Synnøve Moltudal
Biographic Data
| ID | 6507934 |
|---|---|
| NAME | Synnøve Moltudal |
| GIVEN NAMES | Synnøve |
| FAMILY NAME | Moltudal |
| SIGNATURE | MOLTUDAL S |
| AFFILIATIONS | Volda University College |
| ORCID | 0000-0003-1345-9358 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Same assignment—two different feedback contexts
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool
In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we loo…
Adaptive Learning Technology in Primary Education
The aim of this study is to explore the introduction of Adaptive Learning Technology (ALT) and inherent Learning Analytics (LA) in the classroom management and professionalism of teachers in a primary education real-life context. ALT is characterized by an inherent opportunity to personalize curriculum and learning experiences for each individual learner and to support teacher-facilitated learning. In this mixed methods study, we explore upper-pr…
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Adaptive Learning Technology in Primary Education
The aim of this study is to explore the introduction of Adaptive Learning Technology (ALT) and inherent Learning Analytics (LA) in the classroom management and professionalism of teachers in a primary education real-life context. ALT is characterized by an inherent opportunity to personalize curriculum and learning experiences for each individual learner and to support teacher-facilitated learning. In this mixed methods study, we explore upper-pr…
Same assignment—two different feedback contexts
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool
In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we loo…
Generative AI in initial teacher education
As generative artificial intelligence (GenAI) becomes increasingly embedded in education, teacher educators play a pivotal role in modelling its pedagogical use. This mixed-methods study explores how pre-service teachers' perceptions and experiences with GenAI align with or diverge from those of their teacher educators in a Norwegian teacher education programme. Survey and interview data from pre-service teachers (n = 209) and teacher educators (…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Digital literacy in education (2 works) · Educational technology (2 works) · Pedagogy (2 works) · Perception (2 works) · Technology-Enhanced Education Studies (2 works) · Affordance (1 work) · Analytics (1 work)