Referanser

Dewey, J. (2007). Experience and Education. New York: Macmillan.

Piaget, J. (1955). The construction of reality in the child. Routledge & Kegan.

Säljö, R. (2006). Læring og kulturelle redskaper. Gyldendal Akademisk.

Skinner, B. F. (1953). Science and human behavior. Macmillan.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Blair, A. (2003). Reading strategies for coping with information overload ca. 1550–1700. Journal of the History of Ideas, 64(1), 11–28. [Gessner, 1548, gjengitt i Blair]

Goodlad, J. I. (1979). Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill.

Aagaard, T., Amdam, S. H., Nagel, I., Vika, K. S., Andreasen, J. K., Pedersen, C., & Røkenes, F. M. (2024). Teacher preparation for the digital age: Is it still an instrumental endeavor? Scandinavian Journal of Educational Research, 69(3), 651–665. https://doi.org/10.1080/00313831.2024.2330927

Erstad, O. (2022). Pedagogikkens relevans i den digitale tilstand [The relevance of pedagogy in the digital condition]. Nordisk Tidsskrift for Pedagogikk og Kritikk, 8(2022), 8. https://doi.org/10.23865/ntpk.v8.4070

Fernández-Batanero, J. M., Marta-Rico, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Letnes, M.-A. (2025). The ICT coordinator as a mediating actor in the development of professional digital competence within a school-based activity system. European Journal of Teacher Education, 1–20. https://doi.org/10.1080/02619768.2025.2565634

Pettersson, F. (2018). On the issues of digital competence in educational contexts – A review of literature. Education and Information Technologies, 23(3), 1005–1021. https://doi.org/10.1007/s10639-017-9649-3

Pettersson, F. (2021). Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Education and Information Technologies, 26(1), 187–204. https://doi.org/10.1007/s10639-020-10239-8

Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers' professional digital competence: An overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224. https://doi.org/10.1080/2331186X.2022.2063224

Tømte, C., Kårstein, A., & Olsen, D. S. (2013). IKT i lærerutdanningen: På vei mot profesjonsfaglig digital kompetanse? Oslo: NIFU.

Tømte, C. E., & Wollscheid, S. (2024). The changing role of ICT-coordinators in schools: A longitudinal study. European Journal of Teacher Education, 1–17. https://doi.org/10.1080/02619768.2024.2406893

Utdanningsdirektoratet. (2017). Rammeverk for grunnleggende ferdigheter. Hentet fra udir.no

Utdanningsdirektoratet. (2020). Læreplanverket for Kunnskapsløftet 2020 (LK20). Hentet fra udir.no

Rohatgi, A., Hatlevik, O. E., Gudmundsdottir, G. B., Erstad, O. A., & Björnsson, J. K. (2024). ICILS 2023: Digital kompetanse og algoritmisk tenkning hos norske niendeklassinger. Cappelen Damm Akademisk.