Bård Ketil Engen
Biographic Data
| ID | 6329832 |
|---|---|
| NAME | Bård Ketil Engen |
| GIVEN NAMES | Bård Ketil |
| FAMILY NAME | Engen |
| SIGNATURE | ENGEN B K |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0003-2446-8866 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Postdigital Divide
Education was increasingly viewed as a cornerstone for closing the digital divide (Hartviksen
Engagement with AI in teacher education—discourses, processes of domestication and dynamics of transformation
The public introduction of ChatGPT in 2022 marked a turning point in mainstream awareness of artificial intelligence (AI), catalyzing widespread debates on what it was, what it could be used for and how this would alter our world. In the domain of higher education, AI was framed as a transformative tool for knowledge production and pedagogical innovation, contingent on users’ critical technological awareness and competence. This study explores ho…
Teacher educators’ discursive enactment of professional digital competencies
This paper explores how teacher educators in Norway discursively enact a policy framework for teachers’ professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper identifies different variations and inter-relationships in policy enactment and discusses the tension b…
Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework
This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the ‘problem’ of PDC by asking what the document does in relation to teachers’ professionalism. To do this, the analysis explores the underlying assumptions of the p…
Justifications for the study of computers on the curriculum
Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum …
By-passing teachers in the marketing of digital technologies
This paper examines the online marketing of digital technologies in education from three multi-national technology corporations' websites focusing on both the language used in the text and the nature of the accompanying images. Through a content analysis, the paper shows the ways in which the need for technology investment is rationalised. It also highlights how the need for educational reform drives much of the discourse in relation to K-12 educ…
Understanding social and cultural aspects of teachers’ digital competencies
Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technolog…
Understanding social and cultural aspects of teachers’ digital competencies
Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technolog…
Understanding social and cultural aspects of teachers’ digital competencies
Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technolog…
By-passing teachers in the marketing of digital technologies
This paper examines the online marketing of digital technologies in education from three multi-national technology corporations' websites focusing on both the language used in the text and the nature of the accompanying images. Through a content analysis, the paper shows the ways in which the need for technology investment is rationalised. It also highlights how the need for educational reform drives much of the discourse in relation to K-12 educ…
Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework
This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the ‘problem’ of PDC by asking what the document does in relation to teachers’ professionalism. To do this, the analysis explores the underlying assumptions of the p…
Justifications for the study of computers on the curriculum
Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum …
Teacher educators’ discursive enactment of professional digital competencies
This paper explores how teacher educators in Norway discursively enact a policy framework for teachers’ professional digital competence (PDC) in the context of the digitalisation of education. This study draws on group interviews and focuses on how teacher educators understand and respond to the policy through practical argumentation. The paper identifies different variations and inter-relationships in policy enactment and discusses the tension b…
The Postdigital Divide
Education was increasingly viewed as a cornerstone for closing the digital divide (Hartviksen
Engagement with AI in teacher education—discourses, processes of domestication and dynamics of transformation
The public introduction of ChatGPT in 2022 marked a turning point in mainstream awareness of artificial intelligence (AI), catalyzing widespread debates on what it was, what it could be used for and how this would alter our world. In the domain of higher education, AI was framed as a transformative tool for knowledge production and pedagogical innovation, contingent on users’ critical technological awareness and competence. This study explores ho…
Political science (5 works) · Sociology (5 works) · Pedagogy (4 works) · Psychology (4 works) · Digital literacy in education (3 works) · Public relations (3 works) · Business (2 works) · Competence (human resources (2 works) · Computer Science (2 works) · Context (archaeology (2 works)