Ola Erstad
Biographic Data
| ID | 641310 |
|---|---|
| NAME | Ola Erstad |
| GIVEN NAMES | Ola |
| FAMILY NAME | Erstad |
| SIGNATURE | ERSTAD O |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-1712-300X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
How to Study Family Learning Practices Mediated by Digital Platforms: A Scoping Review
The dynamic and personalized nature of today's media ecosystem complicates the documentation and analysis of digital home learning environments. In response, innovative research methods have emerged, which we broadly categorize as passive (e.g., quantitative studies) or active participatory methods. This article focuses on active approaches, specifically internally oriented (e.g., artifacts created by participants) and externally oriented (e.g., …
Paths towards transformative agency - Creating repertoires for socio-educational change
A key issue in understanding the transformation and future orientations of education and learning is how we engage students in processes of learning and development and how this is embedded within the communities they belong to. We need to move beyond aspects of socio-cognitive and emotional approaches to learning and development, towards what has been called transformative agency. The role of educational psychology in understanding these develop…
How digital technologies become embedded in family life across generations: Scoping the Agenda for Researching ‘Platformised Relationality
This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensification of connectedness, especially in relation to intimacy, belonging and care, and (2) power strugg…
Rethinking the boundaries of learning in a digital age
Why are boundaries important when studying social and educational practices? Boundaries might be said to define our everyday social and cultural worlds in fundamental ways. Boundaries can be manife
Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities
This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent–teacher conferences taking place at a lower secondary school. The analysis shows how teachers reflect upon the relationship between students' lives outside and inside school, some of the complexiti…
Educational practices to transform and connect schools and communities
The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studi…
Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource
Futuremaking and digital engagement: From everyday interests to educational trajectories
In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of…
Connecting to the outside: Cultural resources teachers use when contextualizing instruction
Learning Beyond the School: International Perspectives on the Schooled Society
Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century
The main objective of this study is to develop a self‐report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final‐year preservice teachers in F landers ( B elgium). A first subsample was used for an exploratory factor analysis, and…
Positional identities in educational transitions: Connecting contemporary and future trajectories among multiethnic girls
The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today’s emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of ‘positional identities’ and ‘figured worlds’. The ethnographic data were collected over a two-year period as part of a large-sc…
Learning Lives Connected: Digital Youth across School and Community Spaces
Whereas most studies of learning explore intra-institutional experiences, our interest is to track individual learning trajectories across domains. Research on young people’s use of different media outside schools shows how practices of using digital media are different from practices in schools in both form and content. The major challenge today, however, is to find ways of understanding the interconnections and networking between these two life…
Defining Twenty-First Century Skills
Electracy as empowerment: Student activities in learning environments using technology
For the first time in the history of schooling, the developments of information and communication technologies (ICT) have created learning environments that have the potential to emancipate students from a one-way knowledge provision from the teacher and the textbook. Electracy is a key term in analysing these developments and is something young people develop by growing up in a digital culture. The focus in this article is on how our school syst…
Educational practices to transform and connect schools and communities
The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studi…
Positional identities in educational transitions: Connecting contemporary and future trajectories among multiethnic girls
The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today’s emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of ‘positional identities’ and ‘figured worlds’. The ethnographic data were collected over a two-year period as part of a large-sc…
Learning Lives Connected: Digital Youth across School and Community Spaces
Whereas most studies of learning explore intra-institutional experiences, our interest is to track individual learning trajectories across domains. Research on young people’s use of different media outside schools shows how practices of using digital media are different from practices in schools in both form and content. The major challenge today, however, is to find ways of understanding the interconnections and networking between these two life…
How digital technologies become embedded in family life across generations: Scoping the Agenda for Researching ‘Platformised Relationality
This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensification of connectedness, especially in relation to intimacy, belonging and care, and (2) power strugg…
Electracy as empowerment: Student activities in learning environments using technology
For the first time in the history of schooling, the developments of information and communication technologies (ICT) have created learning environments that have the potential to emancipate students from a one-way knowledge provision from the teacher and the textbook. Electracy is a key term in analysing these developments and is something young people develop by growing up in a digital culture. The focus in this article is on how our school syst…
Paths towards transformative agency - Creating repertoires for socio-educational change
A key issue in understanding the transformation and future orientations of education and learning is how we engage students in processes of learning and development and how this is embedded within the communities they belong to. We need to move beyond aspects of socio-cognitive and emotional approaches to learning and development, towards what has been called transformative agency. The role of educational psychology in understanding these develop…
Electracy as empowerment: Student activities in learning environments using technology
For the first time in the history of schooling, the developments of information and communication technologies (ICT) have created learning environments that have the potential to emancipate students from a one-way knowledge provision from the teacher and the textbook. Electracy is a key term in analysing these developments and is something young people develop by growing up in a digital culture. The focus in this article is on how our school syst…
Defining Twenty-First Century Skills
Learning Lives Connected: Digital Youth across School and Community Spaces
Whereas most studies of learning explore intra-institutional experiences, our interest is to track individual learning trajectories across domains. Research on young people’s use of different media outside schools shows how practices of using digital media are different from practices in schools in both form and content. The major challenge today, however, is to find ways of understanding the interconnections and networking between these two life…
Positional identities in educational transitions: Connecting contemporary and future trajectories among multiethnic girls
The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today’s emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of ‘positional identities’ and ‘figured worlds’. The ethnographic data were collected over a two-year period as part of a large-sc…
Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century
The main objective of this study is to develop a self‐report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final‐year preservice teachers in F landers ( B elgium). A first subsample was used for an exploratory factor analysis, and…
Connecting to the outside: Cultural resources teachers use when contextualizing instruction
Learning Beyond the School: International Perspectives on the Schooled Society
Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource
Futuremaking and digital engagement: From everyday interests to educational trajectories
In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in the intersection between formal and informal ways of learning. We will provide personal narratives of…
Educational practices to transform and connect schools and communities
The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studi…
Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities
This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent–teacher conferences taking place at a lower secondary school. The analysis shows how teachers reflect upon the relationship between students' lives outside and inside school, some of the complexiti…
Rethinking the boundaries of learning in a digital age
Why are boundaries important when studying social and educational practices? Boundaries might be said to define our everyday social and cultural worlds in fundamental ways. Boundaries can be manife
How digital technologies become embedded in family life across generations: Scoping the Agenda for Researching ‘Platformised Relationality
This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensification of connectedness, especially in relation to intimacy, belonging and care, and (2) power strugg…
Paths towards transformative agency - Creating repertoires for socio-educational change
A key issue in understanding the transformation and future orientations of education and learning is how we engage students in processes of learning and development and how this is embedded within the communities they belong to. We need to move beyond aspects of socio-cognitive and emotional approaches to learning and development, towards what has been called transformative agency. The role of educational psychology in understanding these develop…
How to Study Family Learning Practices Mediated by Digital Platforms: A Scoping Review
The dynamic and personalized nature of today's media ecosystem complicates the documentation and analysis of digital home learning environments. In response, innovative research methods have emerged, which we broadly categorize as passive (e.g., quantitative studies) or active participatory methods. This article focuses on active approaches, specifically internally oriented (e.g., artifacts created by participants) and externally oriented (e.g., …
Psychology (11 works) · Sociology (10 works) · Pedagogy (8 works) · Computer Science (6 works) · Mathematics education (5 works) · Social science (5 works) · Digital literacy in education (4 works) · Ethnography (4 works) · Innovative Education and Learning Practices (4 works) · Geography (3 works)