Gerd Wikan

• Parmigiani, Davide; Nir, Aviva Bar; Ferguson-Patrick, Kate; Baruch, Alona Forkosh; Heddy, Eileen & Impedovo, Maria Antonietta [Vis alle 16 forfattere av denne artikkelen] (2023). Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics. Higher Education Pedagogies. ISSN 2375-2696. 8(1), s. 1–30. doi: 10.1080/23752696.2023.2216190. Vis sammendrag

  Global competence is a complex concept as it is multifaceted, composite, multi-layered, multidimensional, and can be viewed from several perspectives. A previous study validated a set of rubrics designed to assess pre-service teachers’ development of global competence. The research presented in this paper tested the internal consistency and reliability of the set of rubrics in order to create an instrument validated within the international context that was robust and consistent from a methodological point of view. The set of rubrics was self-administered online by 729 pre-service teachers studying in 12 teacher education programmes across 10 different countries around the world. The data analysis showed a high level of reliability and internal consistency of the rubrics, indicating their ability to assess pre-service teachers’ global competence. The exploratory and confirmatory factor analysis suggested changes to two areas of the rubrics

• Wikan, Gerd Nora & Nes, Kari (2022). Interactive whiteboard as support to dialogic teaching. I Parmigiani, Davide & Murray, Megan (Red.), ATEE annual conference 2022 - Teaching & Learning for an Inclusive, Interconnected World Proceedings. ATEE - Association for Teacher Education in Europe. ISSN 9789464668506. s. 227–239.
• Wikan, Gerd Nora (2022). Multicultural Practicum Groups as a Tool for Global Compe- tence. Internationalisation at home and abroad. I Parmigiani, Davide & Murray, Megan (Red.), ATEE annual conference 2022 - Teaching & Learning for an Inclusive, Interconnected World Proceedings. ATEE - Association for Teacher Education in Europe. ISSN 9789464668506. s. 145–160. Vis sammendrag

  There appears to be broad support for educating critical- and ethical-thinking global citizens in higher education (Lilley, Barker & Harris, 2014). Internationalisation of education and the education of global citizens are priorities of universities. Sending students on different types of programmes to foreign universities or practicum arenas – that is, internationalisation abroad – is one strategy. In most countries this is a strategy that reaches few students. Strangely, internationalisation at home has received less attention, even though this has the potential to engage all students by offering international and intercultural learning in the home institution (Lilley, Barker & Harris, 2014). Namibia and Norway have launched an exchange programme for student teachers (multicultural practicum groups). International student teachers have school-based practicum together with students from the home institution. This means that a few students are getting international experience by going abroad while students that stay at home get an international encounter by being placed in practicum groups with international students. This article presents some result from the first round of exchanges. A qualitative research approach was used. The findings show that for both groups of students the cultural meeting has had an impact on their global competencies.

• Wikan, Gerd Nora (2020). Global teachers: The long-term effects of an international practicum. Association for Teacher Education in Europe. ISSN 2593-6409. 44, s. 62–79. Fulltekst i vitenarkiv Vis sammendrag

  This paper present finding from an international practicum programme for Norwegian student teachers in Namibia. Inland Norway University of Applied Sciences offers three months international practicum programme in Namibia. The aim of the programme is to expose the students to diversity, develop their global and intercultural competence and to prepare them for teaching in multicultural classrooms in Norway. This paper is the last in a series of publications from a trailing research project following student teachers that had a 3 months international practicum in the global south (Wikan and Klein, 2017, Klein and Wikan 2019). In this paper, we examine the long-term impact of the experience. Based on a qualitative study with open-ended questions mailed to 18 former students we discuss the perceived impact of their experiences both personally and professionally, with a focus on the global teacher aspect. The main finding is that the international practicum has had a significant impact on both personal growth and professional development. They report that they feel competent to teach in a multicultural classroom, teach global issues, have broaden their worldview and global knowledge and have become more critical towards international news due to their own three months experience in Namibia. In conclusion, they have developed a cultural sensitivity and global perspective in their role as a teacher.

• Olsen, Sissel Tove; Wikan, Gerd Nora; Klein, Jørgen & Hagen, Anikke (2019). Praksisstudier i fremmed land- bedre lærere i eget land? I Thorsen, Kirsten Elisabeth & Michelet, Simon (Red.), Teoretiske og praktiske kunnskaper i lærerkvalifisering - sammenhenger og spenninger. Universitetsforlaget. ISSN 9788215030715. s. 131–147.
• Klein, Jørgen & Wikan, Gerd Nora (2019). Teacher education and international practice programmes: Reflections on transformative learning and global citizenship. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 79, s. 93–100. doi: 10.1016/j.tate.2018.12.003. Vis sammendrag

  Study abroad programmes are considered a proficient way of developing intercultural competence and global awareness. Exposure to international ‘others’ is viewed as a way to reduce ethnocentric attitudes, and to increase global citizenship. The authors critically analyse a three-month teaching practice programme in Namibia offered to Norwegian student teachers. A qualitative study design was used. The findings revealed that many student teachers expressed more tolerance and openness towards otherness after the programme than before. However, ethnocentric attitudes towards certain aspects of Namibian society, traditions, and educational practices were found. The findings are discussed in light of postcolonial theory.

• Wikan, Gerd Nora & Olsen, Sissel Tove (2018). Intervention in international practicum in the Global South . Association for Teacher Education in Europe. ISSN 2593-6409. s. 356–367. Fulltekst i vitenarkiv
• Wikan, Gerd Nora; Haug, Inger; Bugge, Liv Susanne; Løtveit, Morten & Klein, Jørgen (2017). Global bevissthet og interkulturell kompetanse hos lærerstudenter. I Løtveit, Morten (Red.), Tidssignaler: Lærerutdanningsfag i utvikling: Utdanning av lærere på Hamar - 150 år. Oplandske Bokforlag. ISSN 9788275182515. s. 219–236.
• Wikan, Gerd Nora & Klein, Jørgen (2017). Can International Practicum Foster Intercultural Competence Among Teacher Students? Journal of the European Teacher Education Network (JETEN). ISSN 1749-7213. 12(1), s. 95–104.
• Wikan, Gerd Nora & Klein, Jørgen (2016). Can international practicum develop intercultural competence among student teachers? I Kools, Quinta; Koster, Bob; Bakx, Anouke & Hennissen, Paul (Red.), Educating the best Teachers: a Challange for Teacher Education. Proceedings of the 41st annual ATEE Conference. Eindhoven, The Netherlands. ATEE - Association for Teacher Education in Europe. ISSN 9789082506525. s. 47–54.
• Wikan, Gerd Nora & Klein, Jørgen (2016). An investigation of student teachers’ professional development following a teaching placement in Southern Africa. I Livingston, Kay & Macfarlane, Gaele (Red.), Teacher education through partnerships and collaborative learning communities. Proceedings of the 40th annual ATEE Conference. Glasgow 2015. ATEE - Association for Teacher Education in Europe. ISSN 9789082506518. s. 22–31.
• Bugge, Liv Susanne & Wikan, Gerd Nora (2016). Flexible Studies as Strategy for Lifelong Learning. The Turkish Online Journal of Educational Technology - TOJET. ISSN 1303-6521. 15(4), s. 46–52.
• Wikan, Gerd Nora & Nes, Kari (2015). The interactive whiteboard as an artefact to support exploratory talk in primary school classrooms: a co-inquiry project between practitioners and researchers. I Leite, Laurinda (Red.), ATEE annual conference 2014 - Transitions in teacher education and Professional identities. Proceedings. ATEE - Association for Teacher Education in Europe. ISSN 9789081563987. s. 81–88. Vis sammendrag

  39th ATEE conference

• Wikan, Gerd Nora & Klein, Jørgen (2015). Global perspectives in teacher education: a study of international practicum. I Leite, Laurinda (Red.), ATEE annual conference 2014 - Transitions in teacher education and Professional identities. Proceedings. ATEE - Association for Teacher Education in Europe. ISSN 9789081563987. s. 27–36. Vis sammendrag

  39th ATEE conference

• Wikan, Gerd Nora (2015). What did you learn in school today? A study of learning achievements in primary schools in Namibia. Tojned: the Online Journal of New Horizons in Education. ISSN 2146-7374. 5(1), s. 139–147.
• Bugge, Liv Susanne & Wikan, Gerd Nora (2014). A comparison of kindergarten teacher students: On-campus/full-time versus flexible studies. I Arntzen, Eystein (Red.), Educating for the future : Proceedings of the ATEE 38th Annual Conference, Halden 2013. ATEE - Association for Teacher Education in Europe. ISSN 978-90-8156-397-0. s. 160–167.
• Wikan, Gerd Nora & Nes, Kari (2014). Interactive white boards and the classroom. I Arntzen, Eystein (Red.), Educating for the future : Proceedings of the ATEE 38th Annual Conference, Halden 2013. ATEE - Association for Teacher Education in Europe. ISSN 978-90-8156-397-0. s. 148–159.
• Wikan, Gerd Nora & Bugge, Liv Susanne (2014). Student performance in teacher education in Norway: the impact of student,institutional and structural factors. European Journal of Teacher Education. ISSN 0261-9768. 37(4), s. 442–452. doi: 10.1080/02619768.2014.912626.
• Nes, Kari & Wikan, Gerd Nora (2013). Interactive whiteboards as artefacts to support dialogic Learning Spaces in primary schools. Seminar.net - Media, technology and lifelong learning. ISSN 1504-4831. 9(2).
• Bugge, Liv Susanne & Wikan, Gerd Nora (2013). How Students spend their Time and the Impact on Study Performance and Progress. I Agaoglu, Esmahan; Terzi, Cetin & Kavrayici, Ceyhun (Red.), Teacher Education Policies and Professionalisation : Proceedings of the 37th Annual Conference of ATEE. ATEE - Association for Teacher Education in Europe. ISSN 9789081563949. s. 110–114.
• Bugge, Liv Susanne & Wikan, Gerd Nora (2013). Student level factors influencing performance and study progress. Tojned: the Online Journal of New Horizons in Education. ISSN 2146-7374. 3(2), s. 30–38. Vis sammendrag

  A large proportion of Norwegian youths are students in higher education. This is in line with Norwegian education policy. However, progress and performance are a problem. This is costly both for the individual and for the institutions. This paper examines which student - related factors seem to have a bearing on performance and progress. The analytical model includes sex, age, ability, parenthood, housing expenditures, social background and motivation. Aditional factors which are included are how many hours t he students spend on their studies as well as how much and when the students have paid work. The paper also examines whether the study programme may influence performance and progress. Data was gathered in a quantitative study. 565 students in a Norwegian University College completed structured questionnaires. Five explanatory factors were found to have a bearing on performance and progress: ability, motivation, time spent on studies, time spent on paid work and social background. Some of these factors are interdependent. There are few detrimental consequences for academic performance when the students work a moderate number of hours, less than 15 hours weekly.practices with data drawn from classroom observations and scoring rubrics.

• Mølster, Terje & Wikan, Gerd Nora (2012). Du husker bedre noe du har laget en film om : om kunnskapsproduksjon med digitale verktøy. I Engen, Thor Ola & Haug, Peder (Red.), I klasserommet : studier av skolens praksis. Abstrakt forlag. ISSN 978-82-7935-337-9. s. 120–142.
• Wikan, Gerd Nora & Mølster, Terje (2011). Bruk av IKT i ungdomsskolen. I Hoel, Torlaug Løkensgard; Guldal, Tale M.; Dons, Carl Fredrik; Sagberg, Sturla; Solhaug, Trond & Wæge, Kjersti (Red.), FoU i praksis 2010. Rapport fra konferanse om praksisrettet FoU i lærerutdanning. Tapir Akademisk Forlag. ISSN 978-82-519-2730-7. s. 509–517.
• Wikan, Gerd Nora & Mølster, Terje (2011). Training teachers to use ICT as an integrated part of their teaching. I Mésgáros, György & Falos, Iván (Red.), Responsibility, Challenge and Support in Teachers´ Life-long Professional Development : ATEE 2010 Annual Conference Proceedings. ATEE - Association for Teacher Education in Europe. ISSN 9789081563925. s. 318–328. Vis sammendrag

  This article is based on an action research project at a lower secondary school in Hamar, Norway. The project tried out if ICT-supported learning processes based on a production perspective would lead to improved learning outcomes for students. In this article we want to discuss, on the basis of our experience, to what extent to conduct ICT training as an integral part of the professional development in a school will have lasting effects - beyond the project period - on the practice of the involved teachers. A main conclusion is that by being able to provide ICT support for teachers when they need, instead of general courses, the teachers has improved their ICT skills and got increased ICT confidence. We see that participation in the project have changed these teachers' practice because they have been given time to experience that ICT might improve the learning outcome for their students.

• Bugge, Liv Susanne & Wikan, Gerd Nora (2011). Living conditions of student teachers in Norway. I Mésgáros, György & Falos, Iván (Red.), Responsibility, Challenge and Support in Teachers´ Life-long Professional Development : ATEE 2010 Annual Conference Proceedings. ATEE - Association for Teacher Education in Europe. ISSN 9789081563925. s. 432–437. Vis sammendrag

  From literature we know that students work in order to cover or contribute to the basic costs of living. Several studies report conflicts between study and work. Paid work is an integrated part of today’s student life. This is a fact that universities must consider with reference to provision for its students. We will study socioeconomic background and economic living conditions of Norwegian student teachers, and see if these factors have bearing on study progress and performance. Questionnaire and qualitative interview will be used.

• Wikan, Gerd & Mostert, Louise (2011). Home environmental factors influencing performance and ptrogress of primary school pupils in Windhoek. Ghana Journal of Geography. ISSN 0855-9414. 3.
• Wikan, Gerd & Mølster, Terje (2011). Norwegian secondary school teachers and ICT. European Journal of Teacher Education. ISSN 0261-9768. 34(2), s. 209–218. doi: 10.1080/02619768.2010.543671.
• Wikan, Gerd; Mølster, Terje; Faugli, Bjørn & Hope, Kjetil Rafael B (2010). Enhancing subject attainment by using digital multimodal text production and peer presentation in secondary school project work. I Montané, Mireia & Salazar, Joana (Red.), ATEE 2009 Annual conference proceedings : Palma de Mallorca. ATEE - Association for Teacher Education in Europe. ISSN 978-90-8156-390-1. s. 467–480. Vis sammendrag

  This paper examines to what extend project-based learning processes, where the learners are using digital artefacts as part of whole-class technologies for producing multimodal text presentations, have positive effects on subject attainment. The examination is based on analysis of qualitative empirical data, collected from an ongoing action research project in a Norwegian secondary school. The overall project objective is to obtain deeper insight into how the assumed learning-enhancing potential of modern ICT can be utilise, and the action part of the project is concerned with integrating ICT use into pupils’ learning processes. The project is embedded in a knowledge-production perspective, which implies that the learners are encouraged to pursue creative approaches to school work and actively apply digital media for constructing presentations. It also implies that they communicate and share their understanding with the other learners. This learning style has been used extensively in Norwegian schools since the 1970s and is characterised as project work or thematic periods and organised as a combination of group work and whole class presentations. One criticism of this learning approach has been that peers are too passive and not very interested during presentations; another is that group work is not really collaboration but only cooperation in order to divide the workload. The project has involved the use of digital presentations in order to find out if this would enhance the learning effect for groups as well as the whole class. Two cases are presented in order to illustrate the level of interaction during group work as well as peer presentations. As this work is still in progress, the investigations allow the presentation of only tentative comments at the present stage.

• Wikan, Gerd; Mølster, Terje; Faugli, Bjørn & Hope, Kjetil Rafael B (2010). Digital multimodal texts and their role in project work: opportunities and dilemmas. Technology, Pedagogy and Education. ISSN 1475-939X. 19(2), s. 225–235. doi: 10.1080/1475939X.2010.491233.
• Wikan, Gerd; Faugli, Bjørn; Mølster, Terje & Hope, Kjetil Rafael B (2010). Does MS Photo story 3 make a difference? The views and experiences of a group of Norwegian secondary school teachers. Seminar.net - Media, technology and lifelong learning. ISSN 1504-4831. 6(1), s. 136–147. Vis sammendrag

  This paper examines views and attitudes of secondary school teachers on the role of MS Photostory 3 as a learning-enhancing artifact. The examination is based on the analysis of empirical data, collected from an ongoing project involving teachers and pupils at a Norwegian secondary school. Two teams, numbering a total of 9 teachers, participated in training programs from August 2007 to June 2009, with the objective of enhancing the teachers? ICT competence. They agreed to use MS Photo Story 3 as a presentation tool in a number of subjects for a two years period. In parallel with conducting training programs for the teachers, qualitative data describing teachers? views and attitudes were collected during regularly-conducted focus-group interviews with teacher teams, by studying teacher-produced reflection notes and by participant observations of teachers and pupils in classroom activities. A main finding is that it was necessary to upgrade the teachers? computer skills on a very basic level in order to give the teachers confidence to use ICT in their teaching. Insufficient ICT competence and low confidence among the participating teachers has considerably hampered the utilization of the ICT?s learning potential.

• Hatlehol, Birte; Mølster, Terje; Wikan, Gerd; Hope, Kjetil Rafael B & Faugli, Bjørn (2010). Læring gjennom multimodal tekstskaping. I Aamodtsbakken, Bente (Red.), Læring og medvirkning. Universitetsforlaget. ISSN 978-82-15-01780-8. s. 211–229.
• Wikan, Gerd; Faugli, Bjørn; Mølster, Terje & Hope, Rafael (2009). ICT-supported learning processes: the potential role of ICT as a learning-enhancing-artifact for secondary school pupils, Teacher Education, Facing the Intercultural Dialouge. Proceedings of the 33rd Annual Conference of the Association for Teacher Education in Europe, Brussels, 23-27 August 2008 / N.Engels & .A.Libotton, eds. ATEE - Association for Teacher Education in Europe. ISSN 9789081245623. s. 325–342. Vis sammendrag

  The article discusses the significance of culture in religious education (RE). Taking a transcultural perspective, the article addresses three issues. First, what does the concept of transculturation imply? Second, to what extent is this perspective reflected in local syllabuses for RE in Norwegian teacher education? Third, how does the concept of transculturation challenge RE as a contributor to intercultural education?

• Wikan, Gerd & Mostert, M. Louise (2008). Reading habits and attitudes of primary school pupils in Namibia and Norway. Education as Change (EAC). ISSN 1682-3206. 12(1), s. 95–107.

Se alle arbeider i Cristin

• Wikan, Gerd Nora & Sveen, Even (2022). Stange Almenning 1822 -2022. Stange Almenning. ISBN 978-82-303-5545-9. 77 s.

Se alle arbeider i Cristin

• Tjitemisa, Colin; Høvik, Knut Øystein; Klein, Jørgen & Wikan, Gerd Nora (2023). Lessons Learned from Multicultural Practicums.
• Høvik, Knut Øystein; Wikan, Gerd Nora; Klein, Jørgen & Tjitemisa, Collin (2023). Lessons Learned from Multicultural Practicums.
• Tjitemisa, Collin; Knut Øystein, Høvik; Klein, Jørgen & Wikan, Gerd Nora (2023). Lessons Learned from Multicultural Practicums: The Namibian Student Perspective.
• Wikan, Gerd Nora & Klein, Jørgen (2023). Atee. Multicultural practicum groups . Internastionalisation at home and away.
• Klein, Jørgen & Wikan, Gerd Nora (2023). INTERNATIONALISATION AT HOME AND AWAY THROUGH MULTICULTURAL PRACTICUM GROUPS .
• Wikan, Gerd Nora; Kichner, Emma; Alexander, Christa & Tjitemisa, Colin (2022). South-North International Student Practicum Exchange: Findings and Lessons learnt.
• Klein, Jørgen & Wikan, Gerd Nora (2022). MULTICULTURAL PRACTICUM GROUPS. INTERNATIONALISATION AT HOME AND AWAY. Vis sammendrag

  There appears to be broad support for educating critical and ethical minded global citizens in higher education. This presentation will describe a project where four higher education institutions in four countries, has launched an international exchange programme called Multicultural Practicum Groups and Internationalisation of Teacher Education (MUPIT). The four countries involved are Namibia, Norway Poland and Sweden.The aim of the project is to increase pre-service teachers’ intercultural competence and global awareness during a five-week practicum period. The pre-service teachers have school-based practicums abroad together with students from other countries and from the home institution. This means that some students are getting international experience by going abroad, while students that stay at home get an international experience by being placed in practicum groups with foreign students. In this project we want to investigate if being part of a multicultural practicum group, either abroad or at home, lead to increased intercultural competence and global awareness. Theoretically we apply Mezirow’s (1997) concept perspective transformation and investigate if multicultural practicum groups might contribute to such a cognitive process. Researchers from all four countries have jointly developed a trailing research design that will be used to monitor the effects of the program. In this presentation we will report preliminary findings from a pilot investigation during the first year of the project. We used qualitative methods based on three interview guides. One before the practicums, one after the practicums and one for a focus group discussion during the practicum.

• Wikan, Gerd Nora (2022). Multicultural Practicum groups as a Tool for Global Competence. Internationalisation at home and abroad.
• Parmigiani, Davide; Wikan, Gerd Nora; Bar, Nir; Burke, J; Claughton, A & Ferguson, P.K [Vis alle 18 forfattere av denne artikkelen] (2022). Assessomg Global Competence in Teacher Education programmes. Internal consistency and reliability of a set of rubrics.
• Wikan, Gerd Nora; Parmigiani, Davide; Claughton, A; Ferguson, Patrick; Forkosh, Baruch & Heddy, E [Vis alle 15 forfattere av denne artikkelen] (2022). Measuring internal consistency and reliability of a set of rubrics to assess Global Competence in Teacher Education programmes.
• Wikan, Gerd Nora (2022). Multicultural Practicum Groups and Internationalisation of Teacher Education.
• Wikan, Gerd Nora (2021). Teacher educators North South.
• Wikan, Gerd Nora & Nes, Kari (2021). Interactive whiteboards as support to dialogical teaching.
• Wikan, Gerd Nora (2019). Short-term and long-term effects of international practicum.
• Wikan, Gerd Nora (2019). Challenges in Norwegian Teacher Education.
• Wikan, Gerd Nora (2019). The Map in teaching of Geography. Seminar TRC Tsumeb; 2019-03-13 - 2019-03-13 HINN .
• Wikan, Gerd Nora; Olsen, Sissel Tove; Klein, Jørgen & Hagen, Anikke (2018). GOOD MORNING, MISS, HOW ARE YOU? Praksisstudier i fremmed land - bedre lærere i eget land?
• Wikan, Gerd Nora (2018). MUPIT - Multicultural practicum groups.
• Wikan, Gerd Nora & Olsen, Sissel Tove (2017). Intervention in international practicum in the Global South.
• Olsen, Sissel Tove & Wikan, Gerd Nora (2017). Intervention in international practicum in global south.
• Olsen, Sissel Tove & Wikan, Gerd Nora (2016). Kvalitetssikring av internasjonal praksis i lærerutdanningen.
• Wikan, Gerd Nora (2016). International Practicum - A transformative learning experience for student teachers?
• Wikan, Gerd Nora (2016). Can international practicum foster intercultural competence among student teachers?
• Wikan, Gerd Nora (2016). Can international practicum foster intercultural competence among student teachers.
• Wikan, Gerd Nora (2016). Can International Practicum Foster Intercultural Competence?
• Wikan, Gerd Nora; Klein, Jørgen & Louise, Mostert (2015). Challenges in primary education in Namibia.
• Wikan, Gerd Nora; Klein, Jørgen & Mostert, Louise (2015). Challenges in primary education in Namibia.
• Klein, Jørgen & Wikan, Gerd Nora (2015). Global citizenship and teacher education: transformative learning through international practicum.
• Wikan, Gerd Nora & Klein, Jørgen (2015). An investigation of student teacher's professional development following a teaching placement in Southern Africa.
• Wikan, Gerd Nora; Olsen, Sissel Tove & kari, bratland (2015). Intercultural Competence and Global Awareness – A Study of International Practicum/BA studie.
• Olsen, Sissel Tove; Hagen, Anikke; Wikan, Gerd Nora & Klein, Jørgen (2015). Praksis og feltstudier i Afrika - bedre lærere hjemme?
• Wikan, Gerd Nora & Nes, Kari (2014). The interactive whiteboard as an artefact to support exploratory talk in primary school classrooms.
• Wikan, Gerd Nora & Klein, Jørgen (2014). Intercultural competence and global awareness in teacher education: a study of an international practicum.
• Wikan, Gerd Nora & Nes, Kari (2014). The interactive whiteboard as an artefact to support exploratory talk in primary school classrooms: a co-inquiry project between practitioners and researchers.
• Danbolt, Anne Marit Vesteraas; Wikan, Gerd Nora & Luangala, John (2013). Empowering Women: The Case of a Master’s Programme in Teacher Education».
• Bugge, Liv Susanne & Wikan, Gerd Nora (2013). A comparison of Kindergarten Teacher Students: On-campus/full-time versus flexible studies.
• Wikan, Gerd Nora & Nes, Kari (2013). IWB and the classroom.
• Wikan, Gerd Nora & Bugge, Liv Susanne (2013). What can higher insitutions do to influence students' performance and progress?
• Wikan, Gerd Nora & Nes, Kari (2013). IWB as an artefact to support dialogical learning space- evidence from Norwegian primary schools.
• Olsen, Sissel Tove; Johannessen, Baard; Wikan, Gerd & Bakke, Elin (2012). Praksis i utlandet - en mulighet for internasjonalisering i lærerutdanningen?
• Bugge, Liv Susanne & Wikan, Gerd Nora (2012). How students spend their time and the impact of study performance and progress.
• Wikan, Gerd Nora (2011). Challanges in the Norwegian Education System.
• Wikan, Gerd (2011). Home environmental factors and how they affect learners progress and performance in Windhoek, Namibia.
• Wikan, Gerd & Bugge, Liv Susanne (2011). How students spend their time.
• Wikan, Gerd (2011). Education and Development.
• Wikan, Gerd Nora & Mølster, Terje (2010). Training Teachers to use ICT as an integrated part og their Teaching.
• Bugge, Liv Susanne & Wikan, Gerd (2010). Living conditions of student teachers in Norway. Vis sammendrag

  We are going to study socioeconomic background and economic living conditions of Norwegian student teachers, and see if there is a relation to study progress. In the presentation research questions and study design will be discussed.

• Wikan, Gerd (2010). Performance and progress among primary school learners in Windhoek, Namibia.
• Wikan, Gerd (2010). Training teachers to use ICT as an integrated part of their teaching.
• Wikan, Gerd (2010). Development cooperation - Norwegian Experiences.
• Wikan, Gerd (2010). Current Issues in Norwegian Educational Policy.
• Wikan, Gerd Nora (2009). Digital literacy and learning.
• Wikan, Gerd Nora; Mølster, Terje; Hope, Rafael & Faugli, Bjørn (2009). Digital literacy and learning. An Action Research Project in a Norwegian Secondary School.
• Mølster, Terje; Wikan, Gerd; Faugli, Bjørn & Hope, Rafael (2009). Kunnskapsproduksjon med digitale verktøy som motivasjonsfaktor. Vis sammendrag

  Dette foredraget presenterer resultater fra en studie som viser at en større vektlegging av elevenes rolle som kunnskapsprodusenter med digitale verktøy bidrar til at elevene blir mer digitalt kompetente samtidig som det faglige læringsutbyttet øker for mange elever. Resultatene er basert på en analyse av empiriske data fra et igangværende aksjonsforskningsprosjekt som involverer lærere og elever ved en norsk ungdomsskole. Aksjonsdelen av prosjektet innebærer tilrettelegging av IKT-støttede læringsprosesser basert på et produksjonsperspektiv på læring, i motsetning til et mer tradisjonelt konsumentperspektiv. Et hovedmål for prosjektet har vært å øke elevenes digitale kompetanse og samtidig undersøke hvilken innvirkning dette har på læringsutbytte i fagene. To team på i alt 9 lærere deltok i aksjonen fra august 2007 til juni 2009 hvor formålet var å øke lærernes evne til å bruke IKT i undervisningen. Parallelt samles det inn både kvantitative og kvalitative data. Vi har målt utviklingen i elevenes digitale kompetanse, observert læringsaktiviteter gjennom deltakende observasjon og hatt fokussamtaler og intervjuer med lærere og elever. I tillegg er elevenes digitale arbeider tatt vare på for nærmere analyse. I dette foredraget vil vi vise hvordan en spesiell digital uttrykksform - digitale fortellinger - er særlig egnet til å fremme både digital kompetanse og læring i fagene.

• Mølster, Terje; Wikan, Gerd; Faugli, Bjørn & Hope, Rafael (2009). Digital learning artifacts: Multimodal text production and its effect on learners¿ digital literacy and their comprehension of subject issues, INTED2009 Proceedings. The International Association for Technology, Education and Developmen. Vis sammendrag

  Which learning methods and practices are most beneficial in achieving digital literacy? How is the relationship between digital literacy and subject learning? These are the main research questions in this Norwegian action research project following a group of pupils in lower secondary school for two years. This paper examines to what extent school based pedagogical approaches and off-school learning arenas, involving secondary school pupils using digital artifacts for producing multimodal text, have positive effects on pupils¿ digital literacy and comprehension of subject issues. The researchers work collaboratively with the teachers and learners to explore ways of enhancing learning through systematic use of ICT. Conducting learning processes in this perspective implies that pupils are encouraged to pursue creative approaches to school work and actively apply digital media for constructing presentations and communicate their comprehended understanding and interpretation of subject issues and established subject knowledge. Our theoretical approach implies that subject learning outcome can be enhanced by emphasizing the knowledge production perspective (KPP). In addition, we have a hypothesis that learners develop a higher level of digital literacy being producers rather than consumers of digital media content. Being a work in progress, the results are tentative. However, preliminary results indicate that the ICT-based KPP approach is promising with respect to certain parts of pupils¿ digital and subject competence.

• Wikan, Gerd (2009). Enhancing subject attinment by using digital multimodul textproduction and peer presentation in secondary school project work.
• Wikan, Gerd (2009). Enhancing subject attainment by using digital multimodul text production and peer presentation in secondary school project work.
• Mølster, Terje; Wikan, Gerd; Faugli, Bjørn & Hope, Rafael (2009). Digital learning artifacts: Multimodal text production and its effect on learners¿ digital literacy and their comprehension of subject issues. Vis sammendrag

  Which learning methods and practices are most beneficial in achieving digital literacy? How is the relationship between digital literacy and subject learning? These are the main research questions in this Norwegian action research project following a group of pupils in lower secondary school for two years. This paper examines to what extent school based pedagogical approaches and off-school learning arenas, involving secondary school pupils using digital artifacts for producing multimodal text, have positive effects on pupils¿ digital literacy and comprehension of subject issues. The researchers work collaboratively with the teachers and learners to explore ways of enhancing learning through systematic use of ICT. Conducting learning processes in this perspective implies that pupils are encouraged to pursue creative approaches to school work and actively apply digital media for constructing presentations and communicate their comprehended understanding and interpretation of subject issues and established subject knowledge. Our theoretical approach implies that subject learning outcome can be enhanced by emphasizing the knowledge production perspective (KPP). In addition, we have a hypothesis that learners develop a higher level of digital literacy being producers rather than consumers of digital media content. Being a work in progress, the results are tentative. However, preliminary results indicate that the ICT-based KPP approach is promising with respect to certain parts of pupils¿ digital and subject competence.

• Wikan, Gerd; Faugli, Bjørn; Hope, Rafael & Mølster, Terje (2008). ICT supported learning proceses. Teacher attitudes on the potential role of ICT as a learning-enhancing-artifact for secondary school pupils.
• Bakke, Elin; Bjørnebye, Morten; Haugan, Jens; Sommervold, Tove; Tangen, Dag Østvold & Vigmostad, Inger [Vis alle 7 forfattere av denne artikkelen] (2014). Rapport. E-læringsprosjektet på LUNA. Et utviklingsprosjekt innenfor området e-læring. Studieåret 2013-2014. Høgskolen i Innlandet.
• Wikan, Gerd Nora; Mostert, Louise & Banda, Dennis (2012). The language of education policy. Implementation,practice and learning outcomes in Zambia,Namibia and Norway. Høgskolen i Hedmark. ISSN 978-82-7671-871-3.
• Hope, Rafael; Wikan, Gerd; Faugli, Bjørn & Mølster, Terje (2009). Digital kompetanse i ungdomsskolen : arbeidsrapport 3 Digital literacy in a Norwegian lower secondary school : work report 3. Høgskolen i Hedmark. ISSN 9788276717556. Vis sammendrag

  Dette er en arbeidsrapport fra forskningsprosjektet Bruk av digitale verktøy ? eleven som aktiv kunnskapsprodusent. Målsettingen med prosjektet er å studere sammenhengen mellom elevenes digitale kompetanse og læring på grunnskolens ungdomstrinn. Prosjektet gjennomføres som et aksjonsforskningsprosjekt der aksjonen består i å påvirke lærerne til å bruke mer digitale verktøy i tråd med Kunnskapsløftet og kravene til digitale kompetanse. Prosjektet har fulgt elever og lærere på en ungdomsskole gjennom 9. og 10. trinn og har brukt en tilsvarende skole som referanseskole. Rapporten viser elevenes utvikling av digital kompetanse fra høsten 2007 til våren 2009. Den bygger på tre målinger av de digitale ferdighetene til elevene. Målingene er gjort ved hjelp av et spørreskjema. Rapporten er stort sett en presentasjon av data fra kartleggingen med lite forsøk på analyse This is a work report from a research project on digital literacy and learning among lower secondary learners in Norway. The overall objective is to study the possible impacts of digital literacy on learning. The project is designed as an action research project in order to improve the way digital tools are used in the learning process in the project school. It started in the autumn of 2007 and has studied the pupils? achievements in their 9th and 10th year of school. This report is based on three surveys: at the start and at the end of the 9th year, and at the end of 10th year.

• Faugli, Bjørn; Hope, Rafael; Mølster, Terje & Wikan, Gerd (2008). Digital kompetanse i ungdomsskolen : arbeidsrapport 2: Ajer Digital literacy in a Norwegian lower secondary school : work report 2 Ajer. Høgskolen i Hedmark. ISSN 9788276717150. Vis sammendrag

  Dette er en arbeidsrapport fra forskningsprosjektet Bruk av digitale verktøy ¿ eleven som aktiv kunnskapsprodusent. Målsettingen med prosjektet er å studere sammenhengen mellom elevenes digitale kompetanse og læring på grunnskolens ungdomstrinn. Prosjektet gjennomføres som et aksjonsforskningsprosjekt der aksjonen består i å påvirke lærerne til å bruke mer digitale verktøy i tråd med Kunnskapsløftet og kravene til digitale kompetanse. Det er en gruppe elever og lærere på Ajer ungdomsskole som er med i prosjektet. Åretta ungdomsskole på Lillehammer er med som referanseskole. Prosjektet skal følge elevene fram til de er ferdige på ungdomsskolen. Denne rapporten viser elevenes utvikling av digital kompetanse i løpet av skoleåret 2007/2008. Rapporten bygger på to målinger av de digitale ferdighetene til elevene: ved starten og ved slutten av det 9. skoleåret This is a work report from a research project on digital literacy and learning among lower secondary learners in Norway. The overall objective is to study the possible impacts of digital literacy on learning. The project is designed as an action research project in order to improve the way digital tools are used in the learning process in the project school. It started in the autumn of 2007 and will study the pupils¿ achievements in their 9th and 10th year of school. This report is based on two surveys: at the start and at the end of the first year. Indications of changes and possible development in digital literacy among the pupils are discussed

• Smith, Robert; carm, ellen; Nagel, Tove & Wikan, Gerd (2008). Report to Norad from an expert group on teacher education. NORAD.
• Wikan, Gerd (2008). The role of education in the development process . Challanges in primary education in Namibia. State College of Teacher Education. ISSN 9783950237580.
• Faugli, Bjørn; Hope, Rafael; Mølster, Terje & Wikan, Gerd (2008). Kartlegging av digital kompetanse i ungdomsskolen : arbeidsrapport 1 : Åretta A survey of digital literacy in a Norwegian lower secondary school : work report 1: Åretta. Høgskolen i Hedmark. ISSN 9788276716696. Vis sammendrag

  Dette er en arbeidsrapport fra første fase i forskningsprosjektet Bruk av digitale verktøy ¿ eleven som aktiv kunnskapsprodusent. Målsettingen med prosjektet er å studere sammenhengen mellom elevenes digitale kompetanse og læring på grunnskolens ungdomstrinn. En grunnleggende hypotese er at elever som arbeider aktivt med digitale verktøy i en rolle som kunnskapsprodusenter vil oppnå bedre læringsresultater både i de enkelte skolefag og når det gjelder grunnleggende ferdigheter. Et overordnet mål er at elevene skal utvikle sin evne til å kommunisere ved å kombinere ulike modaliteter og til å velge de mest hensiktmessige semiotiske ressursene i en gitt kommunikasjonssituasjon. Prosjektet gjennomføres som et aksjonsforskningsprosjekt der aksjonen består i å påvirke lærerne til å bruke mer digitale verktøy i tråd med Kunnskapsløftet og kravene til digitale kompetanse. Det er elevene og lærerne på 9. trinn på Ajer ungdomsskole som er med i prosjektet. Åretta ungdomsskole på Lillehammer er med som referanseskole. Prosjektet skal følge elevene fram til de er ferdige på ungdomsskolen. Rapporten dokumenterer resultatene fra kartleggingen av de digitale ferdighetene til elevene på 9. trinn ved Åretta ungdomsskole ved starten av prosjektet. Kartleggingen viser bl.a. at elevene mangler en del grunnleggende ferdigheter i IKT, at det er tydelige forskjeller mellom gutter og jenters bruk av pc og at de trenger opplæring i kildekritikk og nettvett. Undersøkelsen gir ellers lite grunnlag for videre analyse, men vil fungere som et referansepunkt for senere målinger. Det er foreløpig for tidlig å presentere resultater fra de kvalitative undersøkelsene i prosjektet. Dette er prosessdata som vi trenger tid til å bearbeide før det kan trekkes konklusjoner. This is a work report from a research project on digital literacy and learning among lower secondary learners in Norway. The overall objective is to study the possible impacts of digital literacy on learning. Our basic hypothesis is that the learning outcome can be enhanced when the learner takes the role of knowledge producers using digital media to reformulate knowledge. A main concern is to enhance the learners¿ ability to select the best semiotic resources in a communication situation. The project is designed as an action research project in order to improve the way digital tools are used in the learning process at Ajer lower secondary school in Hamar. It started in the autumn of 2007 and will study the pupils¿ achievements in their 9th and 10th year of school. This report documents the results of a baseline survey of digital literacy. Similar surveys will be carried out both midway through the project period, and at its end, to study how digital literacy develops and how it relates to the learning outcome. Our initial findings show that many pupils lack basic digital skills. They also need to learn more about Internet privacy, copyright rules and responsible Internet behavior. As expected we also find gender differences in learners¿ use of ICT.

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