Gréta Björk Guðmundsdóttir
Biographic Data
| ID | 6508102 |
|---|---|
| NAME | Gréta Björk Guðmundsdóttir |
| GIVEN NAMES | Gréta Björk |
| FAMILY NAME | Guðmundsdóttir |
| SIGNATURE | GUDMUNDSDOTTIR G B |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-1983-9215 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The classroom as space for change
Previous studies have shown that teachers are vital in the implementation of educational reforms, despite variation in the extent to which teachers manifest their agency and how they involve themselves in the implementation. This study adds to the existing literature by investigating teachers’ curricular uptake of the national reform (LK20) in Norway. We investigated teachers’ reported uptake of curricular concepts during 3 years (2021–24) follow…
These unscripted moments
On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardl…
Life skills education as a balancing act
Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons …
The emergence of a digital third space
Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teacher…
Teacher educators’ professional agency in facilitating professional digital competence
This study builds on a comprehensive conceptualisation of teachers’ professional digital competence (PDC) that goes beyond the use of technology for teaching and learning. We investigate teacher educators’ facilitation of not only generic and didactic digital competence but also profession-oriented and transformative aspects. Drawing on professional agency, we analysed interviews with teacher educators in Norway. Most of them neglected the profes…
Teaching art and design in a digital age
Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that…
Student teachers’ responsible use of ICT
Expanding and Embedding Digital Literacies
Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transfor…
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Newly qualified teachers’ professional digital competence
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It exp…
Students’ ICT self-efficacy and computer and information literacy
An emerging digital divide in urban school children’s information literacy
The emergence of information and communication technology (ICT) has been influencing our society, including the educational sector. In this paper we explore students’ information literacy at the completion of lower secondary school in Norway. Our aim is to measure students’ information literacy at the end of Grade 10, and to identify factors explaining the variations observed. Factors relating to the digital divide, e.g., books at home, language …
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Teacher educators’ professional agency in facilitating professional digital competence
This study builds on a comprehensive conceptualisation of teachers’ professional digital competence (PDC) that goes beyond the use of technology for teaching and learning. We investigate teacher educators’ facilitation of not only generic and didactic digital competence but also profession-oriented and transformative aspects. Drawing on professional agency, we analysed interviews with teacher educators in Norway. Most of them neglected the profes…
Life skills education as a balancing act
Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons …
An emerging digital divide in urban school children’s information literacy
The emergence of information and communication technology (ICT) has been influencing our society, including the educational sector. In this paper we explore students’ information literacy at the completion of lower secondary school in Norway. Our aim is to measure students’ information literacy at the end of Grade 10, and to identify factors explaining the variations observed. Factors relating to the digital divide, e.g., books at home, language …
Students’ ICT self-efficacy and computer and information literacy
Newly qualified teachers’ professional digital competence
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It exp…
Expanding and Embedding Digital Literacies
Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transfor…
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Student teachers’ responsible use of ICT
Teaching art and design in a digital age
Although the use of digital technologies in teacher education has reached advanced stages in the developed world, it is still in its infancy in many developing countries, including Uganda. In their struggle to advance the use of digital technologies in teaching, educators face various challenges that prevent the successful adoption of such technologies in the classroom. This study explores the motivation and material accessibility challenges that…
Teacher educators’ professional agency in facilitating professional digital competence
This study builds on a comprehensive conceptualisation of teachers’ professional digital competence (PDC) that goes beyond the use of technology for teaching and learning. We investigate teacher educators’ facilitation of not only generic and didactic digital competence but also profession-oriented and transformative aspects. Drawing on professional agency, we analysed interviews with teacher educators in Norway. Most of them neglected the profes…
The emergence of a digital third space
Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teacher…
These unscripted moments
On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardl…
Life skills education as a balancing act
Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons …
The classroom as space for change
Previous studies have shown that teachers are vital in the implementation of educational reforms, despite variation in the extent to which teachers manifest their agency and how they involve themselves in the implementation. This study adds to the existing literature by investigating teachers’ curricular uptake of the national reform (LK20) in Norway. We investigated teachers’ reported uptake of curricular concepts during 3 years (2021–24) follow…
Pedagogy (11 works) · Psychology (10 works) · Digital literacy in education (8 works) · Sociology (8 works) · Mathematics education (7 works) · Social Psychology (5 works) · Literacy, Media, and Education (4 works) · Child Development and Digital Technology (3 works) · Competence (human resources (3 works) · Computer Science (3 works)