Ola Erstad

• University of Oslo

This open access book outlines how the digital platforms that mediate so many aspects of commercial and personal life have begun to transform everyday family existence. It presents theory and research methods to enable students and scholars to investigate the changes that platformization has brought to the routines and interactions of family life i...

The final chapter of the book brings together key ideas, theories, and questions raised across the book to propose an agenda for progressing research on the platformization of the family. It summarises the key dimensions of platforms and families and proposes a theory of extended-domestication that bridges the micro and macro elements of these dime...

This article brings together literature and perspectives that have evolved during the last decade on issues of social and emotional aspects of learning in a digital age. This topic points to some core challenges and worries of contemporary social developments within digitalized societies, and ways of perceiving future developments of how we concept...

During the last few decades, digital technologies have radically transformed how we communicate and learn. Digitalization connects people from different parts of the world to form communities based on common interests and pursuits. In these communities, people build meaning together and engage in dialogues about each other’s social and cultural wor...

This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensific...

This special issue provides the reader with both theoretical explorations and empirical studies from different countries around the world and brings together a unique collection of contributions that address the topic of boundaries in relation to recent developments in the intersection between digital technologies, education, and learning in formal...

Digitaliseringsbegrepet har i løpet av de siste to ti-årene blitt stadig mer komplekst og sammensatt. Mengden av andre betegnelser som kobles til digitalisering har økt i perioden ved at nye og utvidede deler av samfunnslivet er digitalisert, inkludert grunnopplæring. Bakgrunnen for denne økte kompleksiteten skyldes også teknologiutviklingen i seg...

Report

Our aim is to discuss critical issues related to educational assessment in contemporary societies, especially of so-called 21st century skills. We introduce some key definitions of 21st century skills, outline international initiatives dedicated to advancing them, and present two examples of national curricular developments emphasizing and integrat...

Den digitale tilstand forstås som det å vokse opp i en digital kultur. Pedagogikken har i liten grad utviklet et kritisk begrepsapparat som kommer på innsiden av hva den digitale mediekulturen betyr for pedagogikkens kjernespørsmål om oppvekst, utdanning og læring. Det offentlige ordskiftet har en tendens til å fokusere på teknologien som et nøytra...

This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent–teacher conferences taking place at a lower secondary school. The analysis shows how teachers ref...

This research examines civic engagement from both online and offline perspectives using 371 samples collected from two universities in China. We aimed to explore the effects of college students' social connections on their online and offline civic engagement using partial least squares structural equation modeling (PLS‐SEM). We found that weak ties...

Los desafíos sociales y educativos que enfrentamos en la actualidad nos obligan a repensar cuál es el rol de las instituciones educativas y de las tecnologías digitales en el siglo XXI, lo cual requiere una comprensión más profunda de las actividades de aprendizaje de las escuelas. En este artículo analizamos iniciativas para la transformación educ...

A escala global, la transformación educativa se ha vuelto cada vez más importante dada la necesidad de habilidades y competencias del siglo XXI que requerirán los futuros ciudada-nos y ciudadanas. Este fenómeno se verá agudizado por la velocidad de los desarrollos tec-nológicos, que desafían los modelos y las prácticas educativas dominantes. Al mis...

Educational practices to transform and connect schools and communities. English version

This E-book is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT2019. EDUsummIT (International Summit on IT in Education) is a global knowledge building community of researchers, educational practitioners, and policy-makers committed to supporting the effective integration of research and practice in the field of IT...

This E-book is a collection of outcome reports by the thematic working groups (TWGs) of EDUsummIT2019. EDUsummIT (International Summit on IT in Education) is a global knowledge building community of researchers, educational practitioners, and policy-makers committed to supporting the effective integration of research and practice in the field of IT...

In this article we argue that, for educators in design, urbanism and sustainability, the responsibility of connecting emergent design practice and changing societal needs into pedagogical activities demands that attention be given to ecologies of learning that explore the interplay between what is and what might be. As such, this futuring imperativ...

In this article, we explore and discuss how educational trajectories relate to the overall learning lives of students. Sociocultural studies have examined the use of artifacts, cultural resources, and literacy practices as part of human development over time. Our interest is in how digital technologies create new possibilities for futuremaking in t...

In this article we explore the dynamic between the pedagogical and the urban, attending to ‘agentive urban learning’. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency, and of developing agency to act within the city. By agency, we refer to the capacity...

This article takes the position that studying learners in different contexts and considering how resources from different contexts interconnect can support a broader understanding of students’ ‘learning lives’. This stance conceives learning in two ways. First, as ways of following young people at and beyond school as they use digital media for dif...

In our article, we refer to the interrelation between upbringing and education, within the context of an emerging paradigm of upbringing as a new construct. First we discuss upbringing in the digital era. Then, we state the main concerns involving this theme, which we label as key challenges for upbringing in the digital world. This is followed by...

This article employs the dimensions of Michaels, O’Connor and Resnick’s (2008) accountable talk and Engle’s (2006) framing to analyse teachers’ framing and students’ negotiations and co-constructions of knowing in practice. The case study explores how a teacher and students in a Norwegian lower secondary school negotiated and co-constructed account...

The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students’ everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much...

As digital technologies continue transforming the time and space boundaries that traditionally had been ascribed to different educational settings, the very notion of learning context also is being challenged in educational research literature. In this article, we contribute to this debate by offering an empirically grounded discussion on the contr...

This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher's role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interact...

This paper outlines the context and research questions behind a Europe-wide project investigating young children, digital technologies and changing literacies.

Elever kommer ikke til skolen som «tabula rasa» – tomme tavler. De kommer til skolen med interesser og erfaringer fra blant annet fritidsaktiviteter, digitale medier og familieliv. Noen av disse hverdagserfaringene, som vi har valgt å kalle dem, er felles for elevene, andre er svært ulike. Klasserommet er et sted der elevenes hverdagserfaringer møt...

This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and...

Enterprise education is an interesting case of a cross-curricular program that tries to facilitate authenticity and authentic learning as well as agency among students beyond the traditional formal school setting. In this article we investigate how five young female students work with an environmental product for seven months as they move between s...

This paper deals with some issues that young people face in various contexts while learning in the digital age. Even though young people more commonly encounter digital technologies outside school than inside it, pedagogical research has focused mostly on school use of ICT. Hence a challenge arises to connect these two areas for a more complex unde...

During the last couple of years the tension between user-generated content creation and corporate power structures has become an important issue in research on young people and social media. The approach presented in this chapter is about the role of education and learning linked to issues of participation, creation and agency within spatial relati...

The main objective of this study is to develop a self-report instrument to measure preservice teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year preservice t...

Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments.

Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experien...

Recent developments in educational innovation and new technologies have made tensions between old and new models of schooling more apparent, creating new demands upon teachers as agents of change. Looking back at the last 20 years, it is clear that important steps in development have tried to find a good balance between technology- and pedagogy-dri...

In this article, I discuss educational boundaries as experienced by the learner across different contexts, activities and interests. Learning is understood as a trajectory beyond situated contexts. The analytical focus is how learning trajectories are experienced as continuity or discontinuity by students across in-school and out-of-school settings...

The concept of a digital generation has been dominating the public discourse on the role of digital media in young people's lives. Issues concerning a digital generation is closely linked to questions about how we develop an education system that is able to face the challenges of the 21st Century. A growing field of research, inclined to raise awar...

The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today’s emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of ‘positional identities’ and...

EDUSummIT (Education Summit on ICT in Education) is a global community of researchers, policy-makers, and educators committed to support the effective integration of ICT in education by promoting active dissemination and use of research. Supported by SITE, ISTE, Kennisnet, IFIP, ATE, and UNESCO, EDUSummIT has been held three times in the past, in T...

This article directs attention to how young students make sense of the connections and disconnections of digital practices between school and leisure. By using New Literacy Studies as a frame of reference, we study how students’ conceptions of digital literacies and their positional identities are defined across school and home. In contrast to most...

The aim of this article is to raise some key issues about how spatial relationships between learning contexts can inform us on the implications of using ICT in classroom settings. Data from an international research project on using social media for learning in school is presented. The findings show the relevance and importance of studying learning...

The aim of this article is to gain knowledge about what it means to be a learner using social media in an educational setting. The article presents an ethnographic study of students in a multiethnic community in Oslo who participate in a social networking site called Space2cre8 (S28). In this article, we set out to explore the kind of space for lea...

The European Science Foundation (ESF) was established in 1974 to provide a common platform for its Member Organisations to advance European research collaboration and explore new directions for research. It is an independent organisation, owned by 66 Member Organisations, which are research funding organisations, research performing organisations a...

When studying young people’s learning activities across contexts in contemporary societies, it is almost impossible to ignore the role and impact of digital media, implying new methodological challenges for researchers. As this volume points out, it is hard to imagine how future fieldwork in educational studies can be “unplugged” from the digital r...

This article elaborates on the competencies, often referred to as 21st century competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing 21st century competencies, giving special attention to digital literacy as one...

Discourses on media literacy have evolved from concerns about how children and young people relate to media contents, towards broader issues of social inclusion and public participation. In this article we take a closer look at the main understandings of media literacy within media research through a review of existing perspectives and research lit...

The aim of this article is to discuss some key challenges of content creation as a social and cultural practice, with agency as the analytic lens. The agency of content creators has partly been related to tensions around personal engagement using digital media, and partly about the growth of creative industries and the present economic crisis as wa...

Aunque la mayoría de los estudios sobre el aprendizaje hablan de las experiencias intra-institucionales, nuestro interés se centra en el seguimiento de las trayectorias de aprendizaje individuales a través de distintos dominios. Las investigaciones sobre el uso de los diferentes medios por los jóvenes en el entorno extraescolar muestran cómo las pr...

Much educational research focuses on classroom learning and reveals the struggle with using digital media as part of school activities. Studies describe how formal and informal digital media practices differ. The interconnections between these two life-worlds experienced by young people present a challenge to researchers. To investigate such networ...

Recent work on education, identity and community has expanded the intellectual boundaries of learning research. From home-based studies examining youth experiences with technology, to forms of entrepreneurial learning in informal settings, to communities of participation in the workplace, family, community, trade union and school, research has atte...

Discourses on media literacy have evolved from concerns about how children and young people relate to media contents, towards broader issues of social inclusion and public participation. In this article we take a closer look at the main understandings of media literacy within media research through a review of existing perspectives and research lit...

This article presents findings related to the sociomaterial agency of educators and their practice in Norwegian education. Using actor-network theory, we ask how Virtual Learning Environments (VLEs) negotiate the agency of educators and how they shape their teaching practice. Since the same kinds of VLE tools have been widely implemented throughout...

In this article we discuss why media literacies are being acknowledged as a key competence across a range of life functions and policy domains, and we propose that, in order to understand and help develop these literacies, researchers from media studies and education studies need to identify common theoretical and empirical grounds and systematical...

The main objective of the paper is to present an outline for an approach studying young people as learners across contexts, presented here as a ‘learning lives approach’. For youth, the two most time-consuming aspects of their daily lives are schooling and media use. In research, we tend to study these as two separate worlds. The challenge is to fi...

Hva sosiale medier kan tilby elever og lærere i læringsarbeidet på skolen, er et omdiskutert tema. I dette kapitlet presenterer vi data fra det internasjonale forskningsprosjektet Space2cre8, hvor ungdom fra ulike land får muligheten til å delta i et nettsamfunn for å lære om hverandres kultur. Vi har fulgt en multietnisk klasse på ungdomstrinnet s...

As the previous chapter indicates, there has been a significant shift in advanced economies from manufacturing to information and knowledge services. Knowledge itself is growing ever more specialized and expanding exponentially. Information and communication technology is transforming the nature of how work is conducted and the meaning of social re...

Research and experiences from three national ICT development programs for schools and teacher education in Norway (2000 - 2010) are presented and critically examined by the use of Cultural-Historical Activity Theory. Future perspectives on the development of digital technologies and media use in schools are discussed. All the authors in the book ha...

Ola Erstad is professor at the Institute for Educational Research, University of Oslo, Norway. He has been working both within the fields of media and educational research. Erstad has been Head of research at a national R&D centre leading several large-scale projects on new technologies in Norwegian schools. Sociocultural learning theory has been a...

The concept of a digital generation has been dominating the public discourse on the role of digital media in young people’s lives. Issues concerning a digital generation is closely linked to questions about how we develop an education system that is able to face the challenges of the 21st Century. A growing field of research, inclined to raise awar...

This article explores the term ‘learning lives’ by reporting on three research projects conducted by members of the Oslo-based research group TransActions. By stressing the term ‘learning lives’ within a range of social ‘educational’ contexts, the article aims to look at learning within and across different learning sites exploring the positioning...

This paper explores the purchase and usefulness of the notion of digital literacy. Comparing and contrasting theoretical formulations of digital literacy from the “top-down” and “bottom-up”, it reviews how the concept has been used across three research fields in Europe and Australia. An introductory section situates the ways in which digital liter...

Why Learning Lives In some ways, learning is as commonplace (and complex) and banal as living. It is difficult to imagine a state of ‘not learning’, and it is a truism to state that, in all our lives, we constantly draw on and develop knowledge through experience. The authors of this book take this for granted. Similarly, a long tradition of schola...

The changing role of media in our societies, and especially the impact of digital technologies since the mid 1990s, has implications for where and how learning might happen, whether on- or offline, situated and distributed. On one level, being a learner has always implied operating within and across different spaces and places, as described by the...

The focus of this chapter is on change processes in schools and the role of ICT. Based on former initiatives to promote Information and Communication Technologies (ICT) in Norwegian schools, the Ministry of Education decided in 2004 to establish a national program for school development and ICT called ‘Learning Networks’. The program finishes in Ju...

Media education is regaining its impact in Norwegian education, both due to the development of a new subject at the upper secondary level and due to a renewed interest in media literacy across the curriculum. From being defined as a marginal issue in educational curricula and development during the 1980s and 1990s, media literacy has now become a k...

I denne rapporten står mediefaget i den videregående skolen i sentrum for oppmerksomheten, og spesielt elevenes produksjonspraksiser. Det er flere grunner til at vi anser denne tematikken som sentral. Produksjonselementet i mediekulturen generelt har endret seg drastisk de senere årene. Den digitale teknologien gir helt nye muligheter for innholdsp...

It is often argued that changes in curriculum have implications for assessment and vice versa. IT can be used to enhance existing (standardized) testing practices by making tests more adaptive to serve diverse needs. In addition the use of information technology in the curriculum often aims to contribute to the mastery of complex cognitive skills,...