Fredrik Mørk Røkenes

• Mary E. Webb, Kathryn MacCallum, Jodie Torrington, Deirdre Butler, Chris Shelton & Jihyun Lee [Vis alle 11 forfattere av denne artikkelen] (2026). Revisiting Pedagogical Content Knowledge (PCK) development for the age of generative AI. Computers and Education Open (CAEO). 11, s. 100428–100428. doi: 10.1016/j.caeo.2026.100428. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines how Generative Artificial Intelligence (GenAI) in K-12 education interacts with teachers' Pedagogical Content Knowledge (PCK). Using the Refined Consensus Model (RCM) as an analytical framework, we analysed how GenAI influences the three PCK domains: personal PCK (pPCK), collective PCK (cPCK), and enacted PCK (ePCK). Guided by the research question "How can teachers and GenAI collaborate to develop and use PCK and pedagogical reasoning in K-12?", we analysed three researcher-constructed vignettes – hypothetical but plausible scenarios representing GenAI use in planning, classroom interaction, and assessment – to derive analytical propositions about the PCK-GenAI relationship. Our analysis suggests tensions between traditional PCK boundaries and GenAI-mediated practices, particularly regarding the RCM's plan-teach-reflect cycle. We propose that GenAI can amplify teachers' PCK when critically evaluated, but poses risks for novice teachers whose pPCK is still developing. The paper identifies how GenAI reconfigures boundaries between personal and collective knowledge, reshapes enacted practice when AI becomes a co-constructor of teaching, and highlights the continued centrality of teacher expertise. We propose directions for supporting effective human-GenAI collaboration in PCK development and discuss implications for teacher education.

• Joyce Malyn-Smith, Jodie Torrington, Mary Webb, Deirdre Butler, Jihyun Lee & Peter Tiernan [Vis alle 20 forfattere av denne artikkelen] (2026). Navigating AI’s Educational Future: Expert Scenarios and Implications for Teaching and Teacher Preparation. Computers and Education Open (CAEO). s. 100422–100422. doi: 10.1016/j.caeo.2026.100422. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents expert perspectives derived from a visioning activity conducted by an international panel of educational researchers from 13 countries and 18 institutions, working under Thematic Working Group 5 for UNESCO’s EDUsummIT 2025. Using a futures thinking approach, the experts co-constructed six scenarios imagining AI-enriched educational environments in 2030 across primary, secondary, technical, and higher education sectors. Reflexive thematic analysis of these expert-generated artefacts identified 12 cross-cutting themes. Three meta-patterns emerged: the more-human paradox, in which AI saturation intensifies rather than displaces human pedagogical work; the agency-scaffolding tension, in which student AI agency must be carefully developed rather than assumed; and contextual variation, in which the meaning of critical AI partnership differs across educational phases. Together, these meta-patterns suggest that pre-service teacher preparation moves beyond AI tool training to embed pedagogical rehearsal of scaffolding strategies that make effective use of GenAI's capabilities. We identify three priority areas that reflect the most pressing areas for action: (a) developing critical, agentic AI partnerships, (b) orchestrating AI-enhanced learning ecosystems, and (c) building trustworthy, equitable AI infrastructure. These insights aim to inform the design of teacher education and professional learning that is responsive to rapidly evolving AI-mediated educational environments.

• Han Han, Fredrik Mørk Røkenes & Rune Johan Krumsvik (2025). The Flipped Classroom’s impact on students’ motivation and engagement. Nordic Journal of Digital Literacy. 20(3), s. 158–171. doi: 10.18261/njdl.20.3.3. Fulltekst i vitenarkiv Vis sammendrag

  In recent years, most of the research on the Flipped Classroom (FC) has primarily focused on examining students’ learning outcomes and their perceptions of this approach. However, the present study aims to explore the impact of the FC on students’ motivation and engagement by combining both quantitative and qualitative data in a single research effort, addressing the limited existing research in this area. The data for this investigation were collected from student teachers (STs) in the field of English as a foreign language (EFL) in a Norwegian teacher education program. The data collection instruments employed in this study involved a paper-based survey and focus group interviews. An explanatory sequential mixed methods research approach was adopted involving two phases. During Phase 1, a quasi-experimental design was employed, and quantitative data were obtained from two sub-groups: the control group (the non-flipped group) and the experimental group (the FC group). The data was collected through a paper-based survey using the Motivation and Engagement Scale- University/College (MES-UC) instrument. Phase 2 of this study involved the collection of qualitative data from the experimental group through focus group interviews. Based on the findings obtained from the two phases, no statistically significant difference was observed between the two sub-groups regarding motivation and engagement. However, participants from the experimental group expressed in the focus group interviews that the FC approach promoted their motivation and engagement when compared to the lecture-based approach.

• Bodil Louise Svendsen, Tony Burner & Fredrik Mørk Røkenes (2025). Intrinsically Motivating Instruction - Thomas Malone (revidert, 2 utgave). I Ben Akpan & Teresa J. Kennedy (Red.), Science Education in Theory and Practice An Introductory Guide to Learning Theory (2. ed). Springer Nature. ISSN 9783031813511. doi: https:/link.springer.com/chapter/10.1007/978-3-031-81351-1_2. Fulltekst i vitenarkiv
• Sigrun Lindaas Norhagen, Rune Johan Krumsvik & Fredrik Mørk Røkenes (2024). Developing professional digital competence in Norwegian teacher education: a scoping review. Frontiers in Education. 9. doi: 10.3389/feduc.2024.1363529. Fulltekst i vitenarkiv Vis sammendrag

  The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.

• Cathrine Pedersen, Toril Aagaard, Stephan Daus, Ilka Nagel, Synnøve Hedemann Amdam & Karl Solbue Vika [Vis alle 8 forfattere av denne artikkelen] (2024). Profiling teacher educators’ strategies for professional digital competence development. Teachers and Teaching: theory and practice. ISSN 1354-0602. 30(4), s. 417–436. doi: 10.1080/13540602.2024.2336612. Fulltekst i vitenarkiv Vis sammendrag

  The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modelling. With latent class analysis, we identified three distinct profiles based on probability of engagement in different digital competence development (DCD) activities: 1) The restrictive user—characterised by sporadic and narrow use of DCD strategies, prefers peer-restricted collaboration, 2) The moderate user—regular user of DCD strategies, prefers peer-restricted collaboration, and 3) The extensive user—frequent and comprehensive user DCD strategies, engages in broad collaboration. The extensive users also use digital resources more frequently in their teaching compared to the moderate and especially the restricted users. This is the case for individual interactions with students, to make teaching more relevant and applicable, as well as to make teaching more student active. Based on the knowledge on TEds profiles emerging from this study, we propose recommendations for better tailoring of DCD initiatives.

• Jo Tondeur, Sarah K. Howard, Ana Amélia Carvalho, Marijke Kral, Dominik Petko & Lakshmi T. Ganesh [Vis alle 11 forfattere av denne artikkelen] (2024). The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments. Technology, Knowledge and Learning. ISSN 2211-1662. 29, s. 1767–1789. doi: 10.1007/s10758-024-09784-9. Fulltekst i vitenarkiv Vis sammendrag

  Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual model for Designing Teaching and Learning Environments (DTALE). To do this, the paper presents first a critical review of the research literature underpinning learning environments, with a particular interest in the integration of the physical and digital spaces, to develop the DTALE model. In the second step, the DTALE model has been developed and validated by applying the model to existing cases from different contexts. Based on the study’s findings, we outline the implications for theory and practice. Limitations and suggestions for future research are also included.

• Marianne Tevik Singstad, Fredrik Mørk Røkenes & Stine Margrethe Ekornes (2024). Untapped potential? a scoping review exploring school social work in Norwegian primary schools. Nordic Social Work Research. ISSN 2156-857X. doi: 10.1080/2156857X.2024.2390368. Fulltekst i vitenarkiv
• Toril Aagaard, Synnøve Hedemann Amdam, Ilka Nagel, Karl Solbue Vika, Johan Kristian Andreasen & Cathrine Pedersen [Vis alle 7 forfattere av denne artikkelen] (2024). Teacher preparation for the digital age: Is it still an instrumental endeavor? Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–15. doi: 10.1080/00313831.2024.2330927. Fulltekst i vitenarkiv Vis sammendrag

  Preparing student teachers for a profession that continuously changes in relation to digitalisation is a global challenge. By analysing survey data about how teacher educators (N = 389) report that they prepare their students for this challenge, we find that the focus is still on learning to use digital technologies for instrumental purposes, while relating to more fundamental epistemic challenges emerging in digital learning environments receives less attention. We address risks associated with this finding, and how a more concurrent focus on the instrumental and epistemic dimensions of professional digital competence (PDC) can be supported in teacher education.

• Rune Johan Krumsvik, Fredrik Mørk Røkenes, Øystein Olav Skaar, Lise Øen Jones, Stein Helge Solstad & Øystein Salhus [Vis alle 7 forfattere av denne artikkelen] (2024). PhD-supervisors experiences during and after the COVID-19 pandemic: a case study. Frontiers in Education. 9. doi: 10.3389/feduc.2024.1436521. Fulltekst i vitenarkiv Vis sammendrag

  Introduction: The COVID-19 pandemic has significantly impacted the education sector, and this case study examined nearly three hundred PhD supervisors in Norway. The study was driven by the urgent need to better understand the professional, social, and existential conditions faced by doctoral supervisors during extended societal shutdowns. This explorative case study builds on a former study among PhD candidates and investigates the experiences of doctoral supervisors when remote work, digital teaching, and digital supervision suddenly replaced physical presence in the workplace, largely between March 12, 2020, and autumn 2022, due to the COVID-19 pandemic. Methods: A mixed-methods research approach, incorporating formative dialog research and case study design, was employed to bridge the conceptual and contextual understanding of this phenomenon. The primary data sources were a survey (N = 298, 53.7% women, 46.3% men, response rate 80.54%) and semi-structured interviews (with nine PhD supervisors). Supplementary data collection was based on formative dialog research. It included field dialog (four PhD supervision seminars), open survey responses (n = 1,438), one focus group (n = 5), an additional survey (n = 85), and document analysis of PhD policy documents and doctoral supervision seminar evaluations (n = 7). The survey data, interview data, focus group data, and supplementary data focus also retrospectively on the first year of the pandemic and were collected from August 2022 until October 2023. Results: The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates, and their capacity to fulfill other job responsibilities. Although the PhD supervisors received some support during the pandemic, it seems that the incremental measures provided were insufficient. Discussion: The case study results indicate that it is more important than ever to understand the gap between the formulation, transformation, and realization arenas when distinguishing between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. This highlights the need for better crisis preparedness at the doctoral level in the years to come.

• Rune Johan Krumsvik, Lise Øen Jones, Fredrik Mørk Røkenes, Øystein Olav Skaar, Stein Helge Solstad & Øystein Salhus [Vis alle 7 forfattere av denne artikkelen] (2024). Doctoral Supervision in Challenging Times – some Experiences from the Pandemic (Part II), 16th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development. ISSN 9788409629381. s. 6495–6507. doi: 10.21125/edulearn.2024. Fulltekst i vitenarkiv
• Han Han & Fredrik Mørk Røkenes (2023). Teacher Educatorsʼ Perceptions of Flipped Classroom in Teacher Education: Insights from EFL Teacher Educators in Norway. Nordic Journal of Digital Literacy. 18(3), s. 186–200. doi: 10.18261/njdl.18.3.5. Fulltekst i vitenarkiv Vis sammendrag

  The Flipped Classroom (FC) is a popular pedagogical instruction model in education with a steady increase in the number of studies in teacher education (TE). However, few studies focus on teacher educatorsʼ perspectives on how the FC is used for subject-disciplinary teaching and learning in TE. This article explores teacher educatorsʼ perceptions regarding using the FC with student teachers (STs) in the field of English as a foreign language (EFL) in Norwegian primary and lower secondary school teacher education. Through an online survey and in-depth interviews, teacher educatorsʼ experiences with the FC are examined, revealing both out-of-class and in-class activities adopted in EFL. Meanwhile, teacher educatorsʼ perceptions of the FC, with three pairs of advantages and challenges, were investigated. Lastly, implications and suggestions for teacher educators on enacting the FC are provided.

• Han Han, Fredrik Mørk Røkenes & Rune Johan Krumsvik (2023). Student teachers’ perceptions of flipped classroom in EFL teacher education. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 29, s. 1539–1558. doi: 10.1007/s10639-023-11839-w. Fulltekst i vitenarkiv Vis sammendrag

  This paper aims to provide evidence on student teachers’ perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has been a popular teaching approach for nearly two decades in K-12 and higher education. After the outbreak of Covid-19, more teachers have started to implement FC. In post-Covid-19, with the possibility of reusing video lectures made during the pandemic and the familiarity of digital skills to create digital lectures, a question for teachers is whether to continue with this approach. This paper follows an explanatory sequential mixed methods research approach. Insights from student teachers (STs) in the field of English as a foreign language (EFL) in Norway are the primary data, and surveys and focus group interviews are the main instruments to collect the data. FC’s advantages and challenges perceived by STs are reported, and the possibility of STs becoming future flippers is explored. Findings from this paper indicate that STs would like to have more courses flipped in their studies, yet STs seem hesitant about flipping their courses in their teaching practice. STs also provide some practical suggestions on implementing the FC approach.

• Tone Elisabeth Berg, Hege Eggen Børve & Fredrik Mørk Røkenes (2023). The Nordic Model and Management in International Corporations: A Scoping Review. Nordic Journal of Working Life Studies. 14(1), s. 25–46. doi: 10.18291/NJWLS.141901. Fulltekst i vitenarkiv Vis sammendrag

  The overall aim of this scoping review is to present empirical studies regarding how the Nordic model has been investigated in relation to management in international companies. The subse quent objective is to discuss the model’s robustness regarding internationalization. The question raised is how the Nordic model, in relation to management, is configured in empirical studies undertaken in international corporations. Using systematic literature searches to examine peer- reviewed articles published between 2000 and 2022, 15 out of 972 studies were eligible for a full review. Primarily, one facet of the model was investigated: workplace democracy. Foreign-owned companies operating in Nordic countries partly adopted the model, whereas the model was implemented to some extent in Nordic-owned companies abroad. Management’s support and employee involvement were considered important. This review indicates that there is pressure on the model, although it has extended beyond the Nordic border and appears to be adaptable to global working life.

• Fazilat Siddiq, Fredrik Mørk Røkenes, Andreas Lund & Ronny Scherer (2023). New kid on the block? a conceptual systematic review of digital agency. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. doi: 10.1007/s10639-023-12038-3. Fulltekst i vitenarkiv Vis sammendrag

  The digitalisation of education has been emphasised over the last two decades, affecting and developing both the theories and practices of teaching and learning. Considering these developments, the need for addressing teachers’ and students’ digital competence has gained ground. In the last few years, the concept of digital agency has been noted in empirical and theoretical research – broadly focusing on the integration of information and communication technologies (ICT) in educa- tion. Nonetheless, how digital agency is understood and how it relates to the more established concept of digital competence remains unclear. To address this gap, we conducted a conceptual systematic review and examined the current state of the knowledge on digital agency. Specifically, we review the conceptualisations of digital agency, its underlying theoretical frameworks, and how it relates to digital competence and similar concepts. Database searches resulted in 32 publications, with the majority published in education and design journals and stemming from Scandinavian countries. Our findings show that out of 32 studies, only one aimed at defining digital agency explicitly. Nevertheless, for the last three years, digital agency has been more frequently used in the body of literature, emphasising the design and transformation of teaching and learning with technology towards a ‘new normal’ considering the post-pandemic era and lessons learned. Reviewing the ex- tant body of knowledge on digital agency, we review the strengths and weaknesses of the concept and compare it to the more established notion of digital competence. Finally, we discuss implications for policy, research, and practice in education.

• Fredrik Mørk Røkenes, Johan Kristian Andreasen, Toril Aagaard, Ilka Nagel, Synnøve Hedemann Amdam & Cathrine Pedersen [Vis alle 7 forfattere av denne artikkelen] (2023). Digital nødundervisning under covid-19-nedstengning: Lærerutdanneres utvikling av profesjonsfaglig digital kompetanse. Nordic Journal of Digital Literacy. 18(4), s. 234–245. doi: 10.18261/NJDL.18.4.3. Fulltekst i vitenarkiv Vis sammendrag

  Denne studien handler om hvordan digital nødundervisning og samhandling med studenter under covid-19-nedstengningen har påvirket lærerutdanneres profesjonsfaglige digitale kompetanse. 222 tekstresponser fra en spørreundersøkelse distribuert til lærerutdannere ved 5 grunnskolelærerutdanninger i Norge er analysert. Den tematiske analysen viser at følgende forhold har hatt påvirkning på kompetanseutviklingen: lavere terskel og større verktøykasse, drivkraft for didaktisk refleksjon og digital interaksjon og relasjon. Resultatene fra studien viser at omleggingen fra fysisk til heldigital undervisning utfordret lærerutdanneres undervisningspraksis og profesjonsfaglige syn på undervisning og læring med digital teknologi

• Marianne Tevik Singstad, Fredrik Mørk Røkenes & Stine M. Ekornes (2022). Promoting psychosocial environments in Norwegian primary schools: a scoping review protocol exploring the roles and responsibilities of school social workers. BMJ Open. 12(8). doi: 10.1136/bmjopen-2022-063324. Fulltekst i vitenarkiv Vis sammendrag

  Introduction Early intervention by identifying children at risk and providing necessary support is vital to prevent stunted psychosocial development and mental health issues. In this regard, schools are important intervention arenas, reaching all students at a universal level. The need for enhanced efforts is well recognised in Norwegian policy documents, whereas school social workers can represent significant roles in supporting teachers with expanded knowledge on psychosocial factors, mental health and relevant interventions. Despite the clearly stated needs for interprofessional competence in school, limited research has been conducted, and there are no national standards or guidelines for school social workers’ practice. Thus, this scoping review’s overall objectives are to systematically map the existing research on social workers’ roles and responsibilities in Norwegian primary schools. Methods and analysis A scoping review will be conducted, using the methodological framework of Arksey and O’Malley. Four of their defined goals will be of significance: (1) examine the extent, range and nature of the research activity; (2) determine the value of undertaking a full systematic review; (3) summarise and disseminate research findings; (4) identify research gaps in the existing literature. Systematic searches will be conducted in relevant databases and search portals, including snowballing and manually searching reference lists. Publication language is restricted to English and Norwegian, the date range is from 1 January 2000 until 31 October 2022, and inclusion requires focus on social workers in a Norwegian primary school context. The data will be screened using the screening data extraction software Covidence. A thematic analysis of the literature will be carried out. Ethics and dissemination Ethical approval is not considered necessary as the aim of this scoping review is to investigate already published materials. Findings will be submitted as scientific papers and at conferences as part of the main project.

• Rune Johan Krumsvik, Øystein Olav Skaar, Fredrik Mørk Røkenes, Stein Helge Solstad & Kjetil L Høydal (2022). Experiences of WNGER II Ph.D.Fellows During the COVID-19 Pandemic – A Case Study. Frontiers in Education. 7. doi: 10.3389/feduc.2022.860828. Fulltekst i vitenarkiv Vis sammendrag

  Since January 2020 there have been over 97 million reported cases and 2 million deaths worldwide from COVID-19 and it is not over yet. In many ways, the COVID-19 pandemic is a slow-motion disaster and an ‘external intervention’ that suddenly began in early 2020 and has maintained its grip on the world. The pandemic has influenced the education sector strongly as well, and Ph.D. candidates enrolled in Ph.D. programs during COVID-19 (‘the Ph.D. corona generation’) at Western Norway Graduate School of Educational Research II (WNGER II) were examined in this case study. WNGER II is a research school consortium with seven universities and universities colleges, 97 Ph.D.-candidates, and 48 supervisors and was established in 2018 to complement the Ph.D.-programs and strengthen the Ph.D. education in Western Norway. A pilot phase (2016–2017) was used to identify and address specific challenges in Ph.D. education as experienced in the seven universities and university colleges in Western Norway. The pandemic has presented an urgent need for a better knowledge base to understand the professional, social, and existential conditions for doctoral fellows when society is shut down for an extended period. This explorative case study examined what the doctoral fellows experienced when home office, digital teaching, and digital supervision suddenly replaced physical presence in the workplace (more or less) from March 12, 2020 to November 30, 2021 as a result of the COVID-19 pandemic. A mixed-methods research, formative dialog research, and case study design was applied to try to bridge the conceptual and contextual understanding of this phenomenon. The main data sources were a survey (N = 62, 85% women, 15% men, response rate 70%) and semi-structured interviews (with six Ph.D. fellows). Supplementary data collection was based on formative dialog research and comprised field dialog (13 seminars, eight Ph.D. courses, three Ph.D. supervision seminars, and two Ph.D. gatherings, N = 26), one focus group (n = 11), 21 online observations, and document analysis of Ph.D. policy documents and course evaluations (N = 15). The explorative case study found that the WNGER II Ph.D. fellows are satisfied with the educational quality concerning digital teaching and supervision (micro-level) but have experienced several research-related and psycho-social challenges during the pandemic (meso-level). These changed frame factors have impeded their feasibility and doctoral progression. Even if the WNGER II Ph.D. fellows experienced support during the pandemic, it seems like it entailed incremental measures that have not been sufficient. The Ph.D. regulations were created before the pandemic under normal conditions for normal conditions, but it appears that no substantial adjustments have been made for these extraordinary pandemic conditions in which frame factors attached to data collection, publication delays, childcare responsibilities, social distancing, etc. have changed the premises for their feasibility. This has been particularly critical for these Ph.D. fellows, who have been in this slow-motion disaster for up to 20 months (55% of their 3-year scholarship). Therefore, results from the case study indicate it is more important than ever to understand the gap between formulation, -transformation, and realization arena when it comes to the distinction between incremental, semi-structural changes and fundamental changes in Ph.D. regulations and guidelines caused by societal crises. Even if time compensation has been offered, it seems like the overall Ph.D. guidelines, regulations, and assessment norms have remained unchanged in the transformation arena (meso-level), which might have given some unforeseen implications for some Ph.D.-candidates, which calls for better crisis preparedness on a doctoral level in the years to come.

• Fredrik Mørk Røkenes, Anna Ruth Grüters, Cecilie Skaalvik, Tove Grete Lie, Ove Østerlie & Anna Järnerot [Vis alle 9 forfattere av denne artikkelen] (2022). Teacher educators’ professional digital competence in primary and lower secondary school yeacher education. Nordic Journal of Digital Literacy. 17(1), s. 46–60. doi: 10.18261/njdl.17.1.4. Fulltekst i vitenarkiv Vis sammendrag

  This study examines teacher educators’ experiences with a professional development program—the Digitalization of Primary and Lower Secondary School Teacher Education (DigGiLU) project—offered at a Norwegian teacher education institution. A qualitative case study design was used, which incorporated semi-structured focus groups with 20 teacher educators (N = 20). The results show that teacher educators reported an increased awareness of the role of technology in teaching and learning. The participants underscored collegial knowledge-sharing activities involving the purposeful use of digital technology and collegial coaching with section coordinators as the most valuable aspects of professional development. The implications of these findings for teacher education are discussed.

• Stine H. Bang Svendsen, Kristine Ask, Kristine Øygardslia, Christian Engen Skotnes, Priscilla Ringrose & Gunnar Grut [Vis alle 7 forfattere av denne artikkelen] (2021). Migration narratives in educational digital storytelling: which stories can be told? Learning, Media and Technology. ISSN 1743-9884. 47(2), s. 201–215. doi: 10.1080/17439884.2021.1954949. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates use of digital storytelling as a learning activity in education about migration. Based on a study in two Norwegian schools and two adult education centers for refugees and migrants, the article analyzes student’s digital stories and observations of the process of production. Counter to research on the promise of digital storytelling to promote diverse perspectives, personal experience and creativity, our findings show that digital stories as a learning activity includes powerful standardization drivers. The standardization limits diversity in students’ knowledge and experience from coming into view in the final product. The identified standardization drivers are; (1) discursive blueprints of refugee experience, including the narrative about the ‘Good Refugee’ and idealization of the destination country, (2) challenges with representing traumatic experiences through photographic imagery, and (3) material affordances in the production process such as google algorithms. In conclusion, we argue that critical engagement with the involved modalities and standardization drivers is a condition for using digital stories to foster critical thinking about migration.

• Karen Birgitte Dille & Fredrik Mørk Røkenes (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 105, s. 1–17. doi: 10.1016/j.tate.2021.103431. Fulltekst i vitenarkiv
• Nick Kelly, Jen Scott Curwood, Kate Thompson, Peter Reimann & Fredrik Mørk Røkenes (2021). Analysing Teacher Learning in Online Networks: An Outline for Methodological Decision-Making. Proceedings (International Conference of the Learning Sciences). ISSN 1814-9316. Fulltekst i vitenarkiv Vis sammendrag

  This paper contributes an outline to guide methodological decision making in analysing teacher learning in online networks, with a view towards research that produces actionable knowledge. It suggests that key decisions must be made in areas of research questions, units of analysis and observation, frameworks for analysis, data sources and methods of analysis, and reporting of context. It provides a concise example of decision making in the analysis of an online network of secondary design teachers in Australia.

• Han Han & Fredrik Mørk Røkenes (2020). Flipped Classroom in Teacher Education: A Scoping Review. Frontiers in Education. 5(221), s. 1–20. doi: 10.3389/feduc.2020.601593. Fulltekst i vitenarkiv Vis sammendrag

  Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC’s pedagogical value added in teacher education, and potential knowledge gaps in the research literature

• Lisbeth M. Brevik, Andreas Lund, Kaja Granum Skarpaas & Fredrik Mørk Røkenes (2020). Language and technology: Digital competence in English. I Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 43–64. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Lise Øen Jones, Ole-Johan Eikeland, Fredrik Mørk Røkenes, Kjetil L Høydal & Stein Helge Solstad (2020). Digital competence and digital inequality in upper secondary school. A Mixed Method Study. I Sabine Doff & Joanna Pfingsthorn (Red.), Media Meets Diversity @ School. Wie kann Lernen und Lehren in der digitalen Welt unter den Vorzeichen von Diversität gelingen?. Wissenschaftlicher Verlag Trier. ISSN 9783868218503. s. 215–236. Fulltekst i vitenarkiv
• Bodil Svendsen, Tony Burner & Fredrik Mørk Røkenes (2020). Intrinsically Motivating Instruction - Thomas Malone. I Ben Akpan & Teresa J. Kennedy (Red.), Science Education in Theory and Practice. An Introductory Guide to Learning Theory. Springer. ISSN 9783030436193. s. 45–53. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Fredrik Mørk Røkenes, Lise Øen Jones, Ole-Johan Eikeland, Kjetil L Høydal & Stein Helge Solstad (2020). Theoretical considerations of digital competence and digital inequality in upper secondary school. I Sabine Doff & Joanna Pfingsthorn (Red.), Media Meets Diversity @ School. Wie kann Lernen und Lehren in der digitalen Welt unter den Vorzeichen von Diversität gelingen?. Wissenschaftlicher Verlag Trier. ISSN 9783868218503. s. 197–215. Fulltekst i vitenarkiv
• Rune Johan Krumsvik & Fredrik Mørk Røkenes (2019). Hvordan finne kunnskapsfronten? Litteraturreview i masteroppgaven i grunnskolelærerutdanningen. I Rune Johan Krumsvik (Red.), Kvalitativ metode i lærarutdanninga. Fagbokforlaget. ISSN 9788245027662. s. 95–136. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Fredrik Mørk Røkenes & Mari-Ann Letnes (2019). Digital kompetanse i lærerutdanning og skole 5-10. I May Britt Postholm, Peder Haug, Elaine Munthe & Rune Johan Krumsvik (Red.), Lærer i skolen 5-10. Lærerarbeid og læringsmiljø. Cappelen Damm Akademisk. ISSN 9788202622015. s. 248–296. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Lise Øen Jones, Kjartan Leer-Salvesen, Kjetil L Høydal & Fredrik Mørk Røkenes (2019). Face-to-face and remote teaching in a doctoral education course : using flipped classroom, formative assessment and remote teaching to increase the teaching quality of a literature review course. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 42(2), s. 194–214. doi: 10.18261/issn.1893-8981-2019-02-07. Fulltekst i vitenarkiv Vis sammendrag

  This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former mixed experiences with remote teaching, that student participation via several campuses did not necessarily lead to poorer quality and poorer learning outcome for these PhD candidates in this case study. However, the case study also shows the need for more large-scale research which will give a more nuanced and thorough understanding of how we can increase the teaching quality of remote teaching as part of the training component in the PhD.

• Fredrik Mørk Røkenes (2019). PhD revisited: Preparing future teachers to teach with ICT: An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program. I Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 9788215030746. s. 162–182. doi: 10.18261/978-82-15-03074-6-2019-09. Fulltekst i vitenarkiv Vis sammendrag

  This edited volume presents 30 years of English didactics research (1988-2017) in Norway. As a collection of chapters, each representing a doctoral study, the book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implications for teaching English as a second or later language (L2) today. The chapters provide models and insight to master students and doctoral students about to embark on English didactics research projects. All chapters present suggestions for future research, and offer a detailed presentation of the methodology and theoretical framing of each study, as well as reviews of other research in each particular field. For the first time, research from English didactics in Norway is collected in one volume. The book is therefore invaluable to researchers of English as a school subject, to teacher educators looking to provide future teachers of English with research-based insight, and to experienced English teachers looking to develop their teaching practice in ways that are research-based and relevant. Editors are Ulrikke Rindal and Lisbeth M. Brevik at the Department of Teacher Education and School Research at the University of Oslo. Both work as teacher educators and conduct research within English didactics.

• Mari-Ann Letnes, Fredrik Mørk Røkenes & Rune Johan Krumsvik (2019). Profesjonsfaglig digital kompetanse i skole og lærerutdanning. I May Britt Postholm, Peder Haug, Elaine Munthe & Rune Johan Krumsvik (Red.), Lærer i skolen 1-7. Lærerarbeid og læringsmiljø. Cappelen Damm Akademisk. ISSN 9788202567231. s. 246–272. Fulltekst i vitenarkiv

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• Jo Tondeur, Sarah K. Howard, Petrea Redmond, Matt Bower, T. G. Lakshmi & Ana Amélia Carvalho [Vis alle 13 forfattere av denne artikkelen] (2023). Thematic Working Group 7 - Future Learning Environment: Integrating Digital and Physical Learning Spaces. EDUsummIT 2023. 8 s. Fulltekst i vitenarkiv Vis sammendrag

  In Thematic Working Group 7 (TWG7), we explored the future of learning environments through theories, empirical evidence, good practices, and experiences during the great online transition (GOT) (Howard et al., 2022), to inform this evolving space. From this exploration, the aim of the group was to generate design principles for the field and implementation of integrated digital and physical spaces. This was a new thematic working group added to EDUsummIT in 2022 proposed by the group leaders, Jo Tondeur and Sarah Howard. The first step of this TWG was to gain some understanding of how we think about learning spaces. To capture our collective thinking, each of the group members completed a short questionnaire, including four open questions: 1) What do you consider a learning space?, 2) What's in the learning space?, 3) What are we doing in the learning space?, 4) How does space matter? These questions helped us to start thinking about learning spaces: what they are, what they do and why they are important. This was an important step in finding out what we thought as a group. Moreover, this guided us toward a stronger focus of our TWG. More specifically, in TWG7, we focused on the integration of the digital and physical learning environment in schools.

• Mari-Ann Letnes & Fredrik Mørk Røkenes (2022). Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. ISBN 9788215053974. 336 s. Fulltekst i vitenarkiv

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• Mary Webb, Kathryn MacCallum, Jodie Torrington, Deirdre Butler, Chris Shelton & Jihyun Lee [Vis alle 11 forfattere av denne artikkelen] (2026). AI Literacy and the development of Pedagogical Content Knowledge in the Age of Generative AI. doi: https:/wcce2026.org/program/. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Robin Guérit & Jelena Dzakula-Fuller (2026). Learning and assessment with AI in higher education: Opportunities, dilemmas, and institutional challenges. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Jen Scott Curwood, Han Han, Henriikka Vartiainen, Anders D. Olofsson & Teemu Valtonen (2026). Knowing and Acting with Generative AI: AI Literacy, Teacher Agency, and Educational Futures. Fulltekst i vitenarkiv
• Mary Webb, Matt Bower, Ana Amélia Carvalho, Fredrik Mørk Røkenes, Jodie Torrington & Jonathan D. Cohen [Vis alle 18 forfattere av denne artikkelen] (2025). Artificial Intelligence (AI) literacy for teaching and learning: outcomes from EDUsummIT 2025 TWG5. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Junaid M. Khan & Fazilat Siddiq (2025). Hvordan bruke kunstig intelligens i undervisningen din? Workshop 2 ved det samfunnsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Tatsiana Komissarova (2025). BedreUndervisning. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Junaid M. Khan, Matthew Rix Whiting, Fazilat Siddiq & Kennedy Michele Bailey (2025). Hvordan bruke kunstig intelligens i undervisningen din? Workshop ved det samfunnsvitenskapelige fakultet. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2025). Seminar om KI i utdanningen - KI i undervisning og vurdering. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Junaid M. Khan (2025). Kunstig intelligens i undervisning og vurdering. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Øystein Gilje, Nina Eriksdatter, Martin Haldorsen & Kristian Holm (2025). Generative AI chatbots as dialogue partners and shared artefacts in EFL classrooms. Fulltekst i vitenarkiv
• Han Han & Fredrik Mørk Røkenes (2025). Bridging the AI Competency Gap: Aligning Norway and China’s Frameworks with UNESCO’s Standards. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Iris Anna Berg (2025). LINK digger KI: Fem eksempler. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2025). Hvordan lykkes med praksisstudenter? Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Tatsiana Komissarova (2025). Hvordan understøtte vitenskapelige ansattes systematiske utvikling av pedagogisk praksis med BedreUndervisning (BU). Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Nina Eriksdatter, Martin Haldorsen, Øystein Gilje & Kristian Holm (2025). Kan kunstig intelligens bidra til aktiv språkinteraksjon i engelskundervisningen? Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Tatsiana Komissarova (2025). BedreUndervisning (BU). Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). Seile under falsk flagg? Om posisjonering i forskningsprosjekter. I Bodil Louise Svendsen & Julie Ane Ødegaard Borge (Red.), Metodelosen- Om valg av forskningsmetode i lærerutdanning. Fagbokforlaget. ISSN 9788245049077. s. 50–83. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). Å veilede en litteraturreview. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). Litteraturreview: Hva, hvorfor og hvilke. Fulltekst i vitenarkiv
• Even Igland Diesen, Fredrik Mørk Røkenes, Oskar Andreas Olsen & Aurora Cathrin E. Adolfsen (2024). Lærersnakk: KI i skolen. [Radio]. Institutt for lærerutdanning. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan manøvrere mellom naiv optimisme og hysterisk pessimisme? Even og lærerstudenten Aurora har en prat med førsteamanuensis i engelsk fagdidaktikk Fredrik Mørk Røkenes og Oskar Olsen, lærer ved Blussuvoll skole. Programleder: Even Igland Diesen, førsteamanuensis ved Institutt for lærerutdanning, NTNU.

• Øystein Gilje, Fredrik Mørk Røkenes, Nina Eriksdatter, Martin Haldorsen & Kristian Holm (2024). Exploring the Potential and Pedagogical Implications of Pre-instructed AI ChatBots in EFL classrooms. Fulltekst i vitenarkiv
• Inger Merethe Hansen, Fredrik Mørk Røkenes & Tommy Thompson (2024). Introduksjontil temanummer: Veiledning og digitalisering –muligheter og utfordringer. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. 9(2). doi: 10.15845/ntvp.v9i2.4422. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). Challenge AI: Artificial Intelligence and Professional Digital Competence in language education. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). LINK sett fra utsiden. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Fredrik Mørk Røkenes & Øystein Olav Skaar (2024). Artificial intelligence in higher education (symposium). Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). Challenge AI: Kunstig intelligens i skolen. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2024). A review of "Current Issues in English Teaching". Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Bjørn Stensaker, Kristin Vinje, Aslaug Louise Slette & Sondre Matthias Klungland (2024). Panelsamtale: Innovasjon for utdanningskvalitet - hva fungerer? Fulltekst i vitenarkiv
• Casandra Ann Grundstrom, Fredrik Mørk Røkenes & Karina Rose Mahan (2024). How do teachers teach AI? Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Karina Rose Mahan & Casandra Ann Grundstrom (2024). How do teachers teach AI in higher education? Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Ruben Vanderlinde & Rune Johan Krumsvik (2024). Foundation: 25 years of digital technology in Nordic teacher education. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2023). Emergency remote teaching during Covid-19 in Norwegian teacher education. Fulltekst i vitenarkiv
• Rune Johan Krumsvik & Fredrik Mørk Røkenes (2023). Literature review course. Fulltekst i vitenarkiv
• Rune Johan Krumsvik & Fredrik Mørk Røkenes (2022). PhD-course – Literature review in a doctoral thesis within educational sciences: scoping review and rapid review. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Lise Øen Jones & Fredrik Mørk Røkenes (2022). Experiences of WNGER II Ph.D. Fellows During the COVID-19 Pandemic – A Case Study. Fulltekst i vitenarkiv
• Tone Elisabeth Berg, Hege Eggen Børve & Fredrik Mørk Røkenes (2022). The impact of the Nordic model in international organizations. A scoping review. Fulltekst i vitenarkiv
• Ann-Thérèse Arstorp & Fredrik Mørk Røkenes (2022). Extended editorial. Nordic Journal of Digital Literacy. 17(1), s. 4–15. doi: 10.18261/njdl.17.1.1. Fulltekst i vitenarkiv Vis sammendrag

  There is a global challenge to educate future generations for workplace practices and jobs that do not yet exist (OECD, 2017). According to the Organisation for Economic Co-operation and Development (OECD, 2017) and the European Commission (European Commission, 2007, 2018), globalization and deindustrialization on the global stage change the skills and competencies we need for the future. Thus, preparing for future skills and competencies must be addressed in initial education (ibid). Digital competencies or literacies are considered an important way to prepare for an increasingly digital global job market and society, but also as a way to transform society and learning. Development of such competencies cannot be reserved just for a select group of people, but for all citizens, taking a lifelong perspective. The focus on competency development for lifelong learning is a dominant perspective in Norway (Ludvigsen, 2015; Ministry of Children and Education, 2018), and in all of the Nordic countries (Bocconi, Chioccariello, & Earp, 2018). Digital competence has also been an area of research attention for quite some time, in an effort to further develop the understanding of what it is and could be in TE (Dwyer et al., 1991; Erstad, 2005; Gilster, 1997; Hooper & Rieber, 1995; Krumsvik, 2006a; Krumsvik, 2012a; Lankshear & Knobel, 2003). An example which has had a high impact in the field is the TPACK (Technological pedagogical and content knowledge) framework (Mishra & Koehler, 2006) which delivered a conceptualization of teachers’ digital competence. The current special issue addresses professional digital competence (PDC) in teacher education (TE) in Norway from the perspective of a large government funded project with five TE institutions, initiated to meet some of the challenges of a global society and fast paced technological development.

• Sarah K. Howard, Jo Tondeur, Petrea Redmond, Louise Starkey, Matt Bower & Dominik Petko [Vis alle 16 forfattere av denne artikkelen] (2022). Thematic Working Group 7 (TWG7) - Future learning environments: Sharing lessons and building from experiences in integration physical and digital spaces. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Yaryna Kysil (2022). The science of media literacy in Norway. [Internet]. Intro.media. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2022). Writing and publishing a literature review in teacher education. Fulltekst i vitenarkiv
• Han Han & Fredrik Mørk Røkenes (2022). Han Han and Fredrik Mørk Røkenes – Investigating The Benefits Of The ‘Flipped Classroom’ In Teacher Training. [Internet]. SciPod Global. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Johan Kristian Andreasen (2022). Remote teaching in teacher education during the Covid-19 pandemic. Fulltekst i vitenarkiv
• Han Han, Fredrik Mørk Røkenes & Rune Johan Krumsvik (2022). Flipped Classroom's Impact on Student Teachers' Motivation and Engagement: A Case Study in EFL Teacher Education in Norway. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Ruben Vanderlinde & Rune Johan Krumsvik (2022). Digital technologies in Nordic teacher education: A scoping review. Fulltekst i vitenarkiv
• Tone Elisabeth Berg, Hege Eggen Børve & Fredrik Mørk Røkenes (2022). The impact of the Nordic model in international organizations. A scoping review. Revisited. Fulltekst i vitenarkiv
• Mari-Ann Letnes & Fredrik Mørk Røkenes (2022). Digital teknologi i skolesammenheng. I Mari-Ann Letnes & Fredrik Mørk Røkenes (Red.), Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. ISSN 9788215053974. s. 15–31. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Anna Ruth Grüters, Cecilie Skaalvik, Tove Grete Lie, Ove Østerlie & Anna Järnerot [Vis alle 9 forfattere av denne artikkelen] (2021). Lærerutdanneres profesjonsfaglige digitale kompetanseutvikling: En studie av digitalisering av grunnskolelærerutdanningen. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2021). Professional digital competence in teacher education. Fulltekst i vitenarkiv
• Han Han & Fredrik Mørk Røkenes (2021). Teacher Educators’ Perceptions of Flipped Classroom in Teacher Education for EFL Student teachers. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes, Andreas Lund & Ola Erstad (2021). Profesjonsfaglig digital kompetanse i lærerutdanningene: Fredrik Mørk Røkenes, NTNU, i samtale med Andreas Lund og Ola Erstad, Universitetet i Oslo. [Internet]. Lærerutdanningskonferansen 2021. Fulltekst i vitenarkiv
• Nick Kelly, Jen Scott Curwood, Kate Thompson, Peter Reimann & Fredrik Mørk Røkenes (2021). Analysing teacher learning in online networks: An outline for methodological decision-making. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2021). The Midway evaluation (and 90% evaluation) in a time of upheaval: Some reflections and advice. Fulltekst i vitenarkiv
• Marijana Kelentric, Ilka Nagel, Johan Kristian Andreasen, Ingvild Bergan, Toril Aagaard & Agnete Andersen Bueie [Vis alle 12 forfattere av denne artikkelen] (2021). Erfaringer fra digitaliseringsprosjektene i grunnskolelærerutdanningen. Erfaringsdeling og paneldebatt. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Øystein Olav Skaar & Fredrik Mørk Røkenes (2021). Når fysisk nærvær blir fjernvær. Fulltekst i vitenarkiv
• Tore Brøyn & Fredrik Mørk Røkenes (2021). Digitaliseringsprosjektene i lærerutdanningene. [Journal]. Bedre Skole. Fulltekst i vitenarkiv
• Rune Johan Krumsvik, Fredrik Mørk Røkenes & Øystein Olav Skaar (2020). Peer review. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes & Mari-Ann Letnes (2019). DigGiLU: Digitalization of Primary and Lower Secondary Teacher Education at the Department of Teacher Education. Fulltekst i vitenarkiv
• Ann-Thérèse Arstorp, Synnøve Hedemann Amdam, Josef Thingnes, Ilka Nagel, Toril Aagaard & Johan Kristian Andreasen [Vis alle 9 forfattere av denne artikkelen] (2019). Drøftelser rundt og erfaringsdeling fra to nasjonale tiltak: Den teknologiske skolesekken & Digitalisering i lærerutdanning. Fulltekst i vitenarkiv
• Ann-Thérèse Arstorp, Fredrik Mørk Røkenes & Mari-Ann Letnes (2019). DigGiLU prosjektet på NTNU. Samtale med Fredrik M. Røkenes og Mari-Ann Letnes. [Internet]. Digitale refleksjoner. Fulltekst i vitenarkiv
• Fredrik Mørk Røkenes (2019). Digitalisering i lærerutdanningen: Utviklingen av profesjonsfaglig digital kompetanse (PfDK). Fulltekst i vitenarkiv
• Rune Johan Krumsvik & Fredrik Mørk Røkenes (2018). Literature review on PhD-level. Fulltekst i vitenarkiv
• Rune Johan Krumsvik & Fredrik Mørk Røkenes (2018). Literature review on PhD-level. Fulltekst i vitenarkiv
• Mary Webb, Matt Bower, Ana Amelia Carvalho, Fredrik Mørk Røkenes, Jodie Torrington & Jonathan D. Cohen [Vis alle 18 forfattere av denne artikkelen] (2025). Thematic Working Group 5 - Artificial Intelligence (AI) literacy for teaching and learning: design and implementation. EDUsummIT. doi: 10.70725/373097eiymbn. Fulltekst i vitenarkiv Vis sammendrag

  TWG 5 focused on developing and implementing effective strategies for enhancing AI literacy and agency of teachers, equipping them with the knowledge and skills necessary to integrate AI into their teaching practices. Explorations covered curriculum design, professional development programs, practical classroom applications, and policy guidelines aiming to empower educators to confidently utilize AI tools and foster a deeper understanding of AI concepts among students.

• Maria Astrup Hjort, Anders Bernhard Mikelsen, Katja Franko, Fredrik Mørk Røkenes, Frode Lyshaugen & Alexander Schmidt Aarrestad (2025). Rapport fra arbeidsgruppe for KI og vurdering. Universitetet i Oslo. Fulltekst i vitenarkiv
• Han Han, Fredrik Mørk Røkenes & Rune Johan Krumsvik (2024). Flipped Classroom in Teacher Education – Perceptions from English language teacher educators and student teachers in Norway. Norges teknisk-naturvitenskapelige universitet. ISSN 9788232676194. Fulltekst i vitenarkiv Vis sammendrag

  Norsk sammendrag Denne doktoravhandlingen fokuserer på en studentsentret pedagogisk tilnærming: omvendt undervisning (på engelsk Flipped Classroom, FC), med spesiell vekt på engelskspråklig lærerutdanning i Norge. Avhandlingen undersøker hvordan FC brukes i lærerutdanningen og hvordan tilnærmingen oppfattes av både lærerutdannere og lærerstudenter i Norge. Det overordnede forskningsspørsmålet for avhandlingen er: Hvordan brukes Flipped Classroom i engelskspråklig lærerutdanning, og på hvilke måter kan Flipped Classroom påvirke engelskspråklige lærerstudenters læring? Denne artikkelbaserte doktorgradsavhandlingen består av fire uavhengige, men sammenhengende forskningsartikler og en kappetekst, som samlet har som mål å gi en helhetlig forståelse av implementeringen av FC i lærerutdanning. Perspektivene til forskere, lærerutdannere og lærerstudenter veves sammen, og danner et helhetlig bilde av hvordan denne tilnærmingen former det pedagogiske landskapet. Resultatene fra denne avhandlingen viser at til tross for ulempene ved FC, mener både lærerutdannere og lærerstudenter i engelskspråklig lærerutdanningen i Norge at fordelene gjør denne undervisningstilnærmingen lovende. Videreer det en forventning blant lærerutdannere og lærerstudenter om at FC bør integreres i lærerutdanningen. Resultatene antyder at FC i lærerutdanning er en robust løsning i tider med uforutsette utfordringer, som den globale Covid-19-pandemien. Den overordnede forskningsmetodologien og designet som er benyttet i denne avhandlingen er mixed methods. Gjennom en kombinasjon av spørreundersøkelser, intervjuer og grundig dataanalyse, avdekket avhandlingen en nyansert forståelse av hvordan FC blir oppfattet og anvendt innen lærerutdanningen. Denne metodiske reisen sikrer en helhetlig oversikt over de praktiske implikasjonene og utfordringene forbundet med å integrere FC i lærerutdanningen. Hovedbidraget til denne doktorgradsavhandlingen er økt kunnskap om bruken av FC i lærerutdanning ved å grundig utforske det overordnede forskningsspørsmålet.

• Karen Birgitte Dille, Lise Vikan Sandvik & Fredrik Mørk Røkenes (2023). Professional development and the potential for collaboration between schools and universities: A mixed methods research study of school-based teacher educators’ experiences. Norges teknisk-naturvitenskapelige universitet. ISSN 9788232673124. Fulltekst i vitenarkiv

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