Cathrine Tømte
Biographic Data
| ID | 6892797 |
|---|---|
| NAME | Cathrine Tømte |
| GIVEN NAMES | Cathrine |
| FAMILY NAME | Tømte |
| SIGNATURE | TØMTE C |
| AFFILIATIONS | University of Agder |
| ORCID | 0000-0003-0196-9772 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Digitalisering i Skole-Norge 1997–2018
Artikkelen gir et innblikk i digitaliseringen av Skole-Norge, et lite utforsket område av nyere norsk utdanningshistorie. Den tar utgangspunkt i to nasjonale initiativ, Nasjonalt nettverk for IT i utdanningen (1997–2010) og Senter for IKT i utdanningen (2010–2018) og bygger på dokumentanalyser og intervjuer med sentrale aktører fra denne perioden. Ved å undersøke tidligere tilnærminger til digitalisering i norske skoler diskuterer artikkelen hvor…
Rethinking teacher education in an AI world
The increasing prevalence of Generative AI (GenAI) in education offers significant opportunities for advancements in instructional design and educational innovation. GenAI tools, like ChatGPT, are poised to transform teacher education by reshaping instructional techniques, learning strategies, and assessment methods. However, there is limited research on educational institutions’ responses to GenAI and teacher educators’ readiness to adopt these …
Flexible learning spaces as an arena for developing professional digital competence through small group collaboration
Flexible technology-rich learning spaces such as Future Classroom Labs (FCL) have a large potential for developing teacher education (TE) students’ professional digital competence through engaging in authentic collaborative learning experiences with digital technology. However, there are limited reports on how students perceive and enact the affordances existing in such learning spaces. This paper reports on how one such FCL can facilitate collab…
Conceptualisation of professional digital competence for school leaders in schools with 1
As societies are increasingly digitalised, digital competences are required—for citizens in general and within professions. In education, professional digital competence (PDC) for teachers has been on the research agenda for years. However, less is known about what constitutes PDC for school leaders. This paper adopts a qualitative approach to explore what constitutes school leaders' PDC. It builds on previous studies of concepts of teachers’ PDC…
The changing role of ICT-coordinators in schools
As schools become more digitalized, teachers need strong skills in teaching, learning, and administration. Some teachers, known as ICT coordinators, play a key role in promoting digital technology use, acting as liaisons between management and teaching. This study, based on a literature review and interviews with Norwegian ICT coordinators over five years, found increasing diversity in their tasks and roles. With the rise of one-to-one digital de…
Governance and digital transformation in schools with 1
There is an increasing trend of 1:1 coverage of tablets in schools in Scandinavia. Several studies have reported on pedagogical possibilities and challenges, but less is reported about how this change is perceived and practised by other stakeholders. We interviewed public school owners and leaders in Norway and found school owners used various models to support their schools, and school leaders held varied views on their roles in promoting the im…
Early and late adopter effects between schools in a one-to-one computer initiative
Although there are numerous studies on the development of teachers’ professional digital competence, only a few have studied the intermediate levels of the education system and its impact over time. A structural merger of three Norwegian municipalities allowed for a natural field experiment involving two school districts. In the present study, we explored potential differences in early and late adopter effects on teachers from school districts. S…
Transformative innovation policies detached from existing systems of innovation in the global south
Addressing the identified lack of empirical evidence of how the transformative innovation policy (TIP) agenda is implemented in practice, this paper looks at how contemporary policy practices framed as TIP take into account and build upon existing systems of innovation in the global south. We do so by studying a development aid policy programme in Norway targeting the SDGs and transformative change in the global south. The findings show that prio…
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Governance and digital transformation in schools with 1
There is an increasing trend of 1:1 coverage of tablets in schools in Scandinavia. Several studies have reported on pedagogical possibilities and challenges, but less is reported about how this change is perceived and practised by other stakeholders. We interviewed public school owners and leaders in Norway and found school owners used various models to support their schools, and school leaders held varied views on their roles in promoting the im…
Early and late adopter effects between schools in a one-to-one computer initiative
Although there are numerous studies on the development of teachers’ professional digital competence, only a few have studied the intermediate levels of the education system and its impact over time. A structural merger of three Norwegian municipalities allowed for a natural field experiment involving two school districts. In the present study, we explored potential differences in early and late adopter effects on teachers from school districts. S…
Transformative innovation policies detached from existing systems of innovation in the global south
Addressing the identified lack of empirical evidence of how the transformative innovation policy (TIP) agenda is implemented in practice, this paper looks at how contemporary policy practices framed as TIP take into account and build upon existing systems of innovation in the global south. We do so by studying a development aid policy programme in Norway targeting the SDGs and transformative change in the global south. The findings show that prio…
Flexible learning spaces as an arena for developing professional digital competence through small group collaboration
Flexible technology-rich learning spaces such as Future Classroom Labs (FCL) have a large potential for developing teacher education (TE) students’ professional digital competence through engaging in authentic collaborative learning experiences with digital technology. However, there are limited reports on how students perceive and enact the affordances existing in such learning spaces. This paper reports on how one such FCL can facilitate collab…
Conceptualisation of professional digital competence for school leaders in schools with 1
As societies are increasingly digitalised, digital competences are required—for citizens in general and within professions. In education, professional digital competence (PDC) for teachers has been on the research agenda for years. However, less is known about what constitutes PDC for school leaders. This paper adopts a qualitative approach to explore what constitutes school leaders' PDC. It builds on previous studies of concepts of teachers’ PDC…
The changing role of ICT-coordinators in schools
As schools become more digitalized, teachers need strong skills in teaching, learning, and administration. Some teachers, known as ICT coordinators, play a key role in promoting digital technology use, acting as liaisons between management and teaching. This study, based on a literature review and interviews with Norwegian ICT coordinators over five years, found increasing diversity in their tasks and roles. With the rise of one-to-one digital de…
Rethinking teacher education in an AI world
The increasing prevalence of Generative AI (GenAI) in education offers significant opportunities for advancements in instructional design and educational innovation. GenAI tools, like ChatGPT, are poised to transform teacher education by reshaping instructional techniques, learning strategies, and assessment methods. However, there is limited research on educational institutions’ responses to GenAI and teacher educators’ readiness to adopt these …
Digitalisering i Skole-Norge 1997–2018
Artikkelen gir et innblikk i digitaliseringen av Skole-Norge, et lite utforsket område av nyere norsk utdanningshistorie. Den tar utgangspunkt i to nasjonale initiativ, Nasjonalt nettverk for IT i utdanningen (1997–2010) og Senter for IKT i utdanningen (2010–2018) og bygger på dokumentanalyser og intervjuer med sentrale aktører fra denne perioden. Ved å undersøke tidligere tilnærminger til digitalisering i norske skoler diskuterer artikkelen hvor…
Digital literacy in education (6 works) · Computer Science (4 works) · Psychology (4 works) · Business (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Social Psychology (3 works) · Child Development and Digital Technology (2 works) · Gender and Technology in Education (2 works)