Cathrine Edelhard Tømte

• Lazareva, Alexandra & Tømte, Cathrine Edelhard (2024). Flexible learning spaces as an arena for developing professional digital competence through small group collaboration. Teachers and Teaching: theory and practice. ISSN 1354-0602. doi: 10.1080/13540602.2024.2308893.
• Tømte, Cathrine Edelhard; Wasmuth, Maria Skotte & Graasvoll, Susanne Stav (2024). Med hele verden som klasserom. In Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Ed.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. p. 223–245.
• Tømte, Cathrine Edelhard; Graasvoll, Susanne Stav & Wasmuth, Maria Skotte (2024). "Et klasserom uten vegger": Nettundervisning og nettpedagogikk. In Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Ed.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. p. 198–222.
• Tømte, Cathrine Edelhard; Wasmuth, Maria Skotte & Graasvoll, Susanne Stav (2024). Å utdanne til digitalt medborgerskap. In Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Ed.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. p. 120–144.
• Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (2024). Digitale transformasjoner av utdanning og lærerrollen. In Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Ed.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. p. 246–252.
• Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (2024). Lærerrollen i endring. In Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Ed.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. p. 13–46.
• Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (2023). Digital Transformations in Nordic Higher Education: A Step Towards Unpacking a Multifaceted and Emergent Phenomenon. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. p. 3–25.
• Tømte, Cathrine Edelhard; Pinheiro, Romulo; Barman, Linda; Degn, Lise & Geschwind, Lars (2023). Possible Scenarios for the Future of Digital Transformations in Higher Education. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0.
• Solberg, Espen & Tømte, Cathrine Edelhard (2023). Moving Beyond Policy on Digital Transformation: Perceptions of Digital Transformation of Teaching by Academic Staff and Students. In Pinheiro, Romulo; Balbachevsky, Elizabeth; Pillay, Pundy & Yonezawa, Akiyoshi (Ed.), The Impact of Covid-19 on the Institutional Fabric of Higher Education: Old Patterns, New Dynamics, and Changing Rules?. Palgrave Macmillan. ISSN 978-3-031-26392-7. p. 345–363. doi: 10.1007/978-3-031-26393-4.
• Tømte, Cathrine Edelhard & Smedsrud, Jørgen (2023). Governance and digital transformation in schools with 1:1 tablet coverage. Frontiers in Education. ISSN 2504-284X. 8. doi: 10.3389/feduc.2023.1164856. Full text in Research Archive
• Tømte, Cathrine Edelhard; Pedersen, Cathrine; Vennerød-Diesen, Frida Felicia & Daus, Stephan (2023). Early and late adopter effects between schools in a one-to-one computer initiative. Computers & Education. ISSN 0360-1315. 207, p. 1–12. doi: 10.1016/j.compedu.2023.104927. Full text in Research Archive Show summary

  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. Survey data were collected to assess teacher-level perceptions of organisational support and access to collaborative professional communities. Teachers also rated themselves according to the Technological, Pedagogical, and Content Knowledge (TPACK) framework for digital competence and answered questions to assess their level of student-centred teaching beliefs. The data were analysed using Structural Equation Model (SEM) to explore associations between study variables and patterns of differences between school districts. The results indicate that municipality- or school district-level initiatives have influenced the behaviour of school management and in the teacher community, and possibly result in a more student-centred teaching style in the classroom. The present paper adds new insights into how teachers and schools are influenced by the intermediate levels of the education system. The findings from our study may thus be of interest to researchers exploring the professional development of digital competence for teachers and schools. Moreover, as we highlight how school districts approach and support schools in the implementation of one-to-one coverage of digital devices in schools, we bring updated knowledge to this research field.

• Tømte, Cathrine Edelhard & Lazareva, Aleksandra (2023). Educating for Professional Digital Competence? Exploring Teacher Education in a New Learning Space. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. p. 77–96. doi: 10.1007/978-3-031-27758-0_4. Full text in Research Archive
• Pinheiro, Romulo Teixeira; Tømte, Cathrine Edelhard; Laterza, Vito & Asante, Michael Oduro (2023). Digital transformations in higher education before and following COVID-19: a Scandinavian tale, Research Handbook on the Transformation of Higher Education. Edward Elgar Publishing. ISSN 9781800378209. p. 366–381. doi: 10.4337/9781800378216.00034. Show summary

  Throughout Europe, governments have undertaken a series of policy initiatives to foster digitalization across the public sector. A key sector of society and the economy, higher education has also been the target of these trends, particularly since the outbreak of COVID-19. This chapter takes stock of ongoing developments in the Scandinavian context, using cases from Norway and Sweden. Conceptually, we focus on how agents within universities schematize, contextualize, and hypothesize social experiences in the context of past trajectories, ongoing dynamics, and future hopes and fears. The findings show that COVID-19 has had a significant, albeit diverse, effect on the digital transformation of Scandinavian universities. These findings provide important insights into the transformative effects that external shocks or crises have on change and adaptation across higher education as an organizational field.

• Laterza, Vito; Asante, Michael Oduro; Tømte, Cathrine Edelhard & Pinheiro, Romulo Teixeira (2023). Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study. In Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Ed.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. p. 243–266. doi: 10.1007/978-3-031-27758-0_11. Full text in Research Archive Show summary

  Drawing on the theory and conceptualizations of organizational readiness for change and taking a more critical approach to organizational readiness that takes seriously actors’ different and sometimes conflicting understandings of change and digital transformation processes, this chapter explores the implementation of digital tools and systems in Norwegian higher education (HE) prior to and following the outbreak of the COVID-19 global health pandemic. The analysis focuses on the challenges and bottlenecks associated with digital implementation in a complex environment by focusing on contextual and situational factors. The chapter investigates ongoing developments in Norwegian HE in the context of dynamics across the Nordic region, illuminating the micro-level practices, experiences, and responses to digital transformation of university actors at multiple levels in a Norwegian university selected as the main case study.

• Bugge, Markus; Berg, Richard & Tømte, Cathrine Edelhard (2023). Transformative innovation policies detached from existing systems of innovation in the global south. Innovation and Development. ISSN 2157-930X. p. 1–24. doi: 10.1080/2157930X.2023.2215628. Show summary

  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 priority is given to implementing and upscaling Western solutions and that there has been a subordinate orientation towards the local demand these solutions are meant to serve, and to the innovation systems they are meant to strengthen. Based on these findings, we discuss whether this form of technology transfer detached from local production- and innovation systems is the most effective way to secure long-term local capacity building and transformative change in the global south.

• Kruse, Leona Chandra; Bergener, Katrin; Conboy, Kieran; Lundström, Jenny Eriksson; Maedche, Alexander & Sarker, Suprateek [Show all 9 contributors for this article] (2023). Understanding the Digital Companions of Our Future Generation. Communications of the Association for Information Systems. ISSN 1529-3181. 52, p. 465–479. doi: 10.17705/1CAIS.05218.
• Lazareva, Aleksandra & Tømte, Cathrine Edelhard (2022). Student Assistant Perspective on Flexible Learning Spaces: Challenges and Success Factors. In Gómez Chova, L; López Martínez, A. & Lees, Joanna (Ed.), 15th International Conference of Education, Research and Innovation. International Academy of Technology, Education and Development (IATED). ISSN 978-84-09-45476-1. p. 7170–7177. doi: 10.21125/iceri.2022.1822. Show summary

  The focus of this paper is a flexible learning space (LS) integrated within a higher education institution. The LS offers flexible solutions for both individual and collaborative learning (e.g., flexible furnishing and shared access to digital tools by several users). The LS is equipped with both digital and analogue artifacts (e.g., interactive whiteboards, programming equipment, tablets, and podcast equipment) aimed at promoting a richer learning experience. The LS is used by students in different fields, however, there is a special focus on teacher students and pedagogical use of technology. The LS is also used by in-service schoolteachers and university professors as an arena for professional development. The sessions carried out in the LS are scaffolded by student assistants – employees who can help planning the sessions and are present in the room during the sessions for practical help. This paper is focused on the experiences of student assistants. The main research question (RQ) is: What do student assistants perceive as the key factors for carrying out a successful session at the LS? To answer the RQ, three student assistants were interviewed (SA1, SA2, and SA3). (This paper presents the results of a bigger study that also included observations of collaborative learning and interviews of teacher educators). According to SA1, most of the questions asked during the sessions are practical. Namely, in-service schoolteachers are interested in what it would imply practically and cost-wise to equip their classrooms with certain tools, while teacher educators and teacher students are mainly focused on the practical questions on how to use the tools themselves. However, there are not as many questions focused on the pedagogical use of technology. SA1 emphasizes that the degree of inquiry depends on individuals. On one hand, some visitors briefly explore all the equipment available in the room but do not go deeper into any specific tools. Here, SA1 is also pointing out the “wow-effect”, e.g., when visitors see virtual reality equipment. On the other hand, SA1 gives examples of projects that led to higher degree of inquiry. Those projects tend to have a higher degree of scripting. SA1 believes that for a session to be successful, the learners must have something to create in a set time. SA1 also points out that the product needs to be something for the learners be proud of, and for that reason it is important to require them to demonstrate the product for the rest of the class. As a general challenge with this LS, SA1 points out that there is often focus on the equipment itself, while there is no common vision on how the LS is to be used. SA2 and SA3 were interviewed together. Both underline that while the room is inspiring for inquiry, a lot depends on the session leader. They point out that some of the sessions become more of a play rather than focusing on the pedagogical aspect of the available equipment. SA2 and SA3 point out that the room is excellent for collaboration (e.g., it is easy to adjust the furniture and move around the room). SA2 and SA3 discuss that thinking outside the box is important when planning and carrying out sessions here. “Usual” teaching where learners are on their laptops will not give extra outcome. The authors of the paper believe that studying the perspective of student assistants is important for a better understanding of the challenges related to new flexible learning spaces.

• Andreasen, Johan Kristian; Tømte, Cathrine Edelhard; Bergan, Ingvild & Kovac, Velibor Bobo (2022). Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers. Nordic Journal of Digital Literacy. ISSN 1891-943X. 17(1), p. 61–74. doi: 10.18261/njdl.17.1.5. Full text in Research Archive Show summary

  Initial teacher education plays a vital role in preparing pre-service teachers (PSTs) to integrate technology into their classroom practice. In the present study, we examine how PSTs perceive their professional digital competence (PDC) in the context of a major teacher education reform in Norway. Survey data was collected from two cohorts, consisting of primary and lower secondary PSTs, both before (cohort 1) and after (cohort 2) the teacher education reform. Several theoretical concepts were selected to operationalize PDC, including technological pedagogical knowledge, confidence in the use of ICT, ICT self-efficacy, perceived usefulness, and ICTand inclusion. The overall results show a significant increase in the pre-service teachers’ professional digital competence in cohort 2. The findings indicate that partnership initiatives between university faculty staff and school-based mentor teachers are associated with the preservice teachers’ development of PDC. Several development initiatives in initial teacher education that are relevant to other higher education institutions are also discussed.

• Wollscheid, Sabine; Tømte, Cathrine Edelhard; Aardalen, Henrikke Flittig; Vaagland, Karin & Vennerød-Diesen, Frida Felicia (2021). A balancing Act – Perceptions of how Teachers in Norwegian and Mathematics combine Digital and Analogue Devices. Nordic Journal of Digital Literacy. ISSN 1891-943X. 16(3-4), p. 102–114. doi: 10.18261/ISSN.1891-943X-2021-03-04-02. Full text in Research Archive
• Laterza, Vito; Tømte, Cathrine Edelhard & Pinheiro, Romulo (2020). Guest Editorial: Digital transformations with “Nordic characteristics”? Latest trends in the digitalisation of teaching and learning in Nordic higher education. Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(4), p. 225–233. doi: 10.18261/ISSN.1891-943X-2020-04-01. Full text in Research Archive
• Tømte, Cathrine Edelhard & Gjerustad, Cay (2020). Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway. Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(4), p. 259–273. doi: 10.18261/ISSN.1891-943X-2020-04-04. Full text in Research Archive
• Laterza, Vito; Tømte, Cathrine Edelhard & Pinheiro, Romulo Teixeira (2020). Digital transformations with “Nordic characteristics”? Latest trends in the digitalisation of teaching and learning in Nordic higher education. Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(4), p. 225–233. doi: 10.18261/issn.1891-943x-2020-04-01. Full text in Research Archive
• Tømte, Cathrine Edelhard; Laterza, Vito; Pinheiro, Romulo Teixeira & Avramovic, Aleksandar (2020). Is there a Scandinavian model for MOOCs? Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(4), p. 234–245. doi: 10.18261/issn.1891-943x-2020-04-02. Full text in Research Archive
• Fossland, Trine & Tømte, Cathrine Edelhard (2020). Technology as Quality Work? Educational Leaders and Teachers’ Use of Digital Technology. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 57–77. doi: 10.1007/978-3-030-41757-4_4. Full text in Research Archive
• Wollscheid, Sabine; Tømte, Cathrine Edelhard & Sjaastad, Jørgen (2020). How a SPOC might facilitate in-service teachers' interactions in professional development. Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(2), p. 125–137. doi: 10.18261/issn.1891-943x-2020-02-04. Full text in Research Archive Show summary

  Online professional development programs for teachers are much discussed. Teachers are obliged to continuously renew their skills in teaching methodology to keep pace with changing demands in society. Providing flexibility in time and space and opportunities for interaction, online courses are expected to facilitate teachers’ professional development in general. Informed by a single-case study design,we explore in-service teachers’ perceptions of a professional development program organized as a small private online course (SPOC), the Massive Open Online Course (MOOC) in Mathematics Education. We compared teachers who joined the course individually from their schools with teachers collectively participating from their own schools. We conclude that the teachers who participated as a group from distinct schools appear to be more actively involved in offline activities that enhance professional development than their individually participating counterparts. Finally, we provide some implications for further research.

• Tømte, Cathrine Edelhard; Bugge, Markus; Wollscheid, Sabine & Vennerød-Diesen, Frida Felicia (2020). Ready to Go? Schools? Preparedness for Teaching and Learning Within a One-to-One Program. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12066, p. 569–580. doi: 10.1007/978-3-030-44999-5_47.
• Mark, Michael Spjelkavik; Tømte, Cathrine Edelhard; Næss, Terje & Røsdal, Trude (2019). Leaving the windows open – økt mangel på IKT-sikkerhetskompetanse i Norge. Norsk sosiologisk tidsskrift. ISSN 2535-2512. 3(3), p. 173–190. doi: 10.18261/issn.2535-2512-2019-03-02. Full text in Research Archive Show summary

  IKT-sikkerhet berører enkeltindivider, næringsliv, offentlig sektor, nasjonal infrastruktur og samfunnssikkerhet generelt. IKT-sikkerhet defineres vanligvis som evnen til å forebygge, oppdage og håndtere tre typer hendelser: brudd på konfidensialitet, det vil si at uvedkommende får innsyn i beskyttelsesverdig informasjon, brudd på integritet, det vil si at informasjon og/eller systemer endres, skades eller slettes på uautoriserte eller utilsiktede måter, og brudd på tilgjengelighet, det vil si at informasjon og/eller systemer går tapt eller er utilgjengelige når behovet er der (UNINETT, 2017). De siste årene har vi vært vitne til mange slike hendelser der IKT-sikkerheten har vært utfordret, og det er grunn til å tro at omfanget av slike utfordringer øker. I tillegg ser vi at utfordringer knyttet til IKT-sikkerhet ved utbredelse av Internet of Things (IoT) øker, og trolig vil kreve styrking av kompetansen innen IKT-sikkerhet. Selv om myndighetene har iverksatt tiltak for å styrke kompetanse- og kunnskapsnivået innen IKT-sikkerhet i Norge, er det grunn til å spørre om det gjøres nok: er innsatsen ambisiøs nok, og er mengden ressurser til å styrke kompetanse- og kunnskapsnivået tilstrekkelig? Utdanner vi kandidater med adekvat kompetanse? Formålet med studien er å frambringe oppdatert kunnskap om tilgangen på IKT-sikkerhetskompetanse, høyere utdanning/spesialistkompetanse, sett i forhold til arbeidslivets framtidige behov. Studien bygger på en kvantitativ framskrivning og kvalitative intervjuer med ulike aktører knyttet til feltet IKT-sikkerhet. Et hovedfunn er at det i årene framover vil utdannes for få med adekvat kompetanse innen IKT-sikkerhet, og at vi får et økende gap mellom tilgang på og behov for personer med IKT-sikkerhetskompetanse, med en underdekning på 4100 personer med IKT-sikkerhetskompetanse (i 2030). Bekymringen for mangelfull adekvat IKT-sikkerhetskompetanse nå og i framtiden blir også bekreftet gjennom intervjuene.

• Tømte, Cathrine Edelhard & Sjaastad, Jørgen (2019). Det norske klasserom - på nett! In Caspersen, Joakim & Wendelborg, Christian (Ed.), Skolen vår!. Gyldendal Akademisk. ISSN 978-82-05-49597-5. p. 123–148.
• Tømte, Cathrine Edelhard; Fossland, Trine; Aamodt, Per O & Degn, Lise (2019). Digitalisation in higher education: mapping institutional approaches for teaching and learning. Quality in Higher Education. ISSN 1353-8322. 25(1), p. 98–114. doi: 10.1080/13538322.2019.1603611. Full text in Research Archive Show summary

  This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was some use of digital technology in teaching and learning when initiated from administration including IT-staff, in collaboration with academic leaders. There was little or only limited reported use of technology for teaching and learning, when the processes were initiated by administration together with enthusiasts among faculty staff, who did not have leadership roles or influence on change. There was more reported use of technology in teaching and learning in Denmark than Norway. The paper discusses possible explanations for these findings and thus illuminates how processes of digitalisation are influenced by broader governance arrangements, institutional maturity and academic and administration staffs.

• Fossland, Trine & Tømte, Cathrine Edelhard (2019). Deltaker eller tilskuer? En casestudie om vilkår for deltakelse og samarbeidslæring i et nettbasert masterprogram i økonomi og ledelse (MBA). UNIPED. ISSN 1500-4538. 42(1), p. 41–59. doi: 10.18261/issn.1893-8981-2019-01-04. Full text in Research Archive Show summary

  Nettstudier, her forstått som distribuert undervisning tilrettelagt via internett, er et stadig mer aktuelt tema innen høyere utdanning. Det økte antallet nettstudenter har flere årsaker: fremveksten av nye studentgrupper, nasjonal satsning på «livslang læring», nye kunnskapsbehov i arbeidslivet, samt behov for tettere samarbeid på tvers av institusjoner og landegrenser. På tross av økt etterspørsel, vet man fortsatt lite om de komplekse vilkårene for samarbeidslæring i nettbaserte studier. Med utgangspunkt i observasjon og intervjuer med studenter og lærere i en nettbasert MBA og et teoretisk rammeverk om hvordan teknologi kan tilrettelegge for samarbeidslæring, stilles følgende forskningsspørsmål: hvordan tilrettelegges det for studenters deltakelse og samarbeidslæring i en nettbasert MBA? Funnene avdekker at en rekke komplekse forhold ved selve undervisningsdesignet, lærestedets organisering og tilrettelegging er avgjørende for deltakelse og samarbeidslæring. Våre funn peker på en rekke spesifikke utfordringer universitet- og høgskolesektoren må ta hensyn til i sin videre satsning på nettbaserte studier generelt og voksne studenter i jobb spesielt.

• Sjaastad, Jørgen & Tømte, Cathrine Edelhard (2018). Adaptive Learning Systems in Mathematics Classrooms. In Shelley, Mack & Kiray, Ahmet (Ed.), Education Research Highlights in Mathematics, Science and Technology 2018. ISRES Publishing, International Society for Research in Education and Science (ISRES). ISSN 9786058165434. p. 30–46. Show summary

  Education Research Highlights in Mathematics, Science and Technology is published annually from the selected papers invited by the editors. This edition includes 3 sections and 15 papers from the field of Science Education, Mathematics Education and Educational Technology All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education in mathematics, science and technology. Education Research Highlights in Mathematics, Science and Technology is published by ISRES Publishing.

• Tømte, Cathrine Edelhard (2018). MOOCs in teacher education: institutional and pedagogical change? European Journal of Teacher Education. ISSN 0261-9768. 42(1), p. 65–81. doi: 10.1080/02619768.2018.1529752. Show summary

  We study the implementation of a MOOC initiative which involved two distinct teacher education institutions at HEIs, and where the implementation was led by a governmental body. Our aim was to see in what ways this initiative changed the teacher education involved, in terms of institutional organisation and pedagogics. Based on interviews with stakeholders from the government and from the two HEIs, we found that the process of implementing and piloting the MOOC faced various sorts of resistance. Our study might serve as a contribution to researchers and practitioners involved in development and running MOOCs as cross institutional initiatives, in that it addresses the diversity of challenges new study models are facing within HEIs. It may also be of interest to teacher education departments responsible for continuing education programs, since it demonstrates the opportunities that comes with a MOOC to provide larger groups of in-service teachers with new educational possibilities.

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• Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (2024). Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISBN 9788215064727. 264 p.
• Pinheiro, Romulo; Tømte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (2023). Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISBN 978-3-031-27758-0. 278 p.

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• Tømte, Cathrine Edelhard; Lien, Anne; Føreland, Line Reichelt & Smith-Gahrsen, Martin (2023). Hva slags lærerkompetanser kreves i den digitaliserte skolen?
• Børte, Kristin & Tømte, Cathrine Edelhard (2023). The ILUKS-planner – a digital collaboration tool for teachers’ professional learning. .
• Tømte, Cathrine Edelhard; Føreland, Line Reichelt; Bergan, Ingvild; Wasmuth, Maria Skotte & Danielsen, Kjerstin Breistein (2023). Å fjerne skjermen fra skolen er ikke løsningen. Fædrelandsvennen. ISSN 0805-3790.
• Tømte, Cathrine Edelhard; Wollscheid, Sabine; Pedersen, Cathrine; Vennerød-Diesen, Frida Felicia & Bugge, Markus (2023). How to foster professional digital competence development in schools with 1:1 coverage. Inputs from a longitudinal study.
• Tømte, Cathrine Edelhard; Pedersen, Cathrine & Vennerød-Diesen, Frida Felicia (2023). Hvorfor er det ingen som spør forskerne om bruk av skjermer i skolen? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Tømte, Cathrine Edelhard & Wollscheid, Sabine (2023). Å utvikle en delingskultur – hva slags rolle har skoleledere og ressursteamene/IKT koordinatoren? .
• Tømte, Cathrine Edelhard (2023). Senteret og kompetansen som forsvant da skole-Norge trengte det mest.
• Bergan, Arne; Ydstie Olafsen, Marie; Pedersen, Cathrine; Vennerød-Diesen, Frida Felicia & Tømte, Cathrine Edelhard (2023). Digital kompetanseheving i lokale profesjonsfelleskap – praksisøkt med askerskolen.
• Tømte, Cathrine Edelhard; Pedersen, Cathrine; Vennerød-Diesen, Frida Felicia; Wollscheid, Sabine & Bugge, Markus (2023). Professional digital competence development for teachers in schools with 1:1 coverage of digital devices. Inputs from a longitudinal study. .
• Tømte, Cathrine Edelhard (2022). Er det på tide med ny organisering av digitale systemer? Khrono.no. ISSN 1894-8995.
• Tømte, Cathrine Edelhard (2022). Digitalisering i høyere utdanning før og etter pandemien. Trender, utviklingstrekk, og et sideblikk til de nordiske landene .
• Tømte, Cathrine Edelhard (2022). eTwinning - en døråpner til internasjonalt samarbeid.
• Tømte, Cathrine Edelhard (2022). Fem år med samskaping og samarbeid.En fortelling om en kommune og et tverrfaglig FoU-team.
• Tømte, Cathrine Edelhard (2022). Digital transformation of higher education.What competencies do teachers (and students) need? A tale from Norway.
• Tømte, Cathrine Edelhard; Mädche, Alexander; Lundström, Jenny Eriksson; Conboy, Kieran & Sarker, Suprateek (2022). Understanding the Digital Companions of Our Next Generation.
• Tømte, Cathrine Edelhard & Mangeol, Patricia (2022). Netflix for Learning? Engaging Students with Video and Multimedia: Insights from Canada and Norway.
• Tømte, Cathrine Edelhard & Wollscheid, Sabine (2022). Changing roles of the ICT coordinator in schools – from an individualist to a team player?
• Asante, Michael Oduro; Laterza, Vito; Pinheiro, Romulo & Tømte, Cathrine Edelhard (2022). Implementing digital transformation in higher education following COVID-19.
• Tømte, Cathrine Edelhard & Lazareva, Aleksandra (2021). Enhancing digital literacy as meaning making and practices: Exploring teacher education in new learning spaces.
• Bugge, Markus Michaelsen; Berg, Richard L. & Tømte, Cathrine Edelhard (2021). Technology transfer for transformative change? Systemic barriers ti innovation in the global south.
• Tømte, Cathrine Edelhard; Laterza, Vito; Pinheiro, Romulo & Avramovic, Aleksandar (2021). Is There a Scandinavian Model for MOOCs? Understanding the MOOC Phenomenon in Denmark, Norway, and Sweden.
• Pinheiro, Romulo; Tømte, Cathrine Edelhard; Laterza, Vito & Asante, Michael Oduro (2021). Digital Transformation in Higher education in Times of Turbulence: a Scandinavian Tale.
• Tømte, Cathrine Edelhard; Laterza, Vito; Pinheiro, Romulo & Avramovic, Aleksandar (2021). Is there a Scandinavian model for MOOCs? Mapping the landscape of online learning.
• Tømte, Cathrine Edelhard (2021). Digital transformation in/of higher education in Norway and Denmark. Same, but different?
• Tømte, Cathrine Edelhard (2021). Bidrag på Rundebordskonferanse: Læringsløyper. Skoleutvikling i kommuner med etablert 1:1 dekning .
• Tømte, Cathrine Edelhard (2021). Panelsamtale om fremtidens utdanning.
• Tømte, Cathrine Edelhard & Zanazzi, Silvia (2021). “Emergency remote teaching” in Italy and Norway: empirical research findings and implications for teacher training.
• Tømte, Cathrine Edelhard (2021). Læringsløyper. Skoleutvikling i kommuner med etablert 1:1 dekning.
• Trysnes, Irene; Skjølberg, Katja Haaversen-Westhassel; Vasstrøm, Mikaela; Skarpenes, Ove; Goldschmidt-Gjerløw, Beate & Tømte, Cathrine Edelhard [Show all 7 contributors for this article] (2021). Kroken på døra for den allmenndannende enhetsskolen? Fædrelandsvennen. ISSN 0805-3790.
• Trysnes, Irene; Skjølberg, Katja Haaversen-Westhassel; Skarpenes, Ove; Vasstrøm, Mikaela Lise Modalen; Goldschmidt-Gjerløw, Beate & Jore, Mari Kristine [Show all 7 contributors for this article] (2021). Kroken på døra for den allmenndannende enhetsskolen? Fædrelandsvennen. ISSN 0805-3790.
• Laterza, Vito; Tømte, Cathrine Edelhard & Pinheiro, Romulo (2020). Introducing the Nordic Journal of Digital Literacy special issue project & overview of themes.
• Laterza, Vito; Pinheiro, Romulo & Tømte, Cathrine Edelhard (2020). Covid-19, rapid digitalization of HE teaching & learning and HE funding policies: towards a responsive knowledge framework for policy analysis and intervention.
• Tømte, Cathrine Edelhard (2020). Tales from the field: a TTI-project on the use of ICT in education.
• Tømte, Cathrine Edelhard; Zanazzi, Silvia; De Meo, Mariagrazia & Rontini, Sofia (2020). Tales from the field: a TTI-project on «The use of ICT in education» Presentation, teacher trainers from University of Salerno, Italy; University College South Denmark; University of Agder, Norway .
• Tømte, Cathrine Edelhard (2020). Digitalisering av lærerprofesjonen.
• Andreasen, Johan Kristian; Tømte, Cathrine Edelhard & Bergan, Ingvild (2020). Operasjonalisering av PfDK-rammeverket i partnerskap .
• Tømte, Cathrine Edelhard (2020). Teaching and Learning in the 21st Century: How can we balance digital and analogue practices? .
• Tømte, Cathrine Edelhard (2020). Tales from the field:"The use of ICT in education" a TTI-project.
• Tømte, Cathrine Edelhard; Wollscheid, Sabine; Bugge, Markus & Wennerød-Diesen, Frida Felicia (2020). Organization of teaching and learning with 1:1 digital devices .
• Tømte, Cathrine Edelhard & Andreasen, Johan Kristian (2020). Partnerskap i lærerutdanning – lærere i delte stillinger ved Universitetet i Agder.
• Tømte, Cathrine Edelhard & Andreasen, Johan Kristian (2020). Professional digital competence for teachers in theory and practice.
• Tømte, Cathrine Edelhard; Laterza, Vito & Pinheiro, Romulo (2019). Is there a Scandinavian model for MOOCs? Studying the effects of digital transformation in higher education in Norway, Sweden and Denmark.
• Wollscheid, Sabine; Vaagland, Karin; Flittig-Aardalen, Henrikke; Tømte, Cathrine Edelhard & Vennerød-Diesen, Frida Felicia (2019). A balancing act – How do teachers in Norwegian and mathematics combine digital and non-digital devices?
• Tømte, Cathrine Edelhard & Graasvoll, Susanne Stav (2019). Profesjonsfaglig digital kompetanse i teori og praksis.
• Bugge, Markus; Hatløy, Anne; Halvorsen, Tor; Kebede, Tewodros Aragie; Tømte, Cathrine Edelhard & Van den Bergh, Graziella (2019). The need for demand and local anchoring of innovations.
• Tømte, Cathrine Edelhard; Wollscheid, Sabine; Vennerød, Frida Felicia & Bugge, Markus (2019). Hvorfor skal vi ha nettbrett i skolen? Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Tømte, Cathrine Edelhard (2019). Hvor er det faglige lederskapet i digitaliseringsdebattene i akademia? Khrono.no. ISSN 1894-8995.
• Tømte, Cathrine Edelhard; Laterza, Vito & Pinheiro, Romulo (2019). Is there a Scandinavian model for MOOCs? Studying the effects of digital transformation in higher education in Norway, Sweden and Denmark.
• Tømte, Cathrine Edelhard (2018). Guest editorial: Online learning in the Nordic countries. Nordic Journal of Digital Literacy. ISSN 1891-943X. 13(1). doi: 10.18261/ISSN.1891-943X-2018-01-01. Full text in Research Archive Show summary

  Online Learning — understood as distance education delivered via the internet — is one of the fastest growing paths within education. We observe an increasing number of students enrolled in online learning study programs and courses, and in higher education institutions regular campus-based education are incorporating elements from online learning too.

• Tømte, Cathrine Edelhard (2018). Hva sier forskningen om læring og teknologi i skolen?
• Fossland, Trine & Tømte, Cathrine Edelhard (2018). Participant or observer in an online MBA? .
• Tømte, Cathrine Edelhard (2018). Digital læring – hva sier forskningen? Følgeforskning på digital læring i Askerskolene .
• Tømte, Cathrine Edelhard & Gjerustad, Cay (2018). Online or offline - does it matter? A study on teachers’ perceptions on study formats and quality when participating in continuing education programs (in Mathematics).
• Tømte, Cathrine Edelhard (2018). The role of technology in the changing landscape of higher education institutions.
• Tømte, Cathrine Edelhard & Sjaastad, Jørgen (2018). Utprøving og innføring av ny teknologi i skolen – hva har vi lært? Bedre Skole. ISSN 0802-183X. 30(2), p. 22–27. Full text in Research Archive Show summary

  Når teknologi skal testes ut og innføres i skolen, hender det ofte at alt ikke går helt etter planen. Men etter hvert er det visse mønstre som avtegner seg og som man kan lære av når man planlegger nye prosjekter.

• Fossland, Trine & Tømte, Cathrine Edelhard (2018). Online teaching and learning in an experience-based MBA programme. In Nerland, Monika & Prøitz, Tine Sophie (Ed.), Pathways to quality in higher education : Case studies of educational practices in eight courses. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0319-7. p. 136–151. Show summary

  This report is produced in the framework of the project “Quality of Norwegian Higher Education: Pathways, Practices and Performances”, funded through the program Research and Innovation in the Educational Sector (FINNUT), Research Council Norway (RCN). The focus of the study is on exploring quality issues related to the educational provision of higher education. The overarching questions in the project are: What factors and mechanisms are important for realizing the aims of quality work in Norwegian higher education? What is the relationship between structural/systemic and institutional conditions, and educational practices?This report presents findings from one of the sub-projects with focus on educationalpractices. The report presents eight in depth case studies focusing on teaching and learning practices at the course level. These studies were designed to focus on aspects that matter for the quality of education in course design that employ student-centred approaches.

• Tømte, Cathrine Edelhard & Skule, Sveinung (2018). Svakt rigget for neste utdanningsreform. Khrono.no. ISSN 1894-8995. Full text in Research Archive
• Støren, Liv Anne; Mark, Michael Spjelkavik; Madsen, Aleksander Årnes; Olsen, Dorothy Sutherland; Klitkou, Antje & Ulvestad, Marte E.S. [Show all 7 contributors for this article] (2020). Arbeidsmarkedet for IKT-kandidater med høyere utdanning. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0472-9. Show summary

  På oppdrag fra Kunnskapsdepartementet har NIFU utarbeidet en samlet analyse av arbeidsmarkedssituasjonen for personer med høyere utdanning innenfor IKT. Tidligere undersøkelser gir dels motstridende resultater; noen undersøkelser finner høy arbeidsledighet blant nyutdannede med IKT-utdanning, samtidig som andre undersøkelser tyder på at dette er en gruppe som er særlig etterspurt i arbeidsmarkedet. De motstridende resultatene kan kalles et «IKT-paradoks». Hovedformålet med analysen er å kartlegge om det fortsatt er mistilpasning i arbeidsmarkedet for IKT-kandidater, og identifisere mulige forklaringer på en slik situasjon.

• Gjerustad, Cay; Hammer Smedsrud, Jørgen; Pedersen, Cathrine & Tømte, Cathrine Edelhard (2019). Deltakerundersøkelsen for «Profesjonsfaglig Digital Kompetanse». Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0429-3. Show summary

  Denne rapporten er skrevet på oppdrag fra Utdanningsdirektoratet. Rapporten presenterer resultater fra spørreundersøkelsen Deltakerundersøkelsen 2019 og fra en intervjuundersøkelse rettet mot skoleledere og -eiere. Deltakerundersøkelsen 2019 er rettet mot lærere som har tatt videreutdanning i regi av strategien Kompetanse for kvalitet. Hensikten er å undersøke lærernes opplevelse av videreutdanningen de har tatt. I denne rapporten er fokus på de som har studert Profesjonsfaglig Digital Kompetanse.

• Tømte, Cathrine Edelhard; Wollscheid, Sabine; Bugge, Markus & Vennerød-Diesen, Frida Felicia (2019). Digital læring i askerskolen : Sluttrapport fra følgeforskning. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0440-8. Show summary

  I perioden 2017–2019 gjennomførte Asker kommune prosjektet «Digital læring i Askerskolen». Satsingen innebar at alle elever fikk hver sin digitale enhet; en Chromebook til bruk i læring og undervisning. Som en del av satsingen iverksatte kommunen også et felles kompetanseløft for alle lærerne. NIFU har vært engasjert av kommunen for å gi svar på om satsingen har bidratt til bedre læring for elevene.

• Daus, Stephan; Aamodt, Per O & Tømte, Cathrine Edelhard (2019). Profesjonsfaglig digital kompetanse i lærerutdanningene : Undersøkelse av tilstand, holdninger og ferdigheter ved fem grunnskolelærerutdanninger. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0410-1. Show summary

  Fem av landets lærerutdanninger har fått midler fra myndighetene for å styrke utdanningenes arbeid med digital kompetanse. Disse omfatter Universitetet i Sørøst-Norge (USN), Norges Teknisk-Naturvitenskapelige Universitet (NTNU), Universitetet i Agder (UiA), Høgskolen i Østfold (HiØ), og Høgskolen i Volda (HVO). Denne rapporten er en kvantitativ kartlegging av lærerutdanningenens arbeid med digital kompetanse, og gjennomført som en spørreundersøkelse til lærerutdannere.

• Lyby, Lars; Fevolden, Arne Martin & Tømte, Cathrine Edelhard (2018). Organisering av etter- og videreutdanningstilbudet ved NTNU. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0363-0. Show summary

  På oppdrag fra NTNU har NIFU studert hva som fungerer godt og hva som er til hinder for NTNUs arbeid med å styrke satsingen på etter- og videreutdanning, EVU. Rapporten inngår som kunnskapsgrunnlag i lærestedets interne arbeid med å styrke etter- og videreutdanningen.

• Tømte, Cathrine Edelhard; Wollscheid, Sabine; Bugge, Markus & Vennerød-Diesen, Frida Felicia (2018). Digital læring i askerskolen : Midtveisrapport fra følgeforskning. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0362-3. Show summary

  I perioden 2017-2019 gjennomfører Asker kommune prosjektet «Digital læring i askerskolen». Prosjektet omfatter implementering av 1:1 dekning av Chromebooks for alle kommunens skoler og herunder et større kompetanseløft for alle kommunens lærere. NIFU skal følge prosjektet med et følgeforskningsdesign. Datagrunnlaget omfatter skoleeier, skoleledelse, lærere og elever. Denne midtveisrapporten gir et bilde av satsingens første halvannet år.

• Fevolden, Arne Martin; Tømte, Cathrine Edelhard; Lyby, Lars & Vaagland, Karin (2018). Etter- og videreutdanning innen digitalisering – tilbud og behov. Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0350-0. Show summary

  På oppdrag fra NTNU skal NIFU kartlegge universitets- og høgskolesektorens tilbud og etterspørsel av videreutdanningstilbud innenfor temaet ‘Digitalisering’. Kartleggingen inngår som kunnskapsgrunnlag i NTNUs interne arbeid med etter- og videreutdanning.

• Siddiq, Fazilat; Larsen, Even Hellan; Reiling, Rune Borgan; Wollscheid, Sabine; Vaagland, Karin & Tømte, Cathrine Edelhard (2018). Evaluering av «Tett på realfag». Status før implementeringen. Delrapport 1 : Evaluering av «Tett på realfag». Nasjonal strategi for realfag i barnehagen og grunnopplæringen (2015-2019). Nordisk institutt for studier av innovasjon, forskning og utdanning NIFU. ISSN 978-82-327-0322-7. Show summary

  Norske myndigheter har lansert strategien «Tett på realfag» for perioden 2015–2019. Denne skal bidra til at barns og unges kompetanse forbedres i naturfag og matematikk. Et uttalt mål er at flere barn og unge skal prestere på et høyt og avansert nivå i disse fagområdene og at andelene barn og unge som presterer på et lavt nivå, reduseres. Strategien skal bidra til økt kompetanse i realfag for både barn, elever og ansatte i barnehage og grunnopplæring. På oppdrag fra Utdanningsdirektoratet skal NIFU evaluere strategien. Foreliggende rapport, delrapport 1, er den første av fire rapporter som samlet presenterer funnene fra evalueringen. Delrapport 1 omfatter status før implementeringen av strategien. En beskrivelse av konteksten som strategien ble innført i, vil gi en forståelse av behovet for en realfagsstrategi og for hvilke forventninger det er rimelig å tillegge strategien. Analysene fra delrapport 1 skal også underbygge og peke på potensielle utfordringer ved å utføre en forskjeller-i-forskjeller-analyse i evalueringens sluttrapport.

• Mark, Michael Spjelkavik; Tømte, Cathrine Edelhard; Næss, Terje & Røsdal, Trude (2017). IKT-sikkerhetskompetanse i arbeidslivet – behov og tilbud. NIFU. ISSN 978-82-327-0313-5. Show summary

  Denne rapporten presenterer en studie av fremtidig tilbud på og etterspørsel etter IKT-sikkerhetskompetanse basert på framskrivningsmodeller utarbeidet av SSB. Oppdragsgiver har vært Justis- og beredskapsdepartementet, og oppdraget er et ledd i å opparbeide et solid kunnskapsgrunnlag for fremtidig tilbud av og etterspørsel etter IKT-sikkerhetskompetanse.

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