Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2017, Article ID 8560171, 9 pages
Research Article

Teachers’ Experiences with Networked Classrooms in Norway

1University of Bergen, P.O. Box 7800, 5020 Bergen, Norway
2Western Norway University of Applied Sciences, Postbox 7030, 5020 Bergen, Norway

Correspondence should be addressed to Ingrid Helleve; on.biu@evelleh.dirgni

Received 6 March 2017; Accepted 28 May 2017; Published 4 July 2017

Academic Editor: Auli Toom

Copyright © 2017 Ingrid Helleve and Aslaug Grov Almås. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. M. Blikstad-Balas, “Digital literacy in upper secondary school- what do students use their laptops for during teacher instruction?” Nordic Journal of Digital Literacy, vol. 7, no. 2, pp. 81–96, 2012. View at Google Scholar · View at Scopus
  2. O. Erstad, Digital kompetanse i skolen- en innføring. [Digital Competence in school-an introduction], Universitetsforlaget, Oslo, Norway, 2010.
  3. Ministry of Education and Research (MER), [Undervisnings-og forskningsdepartementet] [UFD]. The Program for digital competence 2004-2008 [Program for digital kompetanse 2004-2008; in Norwegian], Norwegian, 2003,
  4. Ministry of Education and Research (MER), The Knowledge Promotion. The New National Curriculum, 2006,
  5. Ministry of Education and Research (MER) (2008-2009). Whitepaper 11, [Undervisnings- og forskningsdepartementet] [UFD]. The Teacher. Role and Education. [Læreren Rollen og utdanningen; in Norwegian] Retrieved March 03, 2017, from:
  6. G. Egeberg, H. Hultin, and O. Berge, “Skolens digitale tilstand. Monitor skole. IKT-senteret,”
  7. O. E. Hatlevik, G. Egeberg, G. B. Gudmundsdottir, M. Loftsgarden, and M. Loi, Om digital kompetanse og erfaringer med bruk av IKT i skolen. Monitor (2013). IKT-senteret. Oslo.
  8. W. Sugar, F. Crawley, and B. Fine, “Examining teachers' decisions to adopt new technology,” Educational Technology and Society, vol. 7, no. 4, pp. 201–213, 2004. View at Google Scholar · View at Scopus
  9. S. Kurt, “How do teachers prioritize the adoption of technology in the classroom?” Teachers and Teaching: Theory and Practice, vol. 18, no. 2, pp. 217–231, 2012. View at Publisher · View at Google Scholar · View at Scopus
  10. J. Underwood and G. Dillon, “Chasing dreams and recognising realities: Teachers' responses to ICT,” Technology, Pedagogy and Education, vol. 20, no. 3, pp. 317–330, 2011. View at Publisher · View at Google Scholar · View at Scopus
  11. N. Bakir, “An exploration of contemporary realities of technology and teacher education: lessons learned,” Journal of Digital Learning in Teacher Education, vol. 31, no. 3, pp. 117–130, 2015. View at Publisher · View at Google Scholar
  12. H.-J. So, H. Choi, W. Y. Lim, and Y. Xiong, “Little experience with ICT: are they really the Net Generation student-teachers?” Computers and Education, vol. 59, no. 4, pp. 1234–1245, 2012. View at Publisher · View at Google Scholar · View at Scopus
  13. R. Scherer, F. Siddiq, and T. Teo, “Becoming more specific: measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning,” Computers and Education, vol. 88, pp. 202–214, 2015. View at Publisher · View at Google Scholar · View at Scopus
  14. M. Orvik, Nettbrettvett: En studie av utprøving av nettbrett i grunnskolen, med vekt på lærerens digitale kompetanse. Tablets in Primary School. A study of teachers’ digital Competence, 2012 Masteroppgave: Universitetet i Oslo. Retrieved February 02, 2017 from:
  15. D. Bebell, M. Russell, and L. O’Dwyer, “Measuring teachers technology uses: Why multiple-measures are more revealing,” Journal of Research on Technology in Education, vol. 37, no. 1, pp. 45–63, 2004. View at Google Scholar
  16. C. Taylor, The Malaise of Modernity, Stoddart Publishing Co. Ltd, Canada, 1991.
  17. M. Castells, The internet galaxy: Reflections on the internet, business and society, Oxford University Press, New York, NY, USA, 2002.
  18. P. Rodríguez, M. Nussbaum, and L. Dombrovskaia, “ICT for education: A conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools,” Technology, Pedagogy and Education, vol. 21, no. 3, pp. 291–315, 2012. View at Publisher · View at Google Scholar · View at Scopus
  19. L. Cuban, Teachers And Machines: The Classroom Use of Technology since, Teachers College Press, Columbia University, New York, NY, USA, 1986.
  20. C. Castro, “Are new technologies better technologies? for whom?” in Adapting technology for school improvement: A global perspective, D. W. Chapman L and L. O. Mählck, Eds., pp. 39–54, International Institute for Educational Planning, UNESCO.
  21. T. Callister and F. Dunne, “The computer as doorstep: Technology as disempowerment,” Phi Delta Kappan, vol. 74, no. 4, pp. 324–326, 1992. View at Google Scholar
  22. L. Cuban and D. Tyack, Tinkering Toward Utopia, Harvard University Press, Cambridge, UK, 1998.
  23. S. Papert, Tankestormar, alternativ pedagogic med datorns hjälp. [Mindstorms, Children, Computers and Powerful ideas; in Swedish], Forum, Stockholm, 1984.
  24. R. Säljö, Lärande i praktiken; et sociokulturelt perspektiv. [Learning in Practice in a socio-cultural perspective; in Swedish], Prisma, Stockholm, 2000.
  25. A. McFarlane, “Perspectives on the relationships between ICT and assessment,” Journal of Computer Assisted Learning, vol. 17, no. 3, pp. 227–234, 2001. View at Publisher · View at Google Scholar · View at Scopus
  26. G. Sunkel, . Las Tecnologías de La Información y la Comunicación (Tic) en la educación en América Latina. Una exploración de indicadores [ICT in Latin America: exploring indicators]. CEPAL – Politicas sociales (Division de Desarrollo Social, CEPAL, Naciones Unidas). United Nations, 2006.
  27. M. Trucano, “Knowledge maps: ICTs in education,” in ICT and Education Series, infoDev/World Bank, Washington, DC, USA, 2005. View at Google Scholar
  28. A. Balanskat, R. Blamire, and S. Kefalla, The ICT impact report: a review of studies of ICT impact on schools in Europe, European Schoolnet, 2006.
  29. B. Somekh, J. Underwood, A. Convery et al., Evaluation of the ICT Test Bed Project, Nottingham Trent University, Nottingham, UK, 2006.
  30. M. F. Pajares, “Teachers' beliefs and educational research: cleaning up a messy construct,” Review of Educational Research, vol. 62, no. 3, pp. 307–332, 1992. View at Publisher · View at Google Scholar
  31. H. W. Oolbekkink-Marchand, L. Hadar, K. Smith, I. Helleve, and M. Ulvik, “Teachers perceived professional space and their agency,” Teaching and Teacher Education, vol. 62, pp. 37–46, 2017. View at Publisher · View at Google Scholar
  32. M. Priestley, G. Biesta, S. Phillippou, and S. Robinson, The SAGE Handbook of Curriculum Pedagogy and Assessment, SAGE, London, UK, 2015.
  33. I. Helleve, “The networked classroom—socially unconnected,” Education Inquiry, vol. 4, no. 2, pp. 395–412, 2013. View at Google Scholar
  34. J. Sinclair and R. Coulthard, Towards an analysis of discourse. The English used by teachers and pupils, Oxford University Press, London, UK, 1975.
  35. H. Mehan, Learning lessons. The social organization of classroom instruction, Harvard University Press, Cambridge, UK, 1979. View at Publisher · View at Google Scholar
  36. C. Cazden, Classroom discourse. The language of teaching and learning, Heinemann, Portspouth, UK, 1998.
  37. A. D. Edwards and N. Mercer, Common knowledge. The development and understanding of the classroom, Methuan, London, UK, 1987.
  38. J. Wertsch, Mind as action, Oxford University Press, New York, NY, USA, 1998.
  39. V. G. Johnson, “Student Teachers' Conceptions of Classroom Control,” Journal of Educational Research, vol. 88, no. 2, pp. 109–117, 1994. View at Publisher · View at Google Scholar · View at Scopus
  40. H. Kurt, “An Evaluation of Teachers' Attitudes and Beliefs Levels on Classroom Control in Terms of Teachers' Sense of Efficacy,” Education, vol. 134, no. 3, pp. 285–297, 2014. View at Google Scholar
  41. I. Helleve, “Den komplekse lµrerrolla [The complex role as a teacher],” in Den digitale lµrergenerasjonen, utfordringer og muligheter [The digital role of the teacher, possibilities and challenges], I. Helleve, A. Almås, and B. Bjørkelo, Eds., pp. 19–30, Gyldendal Akademisk, Oslo, Norway, 2016. View at Google Scholar
  42. N. Mercer and E. Fisher, “Scaffolding through talk,” in Computers and Talk in Primary Classrooms, R. Wegerif and P. Schrimshaw, Eds., pp. 196–210, Multilingual Matters, Clevedon, UK, 1997. View at Google Scholar
  43. R. Wegerif, Dialogic Education and Technology, Springer, Lausanne, Switzerland, 2007.
  44. J. L. Lebrun, Scientific Writing, World Scientific Publishing Company, 2007.
  45. M. Kompf, “Information and communication technology (ICT) and the seduction of knowledge, teaching, and learning: what lies ahead for education,” Curriculum Inquiry, vol. 35, no. 2, pp. 213–233, 2005. View at Publisher · View at Google Scholar
  46. I. Helleve and C. Johnsen, Skulen sine dilemma i den digitale kvardagen. The school’s dilemmas in the digital weekday, Utdanning, 6, 52-55, 2012.
  47. E. Matusov, R. Hayes, and M. J. Pluta, “Using discussion webs to Develop an academic community of learners,” Educational Technology and Society, vol. 8, pp. 16–39, 2005. View at Google Scholar · View at Scopus
  48. V. Kløvstad, O. Erstad, T. Krisitansen, and M. Søby, ITU Monitor 2005. På vei mot en digital kompetanse i grunnopplæringen. ITU Monitor 2005. Towards a digital competence in primary education; in Norwegian, Rapport 2/2005. Oslo, Universitetsforlaget.
  49. B. Somekh, “Factors affecting teachers pedagogical adoption of ICT,” in International Handbook of Information Technology in Primary and Secondary Education, J. Voogt and G. Knezek, Eds., pp. 449–460, Springer Science, Business Media, Berlin, Germany.
  50. A. Toom, K. Pyhältö, and F. O. Rust, “Teachers professional agency in contradictory times,” Teachers and Teaching: Theory and Practice, vol. 21, no. 6, pp. 615–623, 2015. View at Publisher · View at Google Scholar · View at Scopus
  51. G. D. Beijaard and G. Van der Heijden, “Characteristics of teachers as change agents,” Teachers and Teaching: Theory and Practice, vol. 21, no. 6, pp. 681–699, 2015. View at Google Scholar
  52. I. Helleve and A. G. Almås, “Teachers in the Digitized Classroom,” in Proceedings of the European Conference on Educational Research, 2016,