Ingvill Rasmussen

• Amundrud, Anja & Rasmussen, Ingvill (2026). Interpreting tensions in teacher–researcher collaboration. Teachers and Teaching: theory and practice. ISSN 1354-0602. doi: 10.1080/13540602.2026.2713119. Fulltekst i vitenarkiv Vis sammendrag

  Teacher—researcher collaboration is often promoted to create research-informed schools. Yet, research highlights several challenges that generate tensions shaping how such collaborations unfold in practice. This article examines how teachers reflected on and responded to such tensions in a design-based research project to promote dialogic teaching, using pedagogical resources and digital technology. The analysis draws on interviews with 14 Norwegian lower-secondary teachers. Using activity theory and the concept of experiencing, we investigated tensions related to pedagogical aims, resource use, and expectations of participation. The findings demonstrate how teachers navigated tensions through reflection, pragmatic adjustments, and partial engagement. Participation reflected what felt realistic and valuable in teaching routines. Modest or temporary uses of new resources were seen as meaningful, indicating how teachers adapted project ideas to their practice. Building on the concept of experiencing, we introduce relational experiencing to capture the reciprocal dynamic by which evolving relationships, expectations, and ongoing negotiations in teacher—researcher collaboration shape what teachers take up from, engage with, and sustain regarding the pedagogical resources and ideas introduced by researchers. The article contributes to the nuanced understanding of how teacher—researcher collaboration develops in practice, emphasising the significance of everyday negotiations, situated reflections, and adaptive practices as constructive elements.

• Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole; Warwick, Paul; Dolonen, Jan Arild & Ludvigsen, Sten Runar (2026). Thinking together with Talkwall: conceptualizing interactional processes. Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2026.2646663. Fulltekst i vitenarkiv
• Frøytlog, Jo Inge Johansen & Rasmussen, Ingvill (2025). Educational dialogues as a dimension of teaching quality. School Effectiveness and School Improvement. ISSN 0924-3453. 36(3), s. 392–413. doi: 10.1080/09243453.2025.2527725. Fulltekst i vitenarkiv Vis sammendrag

  This study takes a dialogic perspective on teaching quality, emphasizing the role of spoken dialogue as a key intellectual vehicle in the classroom. Teacher–student dialogues in two language arts lessons and a double mathematics lesson were analyzed using codes from the Scheme for Educational Dialogue Analysis (SEDA) to identify dialogues that are especially productive for joint knowledge construction and student learning. The coded dialogues were contextualized and interpreted in light of descriptive accounts of the broader lesson context, and a selection of SEDA-coded excerpts of interactions were also analyzed moment to moment to unpack central features of teaching quality in relation to situated subject practices. The results indicate intriguing differences between the lessons. In the double mathematics lesson, the students were consistently given greater opportunities to articulate their thinking and reasoning compared to both language arts lessons. We argue that dialogic coding can be used to indicate teaching quality.

• Amundrud, Anja; Rasmussen, Ingvill & Warwick, Paul (2024). How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging. Teacher Development. ISSN 1366-4530. doi: 10.1080/13664530.2024.2365720. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Warwick, Paul (2024). Using Microblogging to Create a Space for Attending and Attuning to Others, Education and Dialogue in Polarized Societies: Dialogic perspectives in times of change. Oxford University Press. ISSN 9780197605455. doi: 10.1093/oso/9780197605424.001.0001. Fulltekst i vitenarkiv
• Letnes, Mari-Ann; Rasmussen, Ingvill; Bhroin, Niamh Ní; Stänicke, Line Indrevoll & Veelo, Nicole Christine (2023). Socio-digital divides in Norwegian education - How variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic. Nordic Journal of Digital Literacy. 18(3), s. 201–213. doi: 10.18261/njdl.18.3. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we investigate how variation in parental mediation and pedagogical approaches influenced experiences of remote schooling during the Covid-19 pandemic in Norway. We draw on a unique dataset of qualitative interview material involving 15 Norwegian school children (aged 6-12) and their families. We found that for many of our participants, the period of remote schooling was characterized by learning alone or with the help of family members. Related to this, variation in parental mediation strategies, including more restrictive and more enabling approaches, combined with variation in pedagogical approaches, influenced our participantsʼ experiences of remote schooling. Both parental mediation and pedagogical approaches in turn influence how our participants experienced the social aspects of learning during the pandemic. Our material and analysis provide insights into how the combination of parental mediation and pedagogical approaches has the potential to sustain and enhance previously underexplored socio-digital divides in Norwegian society.

• Amundrud, Anja; Rasmussen, Ingvill; Smørdal, Ole & Ludvigsen, Sten Runar (2023). Classroom Talk for Learning: Support for and From Microblogging. I Damsa, Crina I.; Borge, Marcela; Koh, Elizabeth & Worsley, Marcelo (Red.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023. International Society of the Learning Sciences. ISSN 9783030895815. Fulltekst i vitenarkiv
• Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Moya, Andres Arturo Araos & Richter, Christoph [Vis alle 12 forfattere av denne artikkelen] (2022). Platformization in and of education ̶Exploring a new research agenda. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. Fulltekst i vitenarkiv
• Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2022). How microblogging affords conditions for realising student voices about the body and sexuality in a science education lesson. Cultural Studies of Science Education. ISSN 1871-1502. 17(3), s. 661–682. doi: 10.1007/s11422-022-10101-y. Fulltekst i vitenarkiv Vis sammendrag

  Empowering students to express their own voices is an important educational aim; yet, the exploration of sensitive topics in discussion-based activities poses particular challenges concerning the realisation of student voices. In consideration of this issue, we analyse how one teacher and his lower secondary students coped with such challenges by using microblogging technology designed specifically for educational purposes. We examine the extent to which this technology affords extended conditions for the aforementioned realisation when ideas about the body and sexuality are presented, shared and justified in a science lesson. Our results illustrate how microblogging contributes to the emergence of new communicative principles of sequentiality that are not present in classroom discussions without digital technology. We argue that these principles are central to why students are ultimately being provided a space for participation wherein conditions for realising their voices about a sensitive topic in Science are extended.

• Major, Louis; Smørdal, Ole; Warwick, Paul; Rasmussen, Ingvill; Cook, Victoria & Vrikki, Maria (2022). Investigating digital technology’s role in supporting classroom dialogue: integrating enacted affordance into analysis across a complex dataset. International Journal of Research & Method in Education. ISSN 1743-727X. 46(1), s. 37–55. doi: 10.1080/1743727X.2022.2032632. Fulltekst i vitenarkiv Vis sammendrag

  Analysing the interaction between classroom dialogue and digital technology is challenging. Studies in this area typically draw on methods developed for the analysis of spoken interactions. This article reports on a new approach for analysing the enacted affordances of digital technology in classroom dialogue. Using examples from cross-country research investigating the Talkwall microblogging platform, involving 20 teachers and over 400 learners aged 11–13 in England and Norway, it outlines a rigorous process for data categorization – and subsequent inductive and deductive analysis – that enables holistic and multi-levelled examinations of the role of technology in supporting dialogue. This framework features three cyclical phases for the analysis of teacher – and student-student interactions: (i) categorizing and organizing complex classroom data; (ii) coding spoken dialogue; (iii) analysing enacted affordances. The significance of this work lies in examining underpinning theory and illustrating a systematic new methodological approach to analysing learning and teaching in classrooms featuring dialogue and technology. This extends traditional notions of the affordances of digital technology by better taking into account the manner in which these are enacted in dialogic classrooms. Critical reflections, exemplifications and recommendations are provided.

• Amundrud, Anja; Rasmussen, Ingvill & Warwick, Paul (2022). Teaching talk for learning during co-located microblogging activities. Learning, Culture and Social Interaction. ISSN 2210-6561. 34(100618). doi: 10.1016/j.lcsi.2022.100618. Fulltekst i vitenarkiv
• Smørdal, Ole; Rasmussen, Ingvill & Major, Louis (2021). Supporting classroom dialogue through developing the Talkwall microblogging tool: considering emerging concepts that bridge theory, practice and design. Nordic Journal of Digital Literacy. 2, s. 50–64. doi: 10.18261/issn.1891-943x-2021-02-02. Fulltekst i vitenarkiv Vis sammendrag

  Through reflecting on a ten-year design-based research process involving teachers as co-designers, this paper develops a concept-driven approach for designing technology support for classroom dialogue. Specifically, we focus on four ‘bridging’ concepts that emerged from the research-practitioner partnerships in addition to how these guided the design of Talkwall, an educational microblogging tool similar to Twitter. The four bridging concepts: contribution, feed, wall, and space for the teacher; are defined and discussed in relation to design articulations for Talkwall, design of similar educational microblogging tools, and the role of material-dialogic spaces for classroom dialogue. A concept-driven approach fosters intermediary forms of knowledge that may be significant for design-based research. This is because designers, teachers, and researchers can extend their repertoires through synergy and exchange between the researchers’ scholarly knowledge and the teachers’ craft knowledge. We exemplify this by examining how a concept-driven approach enabled the exploration of new designs for material-dialogic spaces relating to Talkwall.

• Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2021). #Fact or #opinion: the educational design of a microblogging activity intended to engage students in productive interactions. Technology, Pedagogy and Education. ISSN 1475-939X. doi: 10.1080/1475939X.2021.1991997. Fulltekst i vitenarkiv Vis sammendrag

  Educational activities using microblogging co-located with face-to-face communication might promote productive classroom interactions. However, much depends on how teachers design those activities. This article explores how the educational design of an activity that uses microblogging engages lower secondary school students in classroom interactions that are productive for learning. It presents a study of one teacher’s educational design in which students (aged 12–13) in a Norwegian classroom use microblogging to explore distinctions between facts and opinions. Moreover, the authors consider how the students pick up on the educational design. The findings show that an educational design involving microblogging can provide new possibilities to facilitate peer interactions by systematically enabling students to access more of their peers’ ideas, produce and discuss collective ideas and participate in exploratory talk. In particular, the use of hashtags proves suitable for facilitating peer interactions with the aim to develop students’ critical thinking.

• Rødnes, Kari Anne; Rasmussen, Ingvill; Omland, Maren & Cook, Victoria (2021). Who has power? An investigation of how one teacher led her class towards understanding an academic concept through talking and microblogging. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 98, s. 1–12. doi: 10.1016/j.tate.2020.103229. Fulltekst i vitenarkiv Vis sammendrag

  This study examines work with an academic concept in a multicultural classroom where a microblogging tool was used to facilitate dialogues. The analysis of extracts from classroom talk shows how one teacher prompted students to explain, elaborate and compare their written blog posts. The verbal richness and multiple perspectives evoked through the combination of dialogue and technology allowed the students to engage in active exploration of the concept of power in a social science lesson. This paper contributes to our understanding of dialogic practice as well as how specific features of technology can facilitate productive classroom interactions.

• Krange, Ingeborg & Rasmussen, Ingvill (2020). Dybdelæring og kritisk tenkning i en digital tid – analyser av samtaler mellom elever og lærer. I Engen, Bård Ketil (Red.), Digitalisering, kompetanse og læring. Gyldendal Akademisk. ISSN 9788205538313. s. 27–47. Fulltekst i vitenarkiv
• Frøytlog, Jo Inge Johansen & Rasmussen, Ingvill (2020). The distribution and productivity of whole-class dialogues: exploring the potential of microblogging. International Journal of Educational Research. ISSN 0883-0355. 99. doi: 10.1016/j.ijer.2019.101501. Fulltekst i vitenarkiv Vis sammendrag

  Productive whole-class dialogues typically involve few students, meaning that many are not given opportunities to learn and think together through talk in this kind of classroom activity. We applied mixed-methods within a design-based framework to explore the potential of a microblogging tool, Talkwall, for supporting teachers (N=13) and promoting distributed, productive whole-class dialogues in lower secondary classrooms in Norway. We found that Talkwall could promote distributed and productive dialogues and strengthen participation as a collective endeavour through (a) connecting learning activities and (b) helping the teacher facilitate students’ exploration of their thinking. We illustrated how this potential can materialise in a context where ground rules for productive dialogues were explicitly referenced by the teacher.

• Rasmussen, Ingvill; Kjærnsli, Marit; Jensen, Fredrik & Ludvigsen, Sten Runar (2020). Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO). doi: 10.5617/adno.7862. Fulltekst i vitenarkiv Vis sammendrag

  I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid.

• Rasmussen, Ingvill & Rødnes, Kari Anne (2020). Dialog + microblogging = flerstemmighed? I Dysthe, Olga; Ness, Ingunn Johanne & Kirkegaard, Preben Olund (Red.), Dialogisk pædagogik, kreativitet og læring. Forlaget Klim. ISSN 9788772044323. s. 217–249. Fulltekst i vitenarkiv
• Warwick, Paul; Cook, Victoria; Vrikki, Maria; Major, Louis & Rasmussen, Ingvill (2020). Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2019.100376. Fulltekst i vitenarkiv Vis sammendrag

  In this paper we argue that joint teacher and student awareness of dialogic intentions (DIs) in lessons can focus and guide students' spoken dialogic interactions in the context of the use of digital technology. We focus on DI as a factor in promoting metacognitive awareness of productive dialogue amongst students, considering how teachers in ‘dialogic classrooms’ express DIs and how the use of a microblogging tool (Talkwall) can support, enhance or disrupt students' realisation of these intentions. Data consist of 17 lessons with Year 7 students (aged 11–12), taught by six teachers and covering three subject areas: English, science and geography. A systematic model is used for analysis of technology-focused student interactions, revealing how technology affordances and constraints are implicated in the realisation of DI. This paper is significant in examining how the ability to engage in dialogue can be focused through learning intentions, or set of intentions, within lessons. Further, it considers how specific technological affordances are central to the ways in which technology is implicated in the creation of a relational space for intra-action that might support teaching and learning.

• Ludvigsen, Sten Runar; Warwick, Paul; Rasmussen, Ingvill; Rødnes, Kari Anne; Smørdal, Ole & Major, Louis (2019). Learning as Gap-Closing In and Across Subject: Digitalised Dialogues Across the Curriculum. I Makitalo, Åsa; Nicewong, Todd E. & Elam, Mark (Red.), Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation. Routledge. ISSN 9781138592711. s. 31–49. doi: 10.4324/9780429489839. Fulltekst i vitenarkiv Vis sammendrag

  High-quality classroom dialogues improve students’ capacities to learn school subjects and help them develop more general skills such as collaboration and critical thinking. In this chapter, we take a sociocultural stance toward learning and cognition. “Gap-closing” is used as a key concept to understand and explain why and how teachers and students interact in order to advance students’ agency. To effectively enhance classroom dialogues, teachers need to use language in specific ways, which can be supported by digital tools like Talkwall. Talkwall is a web-based micro-blogging tool that enables students to send short text messages during classroom discussions with their tablets or mobile phones. Their contributions are then shared and represented visually; the developing ideas are connected in a digital representation that participants can continually refer to throughout the dialogue, keeping each idea present and available for the whole class. Talkwall is designed to support the movement of classroom dialogues between teacher-led, whole-class discussions and small, student-group discussions. The empirical illustration used in this chapter is based on an interaction analysis of how students and teachers use rap lyrics to learn literary methods and concepts.

• Smørdal, Ole & Rasmussen, Ingvill (2019). Bridging concepts as intermediary knowledge in design: productive dialogues and the Talkwall microblogging tool. I Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (Red.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. International Society of the Learning Sciences (ISLS). ISSN 9781732467231. s. 993–996. Fulltekst i vitenarkiv Vis sammendrag

  Talkwall is a freely available browser-based tool designed to support classroom dialogue and interaction. When aligned to an appropriate pedagogy, it is intended that Talkwall can encourage students to engage and share their developing ideas, and promote positive dialogic interactions. Research-practice partnerships and design-based research with teachers as co-designers is a key theme in this research programme. We argue the bridging concepts facilitate exchange both ways between theory and practice, and that the material outcome of the design incorporates and displays the ideas for future practice, and as such it contains the embryonic starting point of what ‘might be’.

• Rasmussen, Ingvill; Amundrud, Anja Skrepstad & Ludvigsen, Sten Runar (2019). Establishing and maintaining joint attention in classroom dialogues: Digital technology, microblogging and ground rules. I Mercer, Neil; Wegerif, Rupert & Major, Louis (Red.), The Routledge International Handbook of Research on Dialogic Education. Routledge. ISSN 9780429441677. s. 410–423. doi: 10.4324/9780429441677. Fulltekst i vitenarkiv
• Amundrud, Anja Skrepstad & Rasmussen, Ingvill (2019). Embedding Microblogging Technology to Support Classroom Dialogue. I Lund, Kristine; Niccolai, G; Hmelo-Silver, Cindy E.; Gweon, G & Baker, Michael J. (Red.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1. International Society of the Learning Sciences (ISLS). ISSN 9781732467231. s. 648–652. Fulltekst i vitenarkiv Vis sammendrag

  It’s crucial for teachers to support the development of students’ dialogic skills. Such skills refer to the students’ use of language as a tool to enable understanding of each other’s knowledge, which creates the possibility of constructing new knowledge together. Digital technology in classroom activities can support this form of dialogue, but it must be embedded into a classroom’s complex ecosystem to be beneficial. This paper explores how a group of seventh grade students were taught dialogic skills through the integration of microblogging in the classroom. The data analysed consists of video from the classroom, and the study is grounded in sociocultural theory. Findings suggest that integrating microblogging in classroom activities increased participation and made students’ contributions more visible, thus creating the opportunity for students to build on each other’s knowledge. However, this is dependent on the teachers’ facilitation of the activities.

• Sousa, Filipa De & Rasmussen, Ingvill (2019). Productive Diciplinary Engagement and Videogames. A Teacher´s Educational Design to Engage Students with Ethical Theories in Citizenship Education. Nordic Journal of Digital Literacy. 14, s. 99–116. doi: 10.18261/issn.1891-943x-2019-03-04-02. Fulltekst i vitenarkiv Vis sammendrag

  Interactive learning environments such as videogames may facilitate learning through engagement. However, not all kinds of engagement are relevant to learning in formal education; much depends on the use of pedagogical approaches and videogames in the classroom. This study investigates a curricular unit in an upper secondary class using the commercial videogame The Walking Dead to teach ethical theories in a citizenship course. We focus on how the teacher’s design of the lesson facilitated students’ disciplinary engagement and find that productive disciplinary engagement (PDE) principles, together with dialogic interactions, extended students’ engagement beyond gameplay and helped them understand the meaning of the theoretical content. Based on our findings, we propose a set of recommendations concerning educational design for teaching and learning with commercial videogames.

• Dolonen, Jan Arild; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2019). Microblogging for joint construction of meaning in the classroom. Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552. 2, s. 965–966. Fulltekst i vitenarkiv
• Sousa, Filipa de; Rasmussen, Ingvill & Pierroux, Palmyre (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction. ISSN 2210-6561. 19, s. 40–50. doi: 10.1016/j.lcsi.2018.04.011. Fulltekst i vitenarkiv
• Sousa, Filipa De; Rasmussen, Ingvill & Pierroux, Palmyre (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2018.04.011. Fulltekst i vitenarkiv Vis sammendrag

  Videogames are included among the wide array of digital resources available to teachers to foster student engagement and teach domain-specific content. In this study, we analyze how two teachers in two countries used the commercial videogame The Walking Dead™ to teach ethical theories in upper secondary citizenship education. In both cases, students collaborated in playing the videogame, and teachers led whole-class and small-group discussions to relate the game narrative to the curriculum. However, the analysis identified two different instructional designs and dialogic approaches to integrating the videogame with other educational resources. Extending the concept of transformational play, the analysis showed how the respective teaching approaches supported student learning and engagement by facilitating different types of positioning work.

• Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 23(5), s. 1995–2028. doi: 10.1007/s10639-018-9701-y. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

• Enqvist-Jensen, Cecilie; Nerland, Monika & Rasmussen, Ingvill (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction. ISSN 2210-6561. 13, s. 38–49. doi: 10.1016/j.lcsi.2017.02.001. Fulltekst i vitenarkiv Vis sammendrag

  This article examines how second-year law students act and interact to maintain legal doubt in solving case assignments in groups. Professional norms of inquiry within the legal domain include keeping an issue open for exploration and ensuring that all potentially relevant aspects of a case are considered before reaching a conclusion, as well as making the basis for such conclusions transparent. However, we do not know much about how students appropriate this core aspect of legal problem-solving. We analysed videotaped discussions in two student groups as they worked with cases in international law. The findings bring to the fore how (1) the students' interactions; (2) legal texts; and (3) the use of professional procedures and principles for investigation constituted an exploratory dynamic through which doubt was collectively produced and maintained in the group work. The analysis shows that in the process of getting deeper into aspects of the case at hand, problems where opened up and kept open by the students'/construction of a number of intermediate questions. The relevance of such questions was tested in the group work, but also guided by texts and procedures that are linked in systematic ways. The article argues for the value of group work to support students in learning to take part in core knowledge practices that characterize legal problem-solving.

• Rasmussen, Ingvill & Damsa, Crina I. (2016). Heterochrony through moment-to-moment interaction: A micro-analytical exploration of learning as sense making with multiple resources. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2016.04.003. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Lund, Andreas (2015). Læringsressurser og lærerrollen - et partnerskap i endring? Acta Didactica Norge. 9(1), s. 1–20. doi: 10.5617/adno.2352. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitating students' individual and collective knowledge construction through microblogs. International Journal of Educational Research. ISSN 0883-0355. 72, s. 149–161. doi: 10.1016/j.ijer.2015.04.014. Fulltekst i vitenarkiv
• Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2012). Visualisation of Trajectories of Participation in a Wiki: A Basis for Feedback and Assessment? Nordic Journal of Digital Literacy. s. 21–35. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2012). Trajectories of participation: temporality and learning. I Seel, Norbert M. (Red.), Encyclopedia of the Sciences of Learning. Springer. ISSN 9781441914286. s. 3334–3337. doi: 10.1007/978-1-4419-1428-6_724. Fulltekst i vitenarkiv
• Furberg, Anniken Larsen & Rasmussen, Ingvill (2012). Faktaorientering og forståelsesorientering i elevers bruk av nettbaserte læringsomgivelser. I Hauge, Trond Eiliv & Lund, Andreas (Red.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 9788202364380. s. 23–57. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Rasmussen, Ingvill; Krange, Ingeborg; Moen, Anne & Middleton, David (2011). Intersecting trajectories of Participation: temporality and learning. I Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Red.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 9780415581769. s. 105–121. Fulltekst i vitenarkiv
• Lund, Andreas & Rasmussen, Ingvill (2010). Tasks 2.0: Education Meets Social Computing and Mass Collaboration. AACE Journal. s. 4058–4065. Fulltekst i vitenarkiv Vis sammendrag

  In this paper we argue that for teachers it is becoming increasingly important to develop competence in designing technology mediated and collaborative tasks. The impact from digital technologies challenges the historically stable relationship between textbooks, tasks, and tests. In particular, Web 2.0 technologies and social computing applications that reflect emerging media practices require that schooling addresses collective knowledge advancement and with tasks and assignments that match such practices. Empirically we seek to support our argument by reporting from a longitudinal study of learners and teachers working with different types of tasks in wikis. Theoretically, our research is grounded in Cultural Historical Activity Theory (CHAT) where learning is intrinsically linked to social interaction and the use of cultural tools. The findings show that we need to examine the complex relationships between technologies, tasks, activities, and assessment in order to develop teaching using Web 2.0 applications.

• Rasmussen, Ingvill & Ludvigsen, Sten Runar (2010). Learning with Computer Tools and Environments: A Sociocultural Perspective. I Littleton, Karen; Wood, Clare & Staarman, Judith Kleine (Red.), International Handbook of Psychology in Education. Emerald Group Publishing Limited. ISSN 9781848552326. s. 399–433. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Ludvigsen, Sten Runar (2009). The Hedgehog and the Fox. A discussion of the approaches to the analysis of ICT reforms in teacher education of Larry Cuban and Yrjö Engeström. Mind, Culture, and Activity. ISSN 1074-9039. 16(1), s. 83–104. doi: 10.1080/10749030802477390. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses how to analyze educational reforms in which information and communications technology (ICT) is used as a central catalyst to change practises. We explore the relationship between theoretical conceptualizations and empirical findings drawing on the work of Larry Cuban and Yrjö Engeström. We claim that reform research has traditionally been too preoccupied with looking for the intended changes. One problem with this “top-down” approach is that it conceals changes that happen at the microlevel. As a result, we are left with little understanding of how educational practises change in relation to ICT reform interventions at the interactional level. As an illustrative case, we draw on the analysis of a reform program that focused on the use of ICT in teacher education and show how this reform took place and examine what was interactionally accomplished across the institutions that took part.

• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2009). Joint designs for working in wikis: a case of practicing across settings and modes of work. I Daniels, Harry (Red.), Activity theory in practice: promoting learning across boundaries and agencies. Routledge. ISSN 9780415477253. s. 206–229. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2009). Copying with computers. Information management or cheating and plagiarism? I Krumsvik, Rune (Red.), Learning in the Network Society & the Digitized School. Nova Science Publishers. ISSN 9781607411727. Fulltekst i vitenarkiv
• Lund, Andreas & Rasmussen, Ingvill (2008). The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 3(4), s. 25–51. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Rasmussen, Ingvill (2016). Microblogging as Partner(s)in Teacher-Student Dialogues. A case Study in the Subject of History. Brill | Sense. ISBN 9789463006439. 20 s. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (2011). Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISBN 9780415581769. 388 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• McKenna, Thomas J; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Arvatz, Avivit; Asterhan, Christa & Chen, Gaowei [Vis alle 18 forfattere av denne artikkelen] (2025). Report from Workshop on Dialogue alongside Artificial Intelligence. doi: 10.48550/ARXIV.2511.05625. Fulltekst i vitenarkiv Vis sammendrag

  Educational dialogue -- the collaborative exchange of ideas through talk -- is widely recognized as a catalyst for deeper learning and critical thinking in and across contexts. At the same time, artificial intelligence (AI) has rapidly emerged as a powerful force in education, with the potential to address major challenges, personalize learning, and innovate teaching practices. However, these advances come with significant risks: rapid AI development can undermine human agency, exacerbate inequities, and outpace our capacity to guide its use with sound policy. Human learning presupposes cognitive efforts and social interaction (dialogues). In response to this evolving landscape, an international workshop titled "Educational Dialogue: Moving Thinking Forward" convened 19 leading researchers from 11 countries in Cambridge (September 1-3, 2025) to examine the intersection of AI and educational dialogue. This AI-focused strand of the workshop centered on three critical questions: (1) When is AI truly useful in education, and when might it merely replace human effort at the expense of learning? (2) Under what conditions can AI use lead to better dialogic teaching and learning? (3) Does the AI-human partnership risk outpacing and displacing human educational work, and what are the implications? These questions framed two days of presentations and structured dialogue among participants.

• Rasmussen, Ingvill & Amundrud, Anja (2025). Teachers accounts about opportunities and challenges in research-practice collaborations: a negotiation of change. Fulltekst i vitenarkiv
• Gregers, Tone Fredsvik; Langford, Malcolm; Maasø, Arnt; Brevik, Lisbeth M.; Mjaaland, Marius & Mirmotahari, Omid [Vis alle 25 forfattere av denne artikkelen] (2025). Utdanningskvalitet: Hva kan vi forvente av UiOs framtidige rektorteam? Fulltekst i vitenarkiv
• Frøytlog, Jo Inge Johansen & Rasmussen, Ingvill (2024). Bruk av generativ kunstig intelligens i koding av klasseromsdialoger. Fulltekst i vitenarkiv
• Smørdal, Ole; Rasmussen, Ingvill & Amundrud, Anja (2024). Designing tasks and tools that foster dialogue and participation - demonstrating Talkwall. Fulltekst i vitenarkiv
• Amundrud, Anja & Rasmussen, Ingvill (2024). Tensions in research-practice partnerships: How can they inform future research? Fulltekst i vitenarkiv
• Amundrud, Anja & Rasmussen, Ingvill (2024). Democracy, Citizenship, and Sustainable Development through Digital Dialogues. Fulltekst i vitenarkiv
• Amundrud, Anja; Smørdal, Ole & Rasmussen, Ingvill (2024). Democracy, citizenship and Sustainable Development through Digital Dialogues. Fulltekst i vitenarkiv
• Amundrud, Anja; Omland, Maren & Rasmussen, Ingvill (2023). Microblogging and classroom talk. Fulltekst i vitenarkiv Vis sammendrag

  Digital technologies, such as iPads, mobile phones, laptops, and interactive whiteboards, are now used in most Norwegian classrooms and have, in various ways, changed how teachers and students work and interact. However, despite technology-induced change, language remains our most important tool for learning. Research shows that teaching students in primary and secondary education how they can use their language productively in educational dialogue to learn through interactions is beneficial. Today, explicit teaching of the dialogue skills needed for learning is sparse, and the increased use of digital technology shows a tendency to more individualised activities, leaving less time for interacting in educational dialogue. In this paper, we focus on these challenges and report the findings from a project with teachers from four different schools in Norway. The project aimed to incorporate dialogic pedagogy while using a digital microblogging technology, Talkwall, which is designed to help teachers engage their students in educational dialogue. In Talkwall, students talk together in small groups and write short messages that can be displayed, arranged and distributed across students’ devices and digital whiteboards for discussion in the whole class. The study explored the use of Talkwall in the classroom, specifically the teachers’ practices when combining an explicit focus on educational dialogue and microblogging, and the ways in which microblogging can enhance students’ participation in educational dialogue.

• Rasmussen, Ingvill; Warwick, Paul & Smørdal, Ole (2023). Combining in-class microblogging and jointly created talk rules to enhance student participation in classroom dialogue. Fulltekst i vitenarkiv
• Amundrud, Anja & Rasmussen, Ingvill (2023). Collaborative design for professional development in digital schools: Co-designing digital technology to develop teachers’ dialogic practice. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2022). “Professional learning as interactional accomplishments between participants and simulation-technologies. Sociocultural perspectives”. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Smørdal, Ole (2022). Ny versjon av Samtavla. Fulltekst i vitenarkiv
• Wiebe, Joel; Slotta, Jim; Smørdal, Ole; Amundrud, Anja; Rasmussen, Ingvill & Hod, Yotam [Vis alle 7 forfattere av denne artikkelen] (2022). A Cross-cutting Introduction to Technologies for Learning Communities. Fulltekst i vitenarkiv
• Frøytlog, Jo Inge Johansen; Rasmussen, Ingvill & Ludvigsen, Sten Runar (2021). How microblogging affords conditions for the realisation of student voices about sensitive topics. Fulltekst i vitenarkiv
• Amundrud, Anja; Rasmussen, Ingvill & Smørdal, Ole (2021). Exploring how co-located microblogging can support young students’ collaborative reasoning. Fulltekst i vitenarkiv
• Dolonen, Jan Arild; Ludvigsen, Sten Runar & Rasmussen, Ingvill (2019). Microblogging for joint construction of meaning in the classroom. Fulltekst i vitenarkiv
• Major, Louis; Warwick, Paul; Rasmussen, Ingvill; Ludvigsen, Sten Runar & Cook, V (2019). Correction to: Classroom dialogue and digital technologies: a scoping review (Education and Information Technologies, (2018), 23, 5, (1995-2028), 10.1007/s10639-018-9701-y). Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. s. 1–2. doi: 10.1007/s10639-019-09902-6. Fulltekst i vitenarkiv
• Krange, Ingeborg; Rasmussen, Ingvill; Ferguson, Leila Eve & Bakkene, Hildur (2018). Critical Literacy Skills: Exploring the Effect of Different Teaching Styles in High Schools History Education. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2018). Podcast – Kritisk og kreativ tenkning i en høyteknologisk skole. [Internet]. https://silvijaseres.com/podcast-kritisk-og-kreativ-tenkning. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Rasmussen, Ingvill (2017). DiDiAC-prosjektet: Mikroblogging som støtte for klasseromssamtaler. Bedre Skole. ISSN 0802-183X. s. 26–29. Fulltekst i vitenarkiv
• Rødnes, Kari Anne & Rasmussen, Ingvill (2016). Digitalised Dialogues across the Curriculum. Enhancing classroom dialogue by using Talkwall to "think together". Fulltekst i vitenarkiv
• Rødnes, Kari Anne; Rasmussen, Ingvill; Ludvigsen, Sten Runar; Smørdal, Ole & Frøytlog, Jo Inge Johansen (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): Design-based interventions for developing 21st-century skills. Fulltekst i vitenarkiv
• Major, Louis; Rasmussen, Ingvill & Warwick, Paul (2016). Digitalised Dialogues Across the Curriculum (DiDiAC): introducing TalkWall. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Ferguson, Leila Eve (2016). Exploring the roles of teachers’ instructional activities and peer interactions in the development of critical literacy skills in history. Fulltekst i vitenarkiv
• Sousa, Filipa de; Rasmussen, Ingvill & Pierroux, Palmyre (2015). Teaching Ethics and Moral Reasoning Using Commercial Video Games in School. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2015). Facilitationg students' individual and collective knowledge construction through microblogs. Fulltekst i vitenarkiv
• Lund, Andreas; Vestøl, Jon Magne & Rasmussen, Ingvill (2015). Double stimulation as a design principle: Transforming exams in teacher education. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2014). The Appropriation of Computer Support and Role-Playing in Class Discussions to Facilitate Historical Reasoning. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Smørdal, Ole (2013). Demonstrasjon: Computer-supported note-sharing to enhance joint sense-making. Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Hagen, Åste Marie Mjelve (2013). Facilitating students’ sense-making in modern history through a computer-supported note-sharing tool. Fulltekst i vitenarkiv Vis sammendrag

  15th Biennial Conference Earli 2013, Munich, 27.09.13 - 01.10.13.

• Furberg, Anniken Larsen & Rasmussen, Ingvill (2013). Symposium organizers of the symposium "Facilitation of students' Learning processes in computer-supported Learning activities". The 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Fulltekst i vitenarkiv
• Lund, Andreas & Rasmussen, Ingvill (2011). Emerging language practices in wiki mediated collaboration. Fulltekst i vitenarkiv
• Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (2011). Introduction-Learing in different contexts in the knowledge society. I Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Red.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 9780415581769. Fulltekst i vitenarkiv
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2009). TWEAK - et prosjekt for kollektiv kunnskapsbygging gjennom bruk av wiki. Fulltekst i vitenarkiv
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). Joint designs for working in wikis: a case of practicing across settings and modes of work. Fulltekst i vitenarkiv
• Qvale, Knut & Rasmussen, Ingvill (2008). TWEAK. Fulltekst i vitenarkiv
• Pierroux, Palmyre; Rasmussen, Ingvill; Lund, Andreas & Smørdal, Ole (2008). Supporting and Tracking Collective Cognition in Wikis (Symposium). Fulltekst i vitenarkiv
• Rasmussen, Ingvill & Lund, Andreas (2008). Hva er spørsmålet når svaret er wiki? Fulltekst i vitenarkiv
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). Joint designs for working in wikis:a case of practicing across settings and modes of work. Fulltekst i vitenarkiv
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2008). TWEAK as pedagogical and technological co-design for collectively-oriented practices. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2008). Computer Mediated Learning in Schools from a Sociocultural Perspective. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2008). Wikis in Norwegian secondary schools- reflections and results from a longitudinal project. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2008). TWEAK-Tweaking Wikis for Education and Advancement of Knowledge. Fulltekst i vitenarkiv
• Lund, Andreas; Rasmussen, Ingvill & Smørdal, Ole (2007). Technological Support for Collective Tasks and Activities in a Wiki: Design Ideas and Classroom Realities. Fulltekst i vitenarkiv
• Rasmussen, Ingvill (2007). Learning with ICT and the issue of 'copy/paste'. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Elvestad, Eiri; Farstad, Ida Engan; Bhroin, Niamh Ní; Nygård, Stine & Rasmussen, Ingvill [Vis alle 7 forfattere av denne artikkelen] (2026). EU Kids Online 2026: Norsk hovedrapport. Universitetet i Oslo, institutt for medier og kommunikasjon. Fulltekst i vitenarkiv
• Staksrud, Elisabeth; Bhroin, Niamh Ní; Rasmussen, Ingvill; Farstad, Ida Engan; Frydenlund, Jonas Højgaard & Kalin, Vilde Sannerud [Vis alle 8 forfattere av denne artikkelen] (2026). Norske barns bruk og forståelse av generativ KI: EU Kids Online 2026. Universitetet i Oslo, institutt for medier og kommunikasjon. doi: https:/www.hf.uio.no/imk/forskning/senter/barn-unge-medier/eu-kids-online/euko-v-norske-barns-bruk-og-forstaelse-av-genki.pdf. Fulltekst i vitenarkiv
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Vis alle 11 forfattere av denne artikkelen] (2024). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. Fulltekst i vitenarkiv
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Vis alle 11 forfattere av denne artikkelen] (2024). Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. ISSN 9788293847144. Fulltekst i vitenarkiv
• Letnes, Mari-Ann; Veelo, Nicole Christine; Stänicke, Line Indrevoll; Bhroin, Niamh Ní & Rasmussen, Ingvill (2021). Kids' Digital Lives During COVID-19 Times Digital practices, safety and well-being of 6- to 12-year-olds – a qualitative study. Norges teknisk-naturvitenskapelige universitet. ISSN 9788279230915. Fulltekst i vitenarkiv Vis sammendrag

  This study is a Mixed Method Study where we combine elements of qualitative and quantitative research approaches to investigate Kids’ Digital Lives During COVID-19 Times (KiDiCoTi) a research project coordinated by the Joint Research Centre (JRC) of the European Commission. This report presents and discusses the results from the qualitative part of the KiDiCoTI study for Norway: In Norway, guided interviews with 15 families were conducted in June 2020, with children ages 6 to 11 years old. The report includes portraits of each family and conclusions drawn from the research questions, with regard to providing overview information and recommendations for stakeholders. The portraits focus on the general standard of digital technologies, including parents and children’s perspectives on remote schooling, online risks, screen-time regulations and parenting during the lockdown, as well as lessons learned from these experiences.

• Gilje, Øystein; Ingulfsen, Line; Dolonen, Jan A.; Furberg, Anniken Larsen; Rasmussen, Ingvill & Kluge, Anders [Vis alle 10 forfattere av denne artikkelen] (2016). Med ARK&APP. Bruk av læremidler og ressurser for læring på tvers av arbeidsformer. Universitetet i Oslo. Fulltekst i vitenarkiv
• Rasmussen, Ingvill; Gilje, Øystein; Ferguson, Leila Eve; Ingulfsen, Line & Bakkene, Hildur (2014). Kildearbeid, ideologier og oppgaveforståelse i historie: En casestudie i prosjektet ARK&APP, samfunnsfag, videregående. Universitetet i Oslo. ISSN 9788256970100. Fulltekst i vitenarkiv
• Rasmussen, Ingvill; Rindal, Ulrikke Elisabeth & Lund, Andreas (2014). Læringsressurser og arbeidsformer i engelsk: Ungdomsskoleelevers arbeid med sjangeren fantasy. En casestudie i prosjektet ARK&APP, engelsk, 8. klasse. Universitetet i Oslo. ISSN 9788256970018. Fulltekst i vitenarkiv Vis sammendrag

  Læringsressurser og arbeid med sjangeren fantasy Læreboka sto sentralt i engelskundervisningen i en klasse på 8. trinn. Men den har ikke lenger har den samme styrende funksjon som er beskrevet i tidligere studier. Læreboka ble brukt som utgangspunkt for videre utvikling av oppgaver og aktiviteter. Ark & App er et forskningsprosjekt om valg og bruk av læremidler ved Institutt for pedagogikk ved Universitetet i Oslo, på oppdrag for Utdanningsdirektoratet. Foreliggende rapport tar for seg 1 av de 12 casene i prosjektet. Tre overordnede spørsmål ligger til grunn for analysene i caserapporten: • Hvordan benyttes læremidlene i undervisningsopplegget? • Hvilken funksjon har bruken av læremidlene i interaksjonen mellom lærer og elever? • Hvordan bidrar bruk av læremidlene til engasjement og læring hos elever? Undervisningopplegget i engelskcasen på 8. trinn Denne caserapporten undersøker et undervisningsopplegg der hovedtema var sjangeren fantasy. Elevene skulle i perioden skrive en egen fantasy-historie. Elevene skulle også holde en muntlig presentasjon av hver sin skjønnlitterære bok. Læreboka og lærernes egenutviklede læringsressurser (kopierte ark) var de viktigste læremidlene i dette undervisningsforløpet. Læreboka sentral i engelskundervisningen, men den styrer ikke Læreboka sto sentralt i undervisningen, men den har ikke lenger har den samme styrende funksjon som beskrevet i tidligere studier. Læreboka har status som et utgangspunkt for videre utvikling av oppgaver og aktiviteter. Digitale læringsressurser blir brukt i liten grad. PC benyttes kun av elevene når de fører inn fantasy-historien som de tidligere har skrevet for hånd. Lærerne benytter PowerPoint-presentasjoner til faglige introduksjoner for hele klassen. Elevene og lærerne er ikke eksponert for mer åpne og interaktive læringsmiljø i denne undervisningsperioden. Naturlig bruk av engelsk språk i timen er det lite av Erfaringene fra engelskcasen ser ut til å bekrefte at interaksjonene i klasserommet er endret i den forstand at læreren ikke lenger snakker så lenge og så mye av gangen. Undervisningen som er observert, ledes av lærere som sikrer arbeidsro og sørger for at elevene arbeider med oppgavene de er satt til å løse. Individuelt arbeid er den mest brukte arbeidsformen og det skiftes ofte mellom aktiviteter. Elevene er godt forberedt, deltar aktivt i timene og det faglige nivået kan karakteriseres som høyt. Samtidig viser analysen at naturlig bruk av språk, slik som i elevsamarbeid, er lite vektlagt. Dette medfører at elevene ikke snakker så mye engelsk i timene. Ark & App har egen hjemmeside hos Institutt for pedagogikk ved UiO: http://www.uv.uio.no/iped/forskning/prosjekter/ark-app/

• Barnes, Sally; Timmis, Sue; Eagle, Sarah & Rasmussen, Ingvill (2009). Deep learning with technology in 14- to 19-year-old learners - Final report. Becta- British government agency. Fulltekst i vitenarkiv

Se alle arbeider i NVA