Arbeids- og kompetanseområde
Doktorgrad i pedagogikk (sluttfasen, ferdigstilt innan utgangen av 2020) Mastergrad i engelskdidaktikk (UiO) Hovudfag historie (UiB) Spesialfag (4.avdeling) juss: Flyktning- og menneskerettar Undervisingspraksis: Ungdomsskule (2 år) Vidaregåande skule (2 år, m.a. 50% av stillinga skuleåret 2017-18) Høgskule (13 år): PPU, Master IKT og læring, samfunnsfag/historie, engelsk, fagdidaktikk, pedagogikk Forskingspraksis frå to større NFR-prosjekt: Education, Curricula and Technology (ECT), Learning in the 21st Century (L21).
- PPU
- Master IKT og læring
- Engelskdidaktikk
- Samfunnsfag
- PPU
- Master IKT og læring
- Engelskdidaktikk
- Samfunnsfag
- Learning in the 21st century: tilhøvet mellom skule og digitale praksisar utanfor skulen
- Konsentrasjonsproblematikk i teknologitette miljø
- Konsentrasjonsproblematikk nordisk samanlikning
- Mixed Methods Reseach og metodologispørsmål
- IKT og konsentrasjonsproblematikk
- Samspelet mellom digitale praksisar og skule
- Metodologiutvikling for Mixed Methods Research
- Kausalitet i utdanningsforsking
Publikasjonar
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A mixed-methods exploration of off-task use of educational technology in class: An affordance-based analysis of two quantitative studies and one qualitative study
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Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework
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Comparing antecedents for Norwegian, Swedish, and Finnish youth’s agentic beliefs in informal learning
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12.00 – 13.00: Panel discussion: Mixing methods or mixing it all up? Panel: Professor Kirsti Klette (ILS), Professor Leif Lahn (IPED), and Associate professor Trude Nilsen (ILS) from the University of Oslo, and PhD candidate Thomas Arnesen from the Western Norway University of Applied Sciences. Moderator: Associate professor Lisbeth M Brevik (ILS).
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NRK TV, Undring og Mangfald, sesong 5, 4.episode (https://tv.nrk.no/serie/undring-og-mangfald/KMTE30000416/sesong-4/episode-4)
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Digital procrastination in secondary schools: triggers and enabling conditions
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Antecedents of youth’s beliefs about agency and online learning
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Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland
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How Finnish and Swedish learners’ academic self-control relates to time spent online in class, perceptions of educator qualities, and school appreciation: A cross-sectional comparison
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Explaining Digital Agency Among 15/16-Year-Olds in Norway, Sweden, and Finland
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Educational Technology and Polycontextual Bridging: An Introduction
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What explains pupils' perseived motivational conflict between academic work and off-task behaviour in technology-rich classrooms?
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Antecedents of students’ self-regulatory strength in technology-rich school environments
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Internet Access in Secondary Schools and Perseverance in Academic Work: Norway/Sweden Versus Finland
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Significance of students' net access in class for their academic self-control
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What Significance Does Pupils’ Access to the Internet in School Have for Their Perseverance in Academic Work?
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Digitale elevidentitetar? Funn frå forskingsprosjektet "Learning in the 21st century"
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Skolefagsundersøkelsen 2009: Utdanning, skolefag og teknologi