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In today’s densely digitalized schools and higher education institutions in the Nordic countries including Denmark, Finland, Iceland, Norway and Sweden, teachers and academic teaching staff are expected to integrate information and communications technology (ICT) in their teaching to prepare pupils and students for the complex demands of the knowledge society and world of work. In addition, there is a growing interest in the use of digital technologies for teaching and learning in teacher education (TE) among the Nordic countries because of curricular reforms, technology-rich schools, and high levels of digital competence. Consequently, TE programs in these countries are expected to develop professional digital competence (PDC) among student teachers (STs). Hence, during their school practicum and after graduating, STs should be able to integrate digital tools in their subject disciplines so that they can fulfill curricular demands and meet pupils’ learning outcomes and expectations. However, the use of digital technology in TE in Nordic countries has been criticized for being teacher-centered, tool-focused, and slow to implement new and innovative pedagogies involving digital technologies. Although Nordic schools and higher education institutions are considered digitally well-equipped, there is little knowledge or evidence from research about how these technologies are really used in the preparation of future teachers. Moreover, little is known about how digital technologies are used in TE for developing PDC, and there is a lack reviews that systematically organize the empirical research. Therefore, the current study is a scoping review of the research literature on digital technologies in Nordic TE from 2010 until 2020 (before the outbreak of the Covid-19 pandemic). The aim of the study is to give an overview on how STs are prepared to teach with ICT in their subject disciplines in the Nordic countries, thus developing their PDC.

There is a global challenge to educate future generations for workplace practices and jobs that do not yet exist (OECD, 2017). According to the Organisation for Economic Co-operation and Development (OECD, 2017) and the European Commission (European Commission, 2007, 2018), globalization and deindustrialization on the global stage change the skills and competencies we need for the future. Thus, preparing for future skills and competencies must be addressed in initial education (ibid). Digital competencies or literacies are considered an important way to prepare for an increasingly digital global job market and society, but also as a way to transform society and learning. Development of such competencies cannot be reserved just for a select group of people, but for all citizens, taking a lifelong perspective. The focus on competency development for lifelong learning is a dominant perspective in Norway (Ludvigsen, 2015; Ministry of Children and Education, 2018), and in all of the Nordic countries (Bocconi, Chioccariello, & Earp, 2018). Digital competence has also been an area of research attention for quite some time, in an effort to further develop the understanding of what it is and could be in TE (Dwyer et al., 1991; Erstad, 2005; Gilster, 1997; Hooper & Rieber, 1995; Krumsvik, 2006a; Krumsvik, 2012a; Lankshear & Knobel, 2003). An example which has had a high impact in the field is the TPACK (Technological pedagogical and content knowledge) framework (Mishra & Koehler, 2006) which delivered a conceptualization of teachers’ digital competence. The current special issue addresses professional digital competence (PDC) in teacher education (TE) in Norway from the perspective of a large government funded project with five TE institutions, initiated to meet some of the challenges of a global society and fast paced technological development.

Røkenes’ doctoral thesis examines secondary school English as a Second Language (ESL) student teachers’ digital competence development at a Norwegian teacher education program. Design-based research and mixed methods were used in the study. Four cohorts of ESL student teachers over four academic semesters participated in the study. Quantitative and qualitative data were collected through surveys, observations, interviews, and artifacts, and analyzed using sociocultural theory and a digital competence model as a research lens. Article I reports on a review of the research literature focusing on how secondary student teachers develop digital competence in teacher education. Findings emphasize eight approaches used to develop student teachers’ digital competence: collaboration, metacognition, blending, modeling, authentic learning, student-active learning, assessment, and bridging the theory/practice gap. However, findings reveal a lack of underlying epistemological and theoretical frameworks in several studies, and a low number of studies from Scandinavian countries. Article II is a case study examining secondary school ESL student teachers’ digital competence development in an ESL didactics course at a Norwegian teacher education program. Findings indicate that student teachers’ mastery and appropriation of digital competence varies throughout teacher education, and that their overall digital competence is inhibited and enabled through a number of approaches. Results underscore the importance of systematic and reflexive use of ICT in teacher education, and note the value/importance that teacher educators play as digital role models for integrating ICT. Article III discusses a design-based research case study investigating how a digital storytelling (DST) workshop at a Norwegian teacher education program can promote secondary school ESL student teachers’ digital competence development and didactical ways of integrating ICT in ESL. Findings show how, through the workshop, the ESL student teachers gradually moved from mastering basic digital skills to appropriating the more complex dimensions of digital competence. Implications point to a need for setting aside time for student teachers to experience innovative ways of teaching ESL with ICT. The main contribution of Røkenes’ thesis is increased knowledge about approaches and innovative ways of teaching ESL with ICT with the goal of developing secondary school ESL student teachers’ digital competence in Norwegian teacher education.

Bruken av digitale spill i undervisningssammenheng har blitt en verdensomspennende pedagogisk tilnærming. Digitale spill kan gjøre læring morsommere og mer engasjerende, men det kan også ta bort noe av alvoret og stresset enkelte elever kan forbinde med mer tradisjonell klasseromsundervisning. I løpet av de siste tiårene har digital spill-basert læring blitt mer populært, også i klasserom hvor engelsk undervises som et fremmedspråk. Som et resultat har forskningsfeltet på dette temaet blitt utvidet og mer omfattende. Denne studien er en mini scoping review, og den har som mål å gi en oversikt over tilgjengelig litteratur som diskuterer digital spill-basert læring som tema. Mer spesifikt gir den en oversikt over studier som undersøker hvordan digitale spill kan tilrettelegge for utviklingen av engelske språkferdigheter i engelskklasserommet. Totalt 20 studier er gjennomgått, og resultatene indikerer at: 1) de fleste studiene om digital spill-basert læring ble utført i 2020 og 2021, 2) flertallet av studiene ble utført i Asia, nærmere bestemt i Taiwan, 3) de fleste deltakerne var mellom 5 og 13 år, 4) de fleste studiene tok i bruk en kvantitativ metodikk (eksperimentell design), der bruk av tester var den hyppigste datainnsamlingstilnærmingen, 5) de fleste studiene hadde en liten utvalgsstørrelse, 6) ordforråd var den engelske språkferdigheten som hyppigst ble fokusert på, 7) flest seriøse spill ble identifisert, 8) i de analyserte studiene kunne det ikke påvises noen sammenheng mellom spill-sjanger og utvikling av engelske språkferdigheter, 9) men heller en sammenheng mellom spill-elementer og utvikling av engelske språkferdigheter. Nøkkelord: Digitale spill, digital spill-basert læring, engelsk som fremmedspråk, digital spill-basert språklæring The use of digital games in educational contexts has become a worldwide pedagogical approach. Digital games can make learning more fun and engaging, but they can also take away some of the seriousness and stress some pupils may associate with more traditional classroom instruction. Over the last few decades, digital game-based learning has become more popular, also in the English as a foreign language classroom. As a result, the field of research on the topic have expanded and become more extensive. This study is a mini scoping review, and it aims to provide an overview of available literature discussing the topic of digital game-based language learning. More specifically, it provides an overview of studies that examine how digital games can facilitate the development of English language skills in the EFL classroom. A total of 20 studies have been reviewed, and results indicate that: 1) most digital game-based language learning studies were conducted in 2020 and 2021, 2) the majority of studies were conducted in Asia, more specifically in Taiwan, 3) most participants were aged between 5 and 13 years, 4) most studies adopted a quantitative methodology (experimental design), and tests were the most frequent data collection approach, 5) most studies had a small sample size, 6) vocabulary was the English language skill most frequently focused upon, 7) mostly serious games were identified, 8) in the analyzed studies, no connections could be identified between game genres and the development of English language skills, 9) but rather a connection between game elements and the development of English language skills. Keywords: Digital games, digital game-based learning, English language skills, English as a foreign language, digital game-based language learning

Dramaaktiviteter har i de siste tiårene vist seg å være en nyttig metode i språkundervisning, og tidligere forskning indikerer at lærere i Norge er positive til ideen om å bruke drama i undervisning, samt at mange nå gjør det i en større grad. Med dette som bakgrunn, er målet med denne oppgaven å utforske lærerstudenters perspektiver på dramaaktiviteter for engelsk språklæring. Problemstillingen som skal undersøkes er følgende: «hva er lærerstudenters perspektiver på dramaaktiviteter for engelsk språklæring?». For å kunne undersøke dette, har jeg gjennomført en kvalitativ studie med et fenomenologisk studiedesign, hvor åtte lærerstudenter ble intervjuet ved bruk av parintervju. Perspektivene og tankene deres er sett opp mot tidligere forskning, samt den nasjonale læreplanen i Norge, da læreplanen er det viktigste dokumentet for både lærere og lærerstudenter å forholde seg til, studere og bruke i sin undervisningspraksis. Resultatene viser at lærerstudentene som ble intervjuet utviste generelt positive holdninger til bruken av dramaaktiviteter i engelskfaget, og at de anerkjente at metoden kan bli brukt til utviklingen av en rekke språkferdigheter. Resultatene indikerer også at deltakerne følte dramaaktiviteter er en autentisk læringsmetode som forbereder elever på den virkelige verden. Derimot indikerer samtidig resultatene at det fulle potensialet til drama aktiviteter kanskje ikke er realisert, da mange av deltakerne hadde en smal definisjon av drama aktiviteter, og så flere utfordringer ved bruken av det i et virkelig klasserom. Nøkkelord: Lærerstudenter, engelsk språklæring, drama aktiviteter, pedagogisk drama, dyadiske intervju, kvalitativ studie, fenomenologi. Over the past decades, drama activities in its several forms have been found to be a useful approach in language classrooms by both scholars and teachers. Previous studies indicate that Norwegian teachers are positive to the idea of using drama, and that many currently do. With this in mind, the purpose of this thesis is to explore the perspectives pre-service teachers have of drama activities for EFL learning. The research question to be studied is as such: “what are pre-service teachers’ perspectives of drama activities for EFL learning?”. In order to study this, I have conducted a qualitative study using a phenomenological research design, where eight pre-service teachers were interviewed through the use of dyadic interviews. Their perspectives of drama activities for language learning are viewed in relation to previous research and the new national curriculum in Norway, as it is the most significant document both teachers and pre-service teachers need to study and utilize in their teaching. The results showed that the pre-service teachers interviewed were generally positive to using drama activities in the English subject, and that they recognized that the method can be used for development of a range of language skills. The results also indicate that the participants experienced drama activities as an authentic learning method that prepares pupils for the real world. However, simultaneously, the results imply that the full potential of drama activities may not be realized. Many of the participants had quite a narrow definition of drama activities and saw several challenges with using it in a real-life classroom. Keywords: Pre-service teachers, EFL learning, drama activities, pedagogical drama, dyadic interviews, qualitative study, phenomenology.

Sammendrag Internasjonalt klasseromssamarbeid gir elever en mulighet til å møte og samhandle med mennesker fra ulike deler av verden. Elevutveksling er ikke alltid en mulighet, og den digitale utviklinga som vi har hatt de siste tiårene har åpnet opp for alternative læringsarenaer. I denne oppgaven har jeg forsket på norske engelsklæreres erfaringer med å engasjere elever i internasjonalt samarbeid i klasserommet. Selv om det har blitt forsket på internasjonalt klasseromssamarbeid i engelskundervisningen på verdensbasis, er det ikke mange studier på internasjonalt samarbeid som er utført i norsk kontekst. De fleste studiene jeg har greid å lokalisere, er i tillegg basert på eldre og viderekomne elever. Noen av studiene er utført i ungdomsskolen, men de fleste av dem omhandler elever fra videregående skole og oppover. Derfor har jeg valgt å fokusere denne studien spesielt på barneskolelærere for å lære om deres erfaringer med å engasjere yngre elever i internasjonalt samarbeid. Jeg har utført individuelle, kvalitative intervjuer med seks norske barneskolelærere. De er alle engelsklærere, og de har engasjert elevene sine i internasjonale samarbeidsprosjekter. Gjennom en tematisk analyse av intervjuene, fant jeg ut at disse lærerne anser autentisiteten i elevkommunikasjonen for å være verdifull for elevene. De mener at autentisitet motiverer elevene til å legge ekstra innsats i arbeidet sitt, og dermed bidrar til å utvikle kommunikasjons-kompetansen deres. Videre fant jeg ut at de har erfart internasjonalt samarbeid som en flott arena for å møre andre med nysgjerrighet og åpenhet, for å oppdage likheter og forskjeller og for å utvikle språkbevissthet. Sist, så fant jeg ut at lærerne mener at internasjonalt samarbeid kan påvirke elevenes syn på seg selv og deres identitet som språkbrukere. Disse funnene har jeg valgt å diskutere innenfor det teoretiske rammeverket av interkulturell kommunikasjons-kompetanse og kommunikativ språkundervisning. Denne studien har vist at det er verdt å vurdere å engasjere unge elever i internasjonalt samarbeid. Det kan være fordelaktig å fokusere på å utvikle elevenes strategiske kompetanse, deres interkulturelle kommunikasjons-kompetanse og språkbruker-identiteten deres gjennom slike internasjonale samarbeid fra ung alder. Abstract International classroom collaborations offer students an opportunity to meet and interact with people from different parts of the world. Student exchange is not always a possibility, and the digital development over the last decades has opened up for alternative EFL learning arenas. In this thesis, I have explored how Norwegian EFL teachers experience and perceive engaging their students in international classroom collaborations. Although international classroom collaborations in the context of EFL teaching and learning is researched worldwide, there are not many studies on international classroom collaboration conducted in the Norwegian context. Also, most of the studies I have managed to locate are based on more advanced learners. Some of these are situated within lower secondary, but the majority are concerned with more advanced learners from higher secondary school and upwards. Therefore, I have chosen to focus this study particularly on primary school teachers to learn about their experiences with engaging younger students in international collaboration. I have conducted individual qualitative interviews with six Norwegian primary school teachers. They are all English teachers and have engaged their students in international collaboration projects. Through a thematic analysis of these interviews, I have found that these teachers perceive the authenticity of the communication situation to be valuable for students. They state that authenticity motivates students to putting extra effort into their work, and thereby supports the development of their communicative competence. Further, I found that they experience international collaboration to be a venue for meeting others with curiosity and openness, discovering similarities and differences and developing language awareness. Lastly, I found that the teachers perceive international collaboration to influences students’ perception of themselves and their identity as language users. These findings I have chosen to discuss in the framework of Intercultural Communicative Competence (ICC) and Communicative Language Teaching (CLT). This study has shown that engaging young students at primary level in international collaboration is worth considering. It may be beneficial to focus on students’ development of strategic competence, ICC, and language user identity through international collaborations from an early age.

Denne masteroppgaven tar sikte på å studere ungdomsskoleelevers oppfatninger av vurderingsrubrikker som en formativ vurderingsstrategi for å utvikle sin skriftlige engelskkompetanse i et norsk EFL-klasserom. Videre diskuterer studien hvordan lærere introduserer en vurderingsrubrikk til elevene og veileder elevene i deres formative bruk av vurderingsrubrikken for å forbedre sine engelske tekster. Til slutt vil oppgaven diskutere elevenes formative bruk av vurderingsrubrikken underveis når de skriver engelske tekster. Gjennom en designbasert forskningsmetodikk ble elevene, lærerne og forskeren aktivt involvert i en arbeidsprosess for å revidere vurderingsrubrikken som brukes i formativ vurdering for engelsk skriftlig kompetanse. Forskningsstudien posisjoneres innenfor sosialkonstruktivistisk epistemologi, og det konstruktivistiske perspektivet har vært avgjørende for utformingen av forskningsprosessen. Forskningsdesignet er kvalitativ casestudie, der datainnsamlingen består av semistrukturerte intervjuer, observasjoner og workshops med deltakere og forsker, gjennomført i løpet av ett skolesemester. Casestudien tok utgangspunkt i fem 10. trinns elever og deres to engelsklærere på en norsk skole. Et av hovedfunnene fra den tematisk analysen av det samlede data materialet, viser at elevene opplever vurderingsrubrikken som en veiledning og påminnelse av hva som forventes av de ulike prestasjonsnivåene innen engelsk skriftlig. Samtidig viser andre funn at elevene har problemer med å forstå språket i vurderingsrubrikken samt lærernes intensjon bak kriteriene, og derfor er de ikke trygge på hvordan de best kan bruke den som formativ vurdering for å utvikle deres skriftlige engelskkompetanse. Dette gjør at elevene ofte omtaler vurderingsrubrikken som en sjekkliste. Resultatene fra forskningsstudien understreker at elever og lærere som får eierskap til vurderingsrubrikken, har mer positiv holdning til den og får en bedre forståelse av hvordan man bruker vurderingsrubrikken formativt. Dette eierskapet kan tilegnes gjennom å utvikle vurderingsrubrikker sammen og delta i dialog om hvordan man kan benytte vurderingskriteriene og kjennetegnene på måloppnåelse i eget skriftlig arbeid. Forskningsstudien viser at vurderingsrubrikken forsterkes av lærernes tilbakemeldinger. Dette viser at elever bør bli kjent med vurderingsrubrikken gjennom en strukturert introduksjon og modellering basert på teori og forskning innen formative vurdering i skriveprosessen i EFL-klasserom. Nøkkelord: Vurderingsrubrikker, formativ vurdering, EFL skriveprosess, designbasert forskning, tematisk analyse The overall purpose of this master thesis is to examine lower secondary students’ perceptions of scoring rubrics as a formative assessment strategy to promote their written English competence in a Norwegian EFL classroom. Further, the study discusses how teachers introduced a scoring rubric to their students and guided them in their use of the rubric as a tool for improving their English texts. Lastly, the thesis studies the students’ formative use of the scoring rubric while writing in English. Through a design-based research methodology, this research study involved students, teachers, and the researcher in a co-creation process of revising a scoring rubric used in formative assessment for written competence. The research study is positioned within the epistemology of social constructivists, and the constructivist point of view has been essential when designing the research process. The research design is a qualitative case study, where the data collection consists of semi-structured interviews, observations, and workshops with participants and the researcher conducted over one academic school term. The case study focuses on five 10th grade students and their two EFL teachers at a Norwegian school. One of the main findings uncovered through thematic analysis of the collected data is that the students view scoring rubrics as necessary to guide and remind them of what is expected from the different levels of achievement in written English. However, another finding points out that the students have trouble understanding the rubric’s language and teachers’ intention and therefore are not confident on how to use rubrics as formative assessment and further develop their written work. Thus, the students usually use the rubric as a checklist. The results of the study underscore that students and teachers who gain ownership of the scoring rubric have more positive attitudes towards the rubric and gain a better understanding of how to use the rubric formatively. This ownership can be developed through the co-creation of scoring rubrics and dialogue on how to enact the descriptive criteria in the rubric. The research study shows that the rubric is reinforced by the teachers’ feedback. Consequently, students should be familiar with scoring rubrics through structured introduction and modelling based on theories on formative assessment and the EFL writing process. Key words: Scoring rubrics, formative assessment, EFL writing process, design-based research, thematic analysis

Denne studien undersøker hvordan andrespråkslærere i engelsk (ESL) kan etablere kommunikative engelskklasserom hvor digitale læringsressurser (DER) brukes som et støttende element i utviklingsprosessen av klasseromskommunikasjon. Kommunikativ språklæring (CLT) er en globalt anerkjent tilnærming til læring, som spesielt fokuserer på ideen om «kommunikasjon for læring», hvor elevene gjennom autentiske og virkelighetsnære oppgaver oppfordres til å delta i kommunikasjon for å utvikle kommunikativ kompetanse. DER tilgjengeliggjør utallige undervisningsmuligheter og har blitt et etablert element i den norske skolen. DER kan tilføre autentisitet gjennom ulike medier, og med tanke på CLTs fokus på autentisitet kan DER fungere som en verdifull støtte. Det er gjennomført begrenset forskning rundt relasjonen mellom CLT og DER, hvilket denne studien forsøker å belyse. I denne studien ble tre ESL lærere observert i omtrent to uker. Hovedpoenget var å utforske hvordan de fokuserte på kommunikasjon og hvordan DER ble benyttet som et støttende element i fasiliteringen av CLT. Forskningen ble utformet som en kvalitativ case studie og data ble samlet inn gjennom intervju, observasjoner og refleksjonsnotater. Resultatene av studien indikerte at lærerne var opptatt av muntlig kommunikasjon. Deres erfaring med DER varierte. De var enige om de mange muligheter som DER bidrar med, men de hadde ulik digital kompetanse og ulike meninger angående hvordan og hvor mye DER burde inkorporeres i undervisningen deres. Utfordringer som ble nevnt av lærerne var DER som en distraksjon og elevenes frykt for å snakke foran medelevene sine. Samlet sett har studien vist at det er et potensiale for bruk av DER som et støttende element i fasiliteringen av CLT. Begrensningene og mulighetene ligger i lærerens digitale kompetanse og tilgangen til brukervennlig DER. Nøkkelord: CLT, Andrespråkslærere i engelsk (ESL), Digitale læringsressurser (DER), Norske engelsklærere, pedagogisk forskning The current study seeks to explore how English second language (ESL) teachers can construct communicative ESL classrooms using digital educational resources (DER) as a supportive element in the process of developing classroom communication. Communicative Language Teaching (CLT) is a worldwide recognised teaching approach that especially focuses on the notion of communication for learning, where pupils, by using authentic real-life tasks, are encouraged to engage in communication developing communicative competence. DER provides countless of teaching opportunities and has become a persistent part of the Norwegian school. DER can provide authenticity through various media, which in regard to CLT’s focus on authenticity can contribute as a valuable support. Limited research is conducted on these two issues in relation, which this study seeks to enlighten. In this study three ESL teachers were observed for about two weeks. The main emphasis was to explore how they focused on communication and how digital educational resources were used as a supportive element in the facilitation of CLT. The research was designed as a qualitative case study, and the data were collected through interviews, observations and reflection logs. The results of the study indicated that the teachers were concerned with oral communication. Their experience with DER showed divergence. They agreed on the many opportunities that DER contributed with, but possessed divergent digital literacy, and their opinions differed on the aspect of how and how much DER should be incorporated in their teaching. Challenges such as DER as a distraction and pupils’ fear of speaking in front of their peers were emphasised by the teacher. Overall, the study has demonstrated that there is potential in using DER as a supportive element in the facilitation of CLT. The limitations and opportunities lie within the teacher’s digital literacy and the access to applicable DER. Key words: CLT, English Second Language (ESL), Digital educational resources (DER), Norwegian ESL teachers, Educational research

Sammendrag Mange elever og lærere kjenner i dag til responsteknologi. Dette er teknologiske hjelpemidler som lar eleven kommunisere med læreren gjennom avstemminger på digitale enheter, og som gir læreren et inntrykk av hvordan det går med elevene. Til tross for at denne teknologien er utbredt, finnes det lite forskning på dette feltet i skolen, og spesielt innen språkfag vet vi lite om hvordan teknologien utnyttes og hvilken betydning den har for elevenes læringsprosesser. Denne studien har derfor undersøkt bruken av responsteknologi og hvordan denne bruken oppleves av elever og lærere i språkfag på videregående skole. Et sentralt funn i denne studien er at teknologien fungerer som en ny kommunikasjonskanal, der elevene blir mer aktive, deltakende og medbestemmende i egne læringsprosesser. Studiens overordnede problemstilling er «Hvordan anvender og opplever videregåendelærere og –elever responsteknologi i språkopplæringen?» Denne undersøkes gjennom tre delstudier basert på observasjoner, intervjuer og spørreskjema ved en videregåendeskole i perioden 2016-2017. I alt deltok 1100 elever og 41 lærere i studien, og det mangfoldige og omfattende datamaterialet dette resulterte i ga grunnlag for et representativt bilde av anvendt responsteknologi i språkfag. I hovedtrekk viser avhandlingen at responsteknologi, og spesielt tekstfunksjonaliteten, gir elevene en stemme i klasserommet. Slik elevsentrering gjør lærere og elever til samarbeidspartnere i læringsprosessen, der læreren må bruke elevresponsen til å tilpasse innhold og prosedyrer i klasserommet, i stedet for å lage omfattende planer på forhånd. Videre er det lærerens handlinger som tilrettelegger av læringsprosesser som definerer teknologiens rolle i utdanningen. Måten teknologien blir anvendt på kan vektlegge innhold og prosesser, mens teknologien selv kommer i bakgrunnen. For å støtte slik praksis, skisserer avhandlingen generelle retningslinjer for en samtalende/dialogbasert undervisningsmodell, og foreslår en måte å forstå spørsmål og svar på der responsteknologi benyttes. Denne avhandlingen har derfor betydning både for utøvere av språk- og digital didaktikk, men også for forskere og beslutningstakere som er interessert i teknologi anvendt til utdanningsformål.

Formålet med denne studien var å utforske et omvendt undervisningsopplegg og om dette undervisningsopplegget kunne utvikle språkbevissthet og være en kilde til språkengasjement. I denne studien deltok en ungdomsskoleklasse av 29 elever i et omvendt undervisningsopplegg om grammatikkundervisning i engelsk. Forskningsmetoden anvendt i dette prosjektet er designbasert forskning, og prosjektet gikk gjennom to sykluser på fire uker. Resultatene viser at elevene viser indikasjoner på at de har både utviklet språkbevissthet, men også anvendt språkbevissthet i læringen. Elevene vise også tegn på å ha vært engasjerte med språk. Denne undervisningsmetoden for grammatikkundervisning åpner for et elevsentrert klasserom, som kan være fordelaktig for språklæring generelt. Videre forskning på området bør fokusere på hvilke resultater denne tilnærmingen gir sammenlignet med andre tilnærminger for grammatikkundervisning, samt om undervisningsopplegget kan benyttes også for andre temaer innenfor engelskfaget. The purpose of this study was to explore a flipped classroom approach to teaching grammar, and if this approach could help develop language awareness and foster engagement with language. In this study one Norwegian EFL lower secondary class of 29 pupils were subject to a flipped approach to grammar teaching. This research project utilises a design-based research approach, featuring two iterations, each spanning a four-week period. The results showed that the pupils exhibited signs of developing language awareness and using language awareness in their language learning. The pupils also showed signs of being engaged with language. This approach to grammar teaching enables a learner-focused approach, which can be beneficial to language acquisition in general. Additional research on the area should explore how this approach compares to other methods for teaching grammar, as well as whether this approach can be used for other topics within EFL teaching.

In this thesis, I want to study how students experience a mobile ban at school. To gain insight to this phenomenon, I have carried out four focus group interviews with a 10th grade in Trondheim that practice a mobile ban. Based on these, I would like to illustrate how a mobile ban works from the students' perspective and what experiences they have made after a year of prohibition. Furthermore, I look at the general challenges and opportunities that a mobile ban in schools can bring. Most of the students do not hand in their phone in the beginning of the school day. They usually keep it in the hallway locker. The reason for this is not because they are going to use the mobile phone, but it gives them a sense of safety. This safety is about accessibility to the mobile phone, if anything should happen and they need to call their parents.The mobile ban is handled differently among the teachers according to the students. This leads to an uncertainty among the students about whether the mobile ban is working. This address the importance of having good guidelines even when introducing a mobile ban. The absence of the mobile phone in school can affect the students’ knowledge about digital literacy. Children and youths have a high level of technical expertise when it comes to use digital tools. Nevertheless, schools should focus on teaching students to understand the consequences of their mobile use.

This study investigates how Norwegian lower-secondary students perceive online source criticism in the English school subject. Due to digitalization and the increased access to information, online source criticism can perhaps be perceived as one of the most important competences in today’s society. Schools and teachers have a particular responsibility in developing this competence amongst students, but there is little research that targets online source criticism in compulsory education in Norway and internationally. Hence, this study aims to produce new research-based knowledge about online source criticism in a school context. The main objective of this study is to give insight into what knowledge and level of reflection 8th graders hold within the field of online source criticism when starting lower-secondary education. I have carried out a research project with my own English students as participants, focusing on their use of online sources during a writing task in connection to the 2016 American presidential election. This is a qualitative and phenomenological study where interview is the main data collecting method. Observation and document analysis have given additional data. The main finding of the study was that the students seemed quite unsure in the field of online source criticism. They had difficulties defining the term and it was a challenge for them to give concrete examples of how they assess a webpage’s trustworthiness. None of the students seem to have received the training they should have during elementary school in terms of the competence aims in the curriculum and the ICT-plan. In the interviews, most of the students express skepticism towards both online newspapers and Wikipedia. However, the observation and the document analysis showed that these sources were the most used in the written task. Another key finding was that all the students used Google as their search engine, wrote quite general keywords and used little time in their process of searching for online sources to be used in their written work. This study contributes to research in the field of online source criticism within a school context. The findings of the study may contribute to improved practice in English and other subjects. In addition, it might give valuable input to those who have an impact on the development within the field of online source criticism in the Norwegian school.