendance in absence: Digital communities as an alternative to the classroom. I Bjørnestad, Elisabeth & Stray, Janicke Heldal (Red.), New Voices in Norwegian Educational Research. Brill|Sense. ISSN 978-94-6209-462-8. s. 83–99.
• 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.
• 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. s. 55–70.
• 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.
• 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.
• 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.
• 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.

• 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. I Mukerji, Siran & Tripathi, Purnendu (Red.), Cases on Interactive Technology Environments and Transnational Collaboration. Concerns and Perspectives. IGI Global. ISSN 978-1-61520-910-1. s. 266–280.
• 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 (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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• Øgrim, Leikny; Johannesen, Monica & Hatlevik, Ove Edvard (2022). Teachers´ professional digital competence, between policy, theory and practice. Vis sammendrag

  Public debates about the role of digital technology in schools and education are partly dominated by digital advocates asking for more computers in school and more digital pedagogy, and partly by sceptics warning against what they describe as a huge experiment. The debates have been seen both in the public and in the research community and influence political documents like white papers, frameworks and curricula. As a response to this, the framework for teacher professional digital competence (tDIGc) was developed in Norway (Kelenctric et al, 2017). Smestad & Gillespie (2020) present an overview of international research discussing transdisciplinary competencies, including tDIGc, showing that discussions of tDIGc usually emphasize practical user skills and integration of digital tools in teaching, and less theoretical knowledge of the field. The aim of the paper is to investigate the relation between political, theoretical, and practical aspects of digital technology in Norwegian schools and teacher education. Political aspects are materialized in white papers, frameworks, and curricula. Knowledge on theoretical perspectives may be knowledge on the role of technology in school and society and the digital influence on pedagogy and teaching methods. Practical aspects are how tDIGc is put into practice in schools and teacher education. Theoretical framework The concepts of coherence in teacher education (Hammerness, 2010) form the theoretical framework of this presentation and is extended to include coherence of visions, ideas, and goals, on and across the political, practical, and theoretical aspects of digital technology in schools and education. Methodology Data from two surveys on student teachers understanding of digital technology in schools form the basis for focus interviews with 10 groups of student teachers in 8 placement schools. In addition, 6 practice teachers and 3 teacher educators are interviewed to capture tensions between the three aspects of digital technology in schools and teacher education. Expected findings The theoretical understanding of the role of technology, seems to be absent among student teachers and teachers. This can be explained by digital competence not being a school subject, implicit stating that teachers know how to teach and discuss the field of digital technologies, based on their practical skills, rather than a broader and more scientific-based knowledge of the role of technologies in education. This is paradoxically illustrated after the introduction of the newest national curriculum, where all teachers are assumed to teach algorithmic thinking, usually understood as programming. Relevance to Nordic educational research The study is based on a case from Norway. However, we believe the findings are relevant for teacher education in the Nordic countries. References Hammerness, K.M. (2013). Examining features of teacher education in Norway. Scandinavian Journal of Educational Research, 57(4), 400–419 Kelentrić, M., Helland, K. & Arstorp, A.T. (2017). Professional Digital Competence Framework for Teachers in Norway. The Norwegian Centre for ICT in Education Smestad, B., & Gillespie, A. (2020). Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas. NJCIE, 4(3-4), 56–71.  

• Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard (2021). The role of materiality in the conceptual understanding of professional knowledge.
• Bjørnestad, Elisabeth; Hatlevik, Ove Edvard; Sandvik, Margareth; Hegna, Maren Meyer & Trouiller, Thomas finnøy (2021). Informasjonswebinar - GoBaN studien.
• Øgrim, Leikny & Hatlevik, Ove Edvard (2021). PfDK og klasseledelse - er TPACK og DeCompEdu svaret?
• Øgrim, Leikny; Johannesen, Monica & Hatlevik, Ove Edvard (2021). The Role of the University and the Placement Schools in the Development of Student Teachers' Professional Digital Competence. Vis sammendrag

  In initial teacher education, the student teachers encounter different learning arenas, whereas the two formal ones are university campus and workplace (i.e. placement schools). Studies on the relation between learning in campus and placement schools, often describe students as receptive and passive in the campus-based learning context, as opposed to be more active and involved in the placement schools (Finne, Mordal & Stene, 2014). Although university campuses and workplaces are different contexts, students do not necessarily see this difference as a "gap" (Lohmander, 2015). Instead, they might see campus and placement schools as involving different modes of knowledge (Christensen, Eritsland & Havnes, 2014). Learning on campus is characterized by theoretical knowledge and requires analytical and critical reflection. On the other hand, workplace learning, for example carried out in placement schools, is characterized by practical knowledge which can be developed and implemented by the learner at the workplace (Gee, 2000). Raaen & Thorsen (2020) question the idea of a gap between theory and practice and advocate a form of coherence which requires cultural exchange between the learning arenas. This tension of understanding the different roles of learning, is to our knowledge, not discussed with regard to teacher students’ professional digital competence. There is little research on the role of practice placement in developing student teachers´ professional digital competence. An exception is Galanouli & McNair (2001) who conclude their research that schools must be supported and resourced properly and that placement teachers must be trained in the use of technology, for student teachers to improve their professional digital competence during practice placement. The same authors state that higher education institutions emphasize the development of the student teachers’ ability to reflect on the pedagogical use of technology in their teaching practice. For more than two decades, Norwegian teacher education institutions have integrated professional digital competence training into subject areas (Engen, Giæver& Mifsud, 2015; Johannesen & Øgrim 2020). In evaluations from training in university campuses and placements schools both, teacher educators and student teachers report that they do not have sufficient professional digital competence (Engen et al., 2009; Gudmundsdottir & Hatlevik, 2018). In this paper, we investigate the roles of learning arenas for the development of student teachers’ professional digital competence. As part of the picture, the concept of professional digital competence is used for analyzing the role of the learning arenas

• 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.
• Mifsud, Louise; Hatlevik, Ove Edvard; Giæver, Tonje Hilde & Engen, Bård Ketil (2019). The Cyber Ethics Divide: Addressing Cyber Ethics in Initial Teacher Education.
• Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard (2019). Perspectives on teachers´ professional digital competence.
• 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 .
• Hatlevik, Ove Edvard & Throndsen, Inger (2016). Digital responsibility - a required literacy for citizenship: How to understand and measure the concept?
• Flo, Jill; Landmark, Bjørg; Hatlevik, Ove Edvard; Tønnessen, Siri & Fagerström, Lisbeth (2016). Pleieintensitet i hjemmesykepleien –det modifiserte OPCqinstrumentets validitet og reliabilitet.
• 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 (2015). Conference paper: Student teachers’ attitudes towards ICT use in teaching and learning.
• 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.
• Hatlevik, Ove Edvard; Throndsen, Inger & Ottestad, Geir (2012). Goal orientation, family background and school leadership predicting students' digital literacy.
• Tømte, Cathrine Edelhard & Hatlevik, Ove Edvard (2011). Selvtillit, IKT og kjønn.
• Hatlevik, Ove Edvard; Pettersen, Geir Olaf & Berg, Monica (2011). På hvilken måte påvirker programdesignet matematikkundervisningen?
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Om bruk av resultater fra prøve i digital kompetanse.
• Arnseth, Hans Christian & Hatlevik, Ove Edvard (2008). Prøve i digital kompetanse.
• 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 (2003). Learning strategies and motivation among pilots.
• Giæver, Tonje Hilde; Mifsud, Louise; Engen, Bård Ketil; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard & Camilleri, Patrick [Vis alle 13 forfattere av denne artikkelen] (2020). DiCTE Questionnaire Report - Output 2. OsloMet.
• Bjarnø, Vibeke; Hatlevik, Ove Edvard & Standal, Øyvind Førland (2018). ILD - Integrerte læringsarenaer gjennom digitalisering. OsloMet-UiO. Vis sammendrag

  I forbindelse med prosjektet ILD - Integrerte læringsarenaer gjennom digitalisering ble det etablert en følgegruppe for å dokumentere prosess og resultater. Følgegruppa har bestått av tre personer; førstelektor og studieleder Vibeke Bjarnø og professorene Ove Edvard Hatlevik og Øyvind Førland Standal. Følgegruppa har vært ledet av Vibeke Bjarnø. I tillegg til følgegruppa har ILD bestått av to delprosjekter leda av henholdsvis dosent Bjørn Smestad og førsteamanuensis Bård Ketil Engen. ILD-rapporten er skrevet av følgegruppa med tekstbidrag fra de to delprosjektlederne. Enkelte av de involverte lærerutdannerne i første studieår på den 5-årige grunnskolelærerutdanninga for 1.-7. trinn har også bidratt med korte eller lengre tekstelementer som har utgjort deler av grunnlaget følgegruppa har brukt for å skrive rapporten. Dette gjelder universitetslektorene Trine Gedde Dahl, Siri Krogh Nordby, Trude Sundtjønn og Mikkel Bertram Rustad, samt førsteamanuensis Olav Gravir Imenes.

• Ottestad, Geir; Throndsen, Inger; Hatlevik, Ove Edvard & Rohatgi, Anubha (2014). Digitale ferdigheter for alle? Norske resultater fra ICILS 2013. Senter for IKT i utdanningen/Institutt for lærerutdanning og skoleforskning. ISSN 978-82-93378-09-9.
• 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. Senter for IKT i utdanningen. ISSN 9788299869867.
• Egeberg, Gunstein; Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard; Ottestad, Geir; Skaug, Jørund Høie & Tømte, Karoline (2012). Monitor 2011. Skolens digitale tilstand. Senter for IKT i utdanningen. ISSN 9788299869812.
• Dalaaker, Dina; Egeberg, Gunstein; Gudmundsdottir, Greta Björk; Guttormsgaard, Vibeke; Hatlevik, Ove Edvard & Ottestad, Geir [Vis alle 7 forfattere av denne artikkelen] (2012). Monitor 2012. Elever skal synes. Hvordan kan IKT utvikle kompetansen i skolen? Senter for IKT i utdanningen. ISSN 9788299869843.
• Berge, Ola; Hatlevik, Ove Edvard; Kløvstad, Vibeke; Ottestad, Geir & Skaug, Jørund Høie (2009). ITU Monitor 2009. Forsknings- og kompetansenettverk for IT i utdanning.
• 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. ITU.
• Arnseth, Hans Christian; Hatlevik, Ove Edvard; Kløvstad, Vibeke; Kristiansen, Tove & Ottestad, Geir (2007). ITU Monitor. Universitetsforlaget. ISSN 978-82-15-01219-3.
• Hatlevik, Ove Edvard (2006). Læringsstrategier i arbeidslivet : en studie av strategibruk ved organisert, bedriftsintern opplæring i et flyselskap. Pedagogisk forskningsinstitutt, Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. ISSN 1501-8962.

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