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Pensumliste for
Master IKT i læring: Digitale verktøy i utdanning og opplæring

Avdeling for lærarutdanning og kulturfag
Studieperiode: 2017-2018

Pensumlistene vert produserte av biblioteket. Spørsmål kan rettast til bibstord.hsh@hvl.no

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Atterhald om endringar.

Aagard, T., & Lund, A. (2013). Mind the gap: Divergent objects of assessment in technology-rich learning environments. Nordic Journal of Digital Literacy, 8(4), 225-243. Henta frå http://www.idunn.no/dk/2013/04/mind_the_gap_divergent_
objects_of_assessment_in_technology

Almås, A. G., & Krumsvik, R. (2008). Teaching in technology-rich classrooms: Is there a gap between teacher's intentions and ICT practices?. Research in Comparative and International Education, 3(2), 103-121. Henta frå Symposium Journals

Blikstad-Balas, M. (2012). Digital literacy in upper secondary school: What do students use their laptops for during teacher instruction? Nordic Journal of Digital Literacy, 7(2), 81-97. Henta frå http://www.idunn.no/dk/2012/02/digital_literacy_in_upper_
secondary_school_-_what_do_studen

Boyd, D. (2014). Literacy: Are today´s youth digital natives? I D. Boyd, It´s complicated (s. 176-198). New Haven: Yale University Press.

Brown, M. (2008). Interactive Learning Environments: Review of an Old Construct with a New Critical Twist. I J. Voogt & G. Knezek, International Handbook of Information Technology in Primary and Secondary Education, s. 231-248. Boston: Springer. Henta frå: http://dx.doi.org/10.1007/978-0-387-73315-9_14

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. doi: 10.1016/j.iheduc.2011.06.002

Dalsgaard, C. (2011). Personlige læringsmiljøer: Universitetsuddannelse på internettet. Dansk Universitetspædagogisk Tidsskrift, 6(11), 8-13. Henta frå http://ojs.statsbiblioteket.dk/index.php/dut/article/view/5534/4840

Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. I J. Voogt & G. Knezek, International handbook of information technology in primary and secondary education (s. 43-62). Henta frå SpringerLink

Erstad, O. (2010). Educating the digital generation: Exploring media literacy for the 21st century. Digital kompetanse: Nordic Journal of Digital literacy, 5(1), 57-71. Henta frå http://www.idunn.no/ts/dk/2010/01/art05

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Henta frå http://www.eric.ed.gov/PDFS/EJ882506.pdf

Gilje, Ø., Ingulfsen, L., Dolonen, J. A., Furberg, A., Rasmussen, I., Kluge, A., . . . Skarpaas, K. G. (2016). Med ARK&APP: Bruk av læremidler og ressurser på tvers av arbeidsformer. Oslo: Universitetet i Oslo. Henta frå http://www.udir.no/globalassets/filer/tall-og-forskning/forskningsrapporter/arkapp_syntese_endelig_til_trykk.pdf

Giæver, T. H., Johannesen, M., & Øgrim, L. (Red.). (2014). Digital praksis i skolen. Oslo: Gyldendal akademisk.

Helleve, I., Almås, A. G., & Bjørkelo, B. (Red.). (2016). Den digitale lærergenerasjonen: Utfordringer og muligheter. Oslo: Gyldendal akademisk.

Jonassen, D. H., Carr, C., & Yeuh, H-P. (1998). Computers as mindtools for engaging learners in critical thinking. Henta frå http://link.springer.com/article/10.1007%2FBF02818172

Kelentrić, M., Helland, K., & Arstorp, A. T. (2017). Rammeverk for lærerens profesjonsfaglige digitale kompetanse (PfDK). Oslo: Senter for IKT i utdanninga. Henta frå: http://iktsenteret.no/printpdf/1986

Kongsgården, P., & Krumsvik, R. J. (2013). Bruk av digitale verktøy i elevers læringsarbeid - med fokus på sammenhengen mellom læring og vurdering for læring. Acta Didactica Norge, 7(1). Henta frå https://www.journals.uio.no/index.php/adno/article/view/1116

Knight, S., & Shum, S. B. (2017). Theory and Learning Analytics. I C. Lang, G. Siemens, A. Wise & D. Gašević (Red.), Handbook of Learning Analytics, (s. 17-22). Henta frå: https://solaresearch.org/wp-content/uploads/2017/05/chapter1.pdf

Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. I T. Koschmann (Red.), CSCL: Theory and practice of an emerging paradigm (s. 1-22). Mahwah, N.J.: Lawrence Erlbaum Associates. Henta frå http://dwebct.lanet.lv/doc/koschmanns_paradigm.pdf

Langford, S., Narayan, A., & von Glahn, N. (2016). Revisiting the Technology and Students Learning Debates: Critical Issues and Multiple Perspectives. Technology and Student Learning, 9(2), s 1-15. Henta frå: https://www.kpu.ca/sites/default/files/Transformative%20Dialogues/TD.9.2.13_Langford_etal_Technology%26Student_Learning.pdf

Lund, A., Furberg, A., Bakken, J., Engelien, K. L. (2014).What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), ss. 281-299. Henta frå http://www.idunn.no/dk/2014/04/what_does_professional_
digital_competence_mean_inteacher_e

Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, s. 51-61. Henta frå: https://doi.org/10.1016/j.chb.2014.09.012

Mayer, R. E. (2010). Applying the science of learning to medical education. Medical Education, 44(6), 543-549. doi:10.1111/j.1365-2923.2010.03624.x

McLoughlin, C. (2013). Teacher professional learning in digital age environments. I M. A. Flores, A. A. Carvalho, F. I. Ferreira, & M. T. Vilaca (Red.), Back to the future: Legacies, continuites and changes in educational policy, practice and research (s. 189-206). Henta frå SpringerLink

Mishra, P., & Koehler, M. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, 24-28. mars 2008. Henta frå http://www.matt-koehler.com/publications/Mishra_Koehler_AERA_2008.pdf

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078. Henta frå http://www.sciencedirect.com/science/article/pii/S0360131512001005

Nilsen, A. G., & Almås, A. G. (2016). Added Values and Challenges Social Media Represent in the Hybridisation of Teacher Training. European Journal of Open, Distance and E-Learning, s. 75-87. Henta frå: http://www.eurodl.org/materials/special/2016/Barcelona_038_Nilsen_Almas.pdf

Nilsen, A. G., Almås, A. G., & Krumsvik, R. J. (2013). Teaching online or on-campus?: What students say about desktop videoconferencing. Nordic Journal of Digital Literacy, 8(1-2), 90-106. Henta frå http://www.idunn.no/ts/dk/2013/01-02/teaching_online_or_on-campus_what_students_say_about_des

Salmon, G. (2013). E-tivities: The key to active online learning (2. utg.). New York: Routledge.

Salomon, G., & Perkins, D. N. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. I D. D. Preiss & R. J. Sternberg (Eds.), Intelligence and technology (s. 71-86). Mahwah, NJ: LEA. Henta frå http://stud.hsh.no/lu/Inf/master/
09_10/MAS-VIT/Salomon__prcent_26_Perkins__Cognitive
_consequences_of_technology_ prcent_5B1_prcent_5D.pdf

Selwyn, N. (2011). Educating and technology: Key issues and debates. London: Continuum.

Selwyn, N. (2009). The digital native: Myth and reality. Aslib Proceedings, 61(4), 364-379. doi: 10.1108/00012530910973776

Siemens, G. (2004). Connectivism: A learning theory for the digital Age. Henta frå http://www.elearnspace.org/Articles/connectivism.htm

Weston, M. E., & Bain, A. (2010). The end of techno-critique: The naked truth about 1:1 laptop initiatives and education change. The Journal of Technology, Learning and Assessment, 9(6), 5-24. Henta frå http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1611/1458