2025
Nagel, I. (2025). Promoting professional digital competence in student teachers: teacher educators’ task perception matters. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2025.2482932
2024
Tømte, C. E.; Wollscheid, S. (2024). The changing role of ICT-coordinators in schools: a longitudinal study. European Journal of Teacher Education. http://doi.org/10.1080/02619768.2024.2406893
Amdam, S. H., Nagel, I., Njå, M. B., & Forsström, S. (2024). Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development. Education Sciences, 14(11), 1267. https://doi.org/10.3390/educsci14111267
Arstorp, A-T, Olofsson, A. D., Lindberg, O. J. (2024). Professional digital competence in teacher education – where are we, where are we headed and how to get there?, Teachers and Teaching - theory and practice, 30(4), p. 395–399, https://doi.org/10.1080/13540602.2024.2379845
Pedersen, C., Aagaard, T., Daus, S., Nagel, I., Amdam, S. H., Vika, K. S., Andreasen, J. K. (2024). Profiling teacher educators’ strategies for professional digital competence development. Teachers and Teaching, 30(4), 417–436. https://doi.org/10.1080/13540602.2024.2336612
Kelentric, M., Helland, K., & Arstorp, A. (2024). Rammeverk for lærerens profesjonsfaglige digitale kompetanse, 2. utg., Utdanningsdirektoratet.
Viberg, O; Cukurova, M; Feldman-Maggor, Y; Alexandron, G; Shirai, S., Kanemune, S. m.fl. (2024). What Explains Teachers’ Trust in AI in Education Across Six Countries? International Journal of Artificial Intelligence in Education, 1–29, http://doi.org/10.1007/s40593-024-00433-x
Tømte, C. E. (2024). Conceptualisation of professional digital competence for school leaders in schools with 1:1 coverage of digital devices. Computers & Education, 1–11, http://doi.org/10.1016/j.compedu.2024.105151
Wollscheid, S.; Tømte, C. E.; Egeberg, G. C.; Karlstrøm, H.; Fossum, L. W. (2024). Research trends on digital school leadership over time: Science mapping and content analysis. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, http://doi.org/10.1007/s10639-024-12909-3
Lazareva, A.; Tømte, C. E. (2024). Flexible learning spaces as an arena for developing professional digital competence through small group collaboration. Teachers and Teaching: theory and practice, 30(4), 489–508, http://doi.org/10.1080/13540602.2024.2308893
Tømte, C. E.; Lien, A.; Trysnes, I.; Smith-Gahrsen, M. (Red.), (2024). Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget.
Aagaard, T., Amdam, S. H., Nagel, I., Vika, K. S., Andreasen, J. K., Pedersen, C., & Røkenes, F. M. (2024). Teacher preparation for the digital age: Is it still an instrumental endeavor? Scandinavian Journal of Educational Research, 1–15. https://doi.org/10.1080/00313831.2024.2330927
Jones, M.-A. M.; Skaalvik, C.; Letnes, M-A.; Dons, C. F.; Meidell, M. (2024). Mer enn tips og triks: hvordan få det beste ut av Dekom-samarbeid? Skolelederen.
Arstorp, A-T. (2024). Tensions Between the Political, Institutional, and Project Levels When Developing Professional Digital Competence in Teacher Education. A Cultural Historical Activity Theory Analysis of Inhibiting and Facilitating Factors. Teachers and teaching: Theory and Practice, 30(4), p. 545-562, https://doi.org/10.1080/13540602.2024.2313636
Aagaard, T., Amdam, S. H., Nagel, I., Vika, K. S., Andreasen, J. K., Pedersen, C., & Røkenes, F. M. (2024). Teacher preparation for the digital age: Is it still an instrumental endeavor? Scandinavian Journal of Educational Research, 1–15. https://doi.org/10.1080/00313831.2024.2330927
Arstorp, A-T. (2024). Lærerrollen i forandring. Asymmetriske og symmetriske lærerroller. I: Stenseth, T. & Oddvik, M. (red.), Læring og undervisning i en digital verden, Gyldendal Akademiske, p. 109-130.
2023
Røkenes, F.M.; Andreasen, J.K.; Aagaard, T.; Nagel, I.; Amdam, S.H. & Pedersen, C. (2023). Digital nødundervisning under covid-19-nedstengning: Lærerutdanneres utvikling av profesjonsfaglig digital kompetanse. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(4), 234–245, https://doi.org/10.18261/njdl.18.4.3
Arstorp, A-T. (2023). Norwegian Professional Digital Competence and Danish Technology Comprehension in Teacher Education – Two Peas in a Pod? I: Willersmark, S., Anders D. Olofsson & Lindberg, O., Digitalization and Digital Competence in Educational Context: A Nordic Perspective from Policy to Practice. Routledge, 15-27, https://doi.org/10.4324/9781003355694-3
Nagel, I., Guðmundsdóttir, G. B., & Afdal, H. W. (2023). Teacher educators’ professional agency in facilitating professional digital competence. Teaching and Teacher Education, 132, 104238. https://doi.org/10.1016/j.tate.2023.104238
Pinheiro, R.; Tømte, C. E.; Barman, L.; Degn, L.; Geschwind, L. (Red.), (2023). Digital Transformations in Nordic Higher Education. Palgrave Macmillan.
Tømte, C. E.; Smedsrud, J. (2023). Governance and digital transformation in schools with 1:1 tablet coverage. Frontiers in Education, http://doi.org/10.3389/feduc.2023.1164856
Arstorp, A-T. (2023). Digital Competence in Norwegian and Danish Teacher Education – representing an ontological turn? ICERI2023 Proceedings, p. 1305.
Madsen, A. A.; Lund, A. H.; Letnes, M.-A. (2023) “Aesthetic Week” as didactic design for teacher students’ development of professional identity. Nordisk tidsskrift for utdanning og praksis.
Tømte, C. E.; Lazareva, A. (2023). Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space. I: Pinheiro, R.; Tømte, C. E.; Barman, L.; Degn, L.; Geschwind, L. (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan, 77–96, http://doi.org/10.1007/978-3-031-27758-0_4
Bugge, M.; Berg, R.; Tømte, C. E. (2023). Transformative innovation policies detached from existing systems of innovation in the global south. Innovation and Development, 1–24, http://doi.org/10.1080/2157930X.2023.2215628
Letnes, M.-A.; Rasmussen, I.; Ní Bhroin, N.; Stänicke, L. I.; Veelo, N. C. (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
Tømte, C. E.; Pedersen, C.; Vennerød-Diesen, F. F. & Daus, S. (2023). Early and late adopter effects between schools in a one-to-one computer initiative. Computers & Education, 1–12, http://doi.org/10.1016/j.compedu.2023.104927
Kruse, L. C.; Bergener, K.; Conboy, K.; Lundström, J. E.; Maedche, A.; Sarker, S. m.fl. (2023). Understanding the Digital Companions of Our Future Generation. Communications of the Association for Information Systems, 465–479, http://doi.org/10.17705/1CAIS.05218
Letnes, M.-A.; Bråten, I.; Nielsen, L. M.; Skjelbred, B. H. (2023) A network of co-created knowledge - A field in progress. FormAkademisk - Forskningstidsskriftet for design og designdidaktikk.
2022
Amdam, S. H., Kobberstad, L. R., Tikkanen, T. I. (2022). Professional digital competence in strategy and management: A case study of three teacher education programs in Norway. Nordic Journal of Digital Literacy, 17(1), 16-30, https://doi.org/10.18261/njdl.17.1.2
Brynildsen, S., Nagel, I., & Engeness, I. (2022). Teachers’ Perspectives on Enhancing Professional Digital Competence by Participating in TeachMeets. Italian Journal of Educational Technology, 20. https://doi.org/10.17471/2499-4324/1252
Arstorp, A-T. (2022). Digital teknologi som diskursivt artefakt iden norske læreruddannelses policy, Norsk Pedagogisk Tidsskrift, 106(5), 408-421, https://doi.org/10.18261/npt.106.5.3
Arstorp, A-T. (2022). Student assistants in Future Classroom Labs moving between figured worlds and becoming a resource for developing professional digital competence in teacher education? Nordic Journal for Digital Literacy, 17(1), https://doi.org/10.18261/njdl.17.2.4
Lazareva, A.; Tømte, C. E. (2022). Student Assistant Perspective on Flexible Learning Spaces: Challenges and Success Factors. I: Gómez Chova, L; López Martínez, A.; Lees, J. (Red.), 15th International Conference of Education, Research and Innovation. International Academy of Technology, Education and Development (IATED), 7170–7177, http://doi.org/10.21125/iceri.2022.1822
Røkenes, F. M.; Grüters, A. R.; Skaalvik, C.; Lie, T. G.; Østerlie, O.; Järnerot, A. (2022) Teacher educators’ professional digital competence in primary and lower secondary school yeacher education. Nordic Journal of Digital Literacy
Arstorp, A-T. & Røkenes, F. M. (2022). Extended editorial. Special issue on Teacher professional digital competence in Norwegian Teacher Education. Nordic Journal for Digital Literacy,17(1), https://doi.org/10.18261/njdl.17.1.1
Andreasen, J. K.; Tømte, C. E.; Bergan, I.; Kovac, V. B. (2022). Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers. Nordic Journal of Digital Literacy, 17(1), 61–74, http://doi.org/10.18261/njdl.17.1.5
2021
Letnes, M.-A.; Killerud, A. E.; Kalfoss, O. G. (2021). Students and teachers’ expectations and experience with the use of Blackboard as a learning platform at NTNU. Nordisk tidsskrift for utdanning og praksis
Nagel, I. (2021). Digital Competence in Teacher Education Curricula : What Should Teacher Educators Know, Be Aware of and Prepare Students for? Nordic Journal of Comparative and International Education (NJCIE), 5(4), 104-122. https://doi.org/10.7577/njcie.4228
Arstorp, A-T (2021). 25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents. Education Inquiry, 12(4), p. 365-389 https://doi.org/10.1080/20004508.2021.1972594
Olofsson, A. D.; Lindberg, O. J.; Pedersen, A. Y.; Arstorp, A-T; Dalsgaard, C.; Einum, E.; Caviglia, F.; Ilomäki, L.; Veermans, M.; Häkkinen, P.; Willermark, S. (2021). Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? Education Inquiry, 12(4), p. 317-328 https://doi.org/10.1080/20004508.2021.1976454
Nagel, I., & Engeness, I. (2021). Peer Feedback with Video Annotation to Promote Student Teachers’ Reflections. Acta Didactica Norden, 15(3), 24 sider. https://doi.org/10.5617/adno.8192
Wollscheid, S.; Tømte, C. E.; Aardalen, H. F.; Vaagland, K.; Vennerød-Diesen, F. F. (2021). A balancing Act – Perceptions of how Teachers in Norwegian and Mathematics combine Digital and Analogue Devices. Nordic Journal of Digital Literacy, 16(3-4), 102–114, http://doi.org/10.18261/ISSN.1891-943X-2021-03-04-02