Ilka Nagel
Biographic Data
| ID | 6510762 |
|---|---|
| NAME | Ilka Nagel |
| GIVEN NAMES | Ilka |
| FAMILY NAME | Nagel |
| SIGNATURE | NAGEL I |
| AFFILIATIONS | Østfold University of Applied Sciences |
| ORCID | 0000-0003-1843-5494 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Digitalization and school leadership: A scoping review
Research on digitalization and school leadership is emerging, but remains fragmented and under-researched, as indicated in recent reviews. Based on this, we conducted a scoping review of 38 empirical studies published between 2014 and 2024. The review focuses on the descriptive characteristics of the field, how digitalization and digital school leadership are defined, which themes researchers address, and how existing research can be organized in…
Promoting professional digital competence in student teachers: Teacher educators’ task perception matters
Teacher educators’ task perceptions are vital in facilitating the development of student teachers’ professional digital competence (PDC). This qualitative study investigates the task perceptions of 18 teacher educators in Norway, exploring their views on student PDC development and its connection to their professional identity. The analysis reveals four groups of teacher educators with similar task perceptions: Group 1 opposes using digital tools…
Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that implementation processes and competence measures for teachers’ professional use of digital devices vary considerably between schools. This study aims to inform the development of res…
Profiling teacher educators’ strategies for professional digital competence development
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modellin…
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…
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…
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…
Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development
Norway ranks high in digitalization in schools, with over 90% of students in grades 1–10 having their own digital device supplied by their school districts and reporting the highest use of digital tools globally in the latest PISA report. However, research shows that implementation processes and competence measures for teachers’ professional use of digital devices vary considerably between schools. This study aims to inform the development of res…
Profiling teacher educators’ strategies for professional digital competence development
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modellin…
Promoting professional digital competence in student teachers: Teacher educators’ task perception matters
Teacher educators’ task perceptions are vital in facilitating the development of student teachers’ professional digital competence (PDC). This qualitative study investigates the task perceptions of 18 teacher educators in Norway, exploring their views on student PDC development and its connection to their professional identity. The analysis reveals four groups of teacher educators with similar task perceptions: Group 1 opposes using digital tools…
Digitalization and school leadership: A scoping review
Research on digitalization and school leadership is emerging, but remains fragmented and under-researched, as indicated in recent reviews. Based on this, we conducted a scoping review of 38 empirical studies published between 2014 and 2024. The review focuses on the descriptive characteristics of the field, how digitalization and digital school leadership are defined, which themes researchers address, and how existing research can be organized in…
Digital literacy in education (4 works) · Psychology (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Professional development (3 works) · Social Psychology (3 works) · Educational Innovations and Technology (2 works) · Perception (2 works) · Teacher education (2 works) · Agency (philosophy (1 works)