Hege Merete Somby

• Stalheim, Odd Rune & Somby, Hege Merete (2024). An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning. Smart Learning Environments. ISSN 2196-7091. 11(1). doi: 10.1186/s40561-024-00308-7.
• Stalheim, Odd Rune & Somby, Hege Merete (2024). An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning. Smart Learning Environments. ISSN 2196-7091. 11(24). doi: 10.1186/s40561-024-00308-7.
• Tavares, Vander & Somby, Hege Merete (2024). Virtual Reality Technology in Norwegian Teacher Education: Creating an Innovative Experience or Another Academic Elite? I Bowdon, Melody; Yee, Kevin & Dorner, William (Red.), Ethical Considerations of Virtual Reality in the College Classroom: Cross-Disciplinary Case Studies of Immersive Technology Implementation. Routledge. ISSN 9781032359915. s. 70–82. doi: 10.4324/9781003329718-6.
• Somby, Hege Merete & Stalheim, Odd Rune (2023). Vygotsky med VR-briller. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 197–216. doi: 10.23865/noasp.191.ch11.
• Somby, Hege Merete & Vik, Stine (2023). Vygotskys defektologi - et perspektiv på inkluderende opplæring. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 119–134. doi: 10.23865/noasp.191.ch7.
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Å forberede seg på hjem-skole-samarbeid: Lærerstudenters bruk av virtual reality-teknologi i et Vygotsky-perspektiv. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 177–195. doi: 10.23865/noasp.191.ch10.
• Somby, Hege Merete (2023). Undervisning for og om samisk språk, kultur og samfunnsliv. I Fønnebø, Bente (Red.), Samiske stemmer i skolen. Cappelen Damm Akademisk. ISSN 978-82-02755713. s. 50–69.
• Somby, Hege Merete & Olsen, Torjer Andreas (2022). Inclusion as indigenisation? Sámi perspectives in teacher education. International Journal of Inclusive Education. ISSN 1360-3116. s. 1–15. doi: 10.1080/13603116.2022.2127495. Fulltekst i vitenarkiv
• Somby, Hege Merete; Stalheim, Odd Rune; Mølstad, Christina Elde; Bjørnsrud, Kari Myren & Isaksen, Aurora Johanne (2022). Augmented reality in mathematics: Enhancing pupils’ everyday school lives . Digital Culture and Education. ISSN 1836-8301. 14(3), s. 87–104. Fulltekst i vitenarkiv Vis sammendrag

  This article presents findings from a study focused on using technology as a learning tool in education. Educational research on game-based learning argues that technology-based learning tools effectively enhance learning and memory. Augmented reality (AR) technology is attracting significant attention; its importance will continue to increase as new learning environments are exploited and new possibilities for promoting flexible and playful learning are revealed. This study investigated pupils’ experiences with an AR application by comparing experiences and reflections from pupils who learned mathematics using the Wittario game-based learning application with pupils exposed to more traditional instructional methods. 72 pupils in 5th and 6th grade, divided into three different test groups, and 5 teachers were interviewed. The study revealed that the application provided more subjectoriented interactions, and pupils expressed a high level of motivation and peer affiliation when using the application. Our findings, therefore, reveal that using the application, especially when facilitating tasks that involve peer collaboration and interaction with a specter of features available, contributes to a positive learning environment. Also uncovered was that the teacher’s presence and positioning of the activity in a pedagogical context are essential to this process.

• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Exploring the pedagogical potential of virtual reality simulations for pre-service teachers from a Vygotskyan perspective. Digital Culture and Education. ISSN 1836-8301. 13(1), s. 67–80. Fulltekst i vitenarkiv Vis sammendrag

  This paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation’s potential for contributing to pre-service teachers’ professional development. The article argues that, as understood through the lens of Vygotsky’s sociocultural approach to learning, virtual reality simulations may enhance pre-service teachers’ ability to learn through imitation, while also encouraging collaborative interaction and reflection. The aim in using virtual reality simulations in the flipped classroom is to counteract the reduction of pre-service teachers to passive interpreters and teachers to the providers of prescribed curriculums. We end the article by drawing attention to the potential limitations of the simulation when used as a flipped classroom practice.

• Demo, Heidrun; Nes, Kari; Somby, Hege Merete; Frizzarin, Anna & Dal Zovo, Sofia (2021). In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway. International Journal of Inclusive Education. ISSN 1360-3116. s. 1–19. doi: 10.1080/13603116.2021.1904017. Vis sammendrag

  The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to stimulate responses was used for teacher interviews in lower secondary schools in Italy and Norway. Situations in two different contexts were designed for the vignette, including a description of some students, their class and the available resources. The main funding is that most teachers’ opinions were sensitive to the context, here the way teaching and learning activities were organised. When presented for a traditional teacher-centred class situation (context 1), most of the respondents thought pull-out was a good solution for some students under certain conditions. Presented with the more differentiated and pupil-centred context 2, a clear majority found that the described learning environment would meet the educational and social needs of all learners within class, regardless of disabilities or learning challenges.

• Vik, Stine & Somby, Hege Merete (2018). Defectology and inclusion. Problemy Wczesnej Edukacji. ISSN 1734-1582. 3(42), s. 94–102. doi: 10.26881/pwe.2018.42.10. Fulltekst i vitenarkiv Vis sammendrag

  In this article we claimed that the conception and rhetoric Vygotsky questioned in his works on De-fectology still are relevant today in the age of inclusive education. The educational system in several western countries is built upon the strategy of reducing the gap between what the “normal” child can do and the expectations of the disabled child’s competence and skills. The educational system is con-structed to handle the “normal” child, and will make adjustments for the disabled child in relation to what the “normal” child is capable of. This is in conflict with the ideology of inclusive education. In our opinion, the educational strategy as a “negative education” is a paradox to the overarching aim of inclusive education. As long as we measure what the child is not able to do, we will not be working towards an inclusive education. In this article we make use of Vygotsky’s perspectives on defectology and “positive differential approach” to discuss these issues

• Schofield, Daniel; Valle, Ruth Ida & Somby, Hege Merete (2018). Å spille sammen og bruke seg selv: elever med særlige behov og opplevelse av inkludering i Ungdomsbedrift. FoU i praksis. ISSN 1504-6893. 12(2), s. 67–84. Fulltekst i vitenarkiv
• Somby, Hege Merete (2017). Læreres pedagogiske organisering av elevbedrift for elever med særlige behov. FoU i praksis. ISSN 1504-6893. 11(2), s. 41–57. Fulltekst i vitenarkiv
• Somby, Hege Merete & Johansen, Vegard (2017). Entrepreneurship education: motivation and effort for pupils with special needs in Norwegian compulsory school. European Journal of Special Needs Education. ISSN 0885-6257. 32(2), s. 238–251. doi: 10.1080/08856257.2016.1223398.
• Johansen, Vegard & Somby, Hege Merete (2016). Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs? Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(6), s. 736–745. doi: 10.1080/00313831.2015.1085894. Vis sammendrag

  This paper asks whether the Pupil Enterprise Programme (PEP) is a suitable working method for improving academic performance among pupils with special needs. Overall, 20% of pupils participate in PEP at some point during lower secondary school. Results from multilevel regression modelling indicate that pupils with special needs who have participated in PEP attain better grades in Written Norwegian and Mathematics than those pupils with special needs who did not participate in PEP. The difference between PEP participants and non-participants in Written English was insignificant. The positive results for Norwegian and Mathematics seem to be related to the organisation and content of PEP. The data are from a study of 1,880 pupils in the 10th Grade.

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• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISBN 9788202811501. 243 s.
• Fønnebø, Bente; Somby, Hege Merete & Johnsen Swart, Anne-Lise (2023). Samiske stemmer i skolen. Cappelen Damm Akademisk. ISBN 978-82-02755713. 262 s.

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• Melkeraaen Aas, Oskar & Somby, Hege Merete (2024). Hva er et "samisk perspektiv"? [Avis]. Ságat. Vis sammendrag

  I 2020 ble Sámi allaskuvla tildelt midler for å evaluere fagfornyelsen i samisk. Rapporten gjelder for samiske elever og samiske skoler. – Det har vært mye bra, men det er uklart hva som menes med «et samisk perspektiv», sier Hege Merete Somby, ansvarlig redaktør i den nye rapporten.

• Somby, Hege Merete (2024). Diskusjoner om rapporten i lys av samisk kultur i et fagforeningsperspektiv - hva kan vi gjøre for å støtte opp om tiltakene rapporten skisserer? .
• Somby, Hege Merete (2024). Samiske elevers rettigheter og opplæring om samiske temaer.
• Somby, Hege Merete (2023). Undervisning om samisk tematikk i dagens skole: konsekvenser ut fra kommisjonens rapport.
• Somby, Hege Merete (2023). Hva lærer man om samer og samiske forhold i den norske skolen?
• Somby, Hege Merete (2023). VR-simulering – utvikling og bruk I lærerutdanning som pedagogisk metode.
• Parish, Karen & Somby, Hege Merete (2023). Innovations in education for inclusive education – Norway.
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Forord. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 7–8. doi: 10.23865/noasp.191.
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Vygotsky i forskning og praksis: Hvorfor rette blikket mot et sosiokulturelt læringssyn? I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 9–18. doi: 10.23865/noasp.191.ch1.
• Somby, Hege Merete (2023). Kan vi lykkes med en inkluderende opplæring for samiske elever i norsk opplæring?
• Fønnebø, Bente; Johnsen-Swart, Anne Lise & Somby, Hege Merete (2023). Introduksjon. I Fønnebø, Bente (Red.), Samiske stemmer i skolen. Cappelen Damm Akademisk. ISSN 978-82-02755713. s. 10–21.
• Ulfig, Karolina; Johnsen-Swart, Anne Lise; Eriksen, Oda Kjær & Somby, Hege Merete (2023). Mot feilinformasjon på skoler: -Vi løfter frem mangfoldet i det samiske. [Avis]. Ságat.
• Parish, Karen; Somby, Hege Merete & Dittrich, Lynn (2022). INN builds capacity - student active learning approaches and virtual reality simulation .
• Somby, Hege Merete & Dittrich, Lynn (2022). INN builds capacity - student active learning approaches and virtual reality simulation.
• Faldet, Ann-Cathrin; Somby, Hege Merete; Haug, Peder & Sørensen, Lotte Hedegaard (2022). Leder: Inkluderende utdanning og oppvekstmiljø. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 8, s. 136–140. doi: 10.23865/ntpk.v8.3955.
• Somby, Hege Merete; Skrefsrud, Thor Andre; Faldet, Ann-Cathrin; Stalheim, Odd Rune & Parish, Karen (2022). VR Simulation as a Learning Method for Pre-Service Teachers.
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2022). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review.
• Somby, Hege Merete (2022). Er samiske elever inkludert i en inkluderende opplæring? I Eriksen, Kristin Gregers; Aamaas, Åsmund & Bjerknes, Anne-Line (Red.), Refleksjonsverktøy for arbeid med samiske perspektiv og urfolksperspektiv i lærerutdanningen. Dembra/HL-senteret. ISSN 978-82-92988-70-1. s. 33–35.
• Somby, Hege Merete & Olsen, Torjer Andreas (2022). Inkludering som urfolkeliggjøring.
• Stalheim, Odd Rune & Somby, Hege Merete (2022). Augmented Reality game in school- a digital bridge between body and learning? .
• Somby, Hege Merete; Fernandes Andrade Michaelsen, Eloisa & Holm, Åshild Vassend (2022). Studenter som fasilitatorer i kommunikasjonstrening på utviklingssamtalen i VR.
• Somby, Hege Merete & Gunnerud, Bård R. (2022). Aktiv profesjonsutvikling i en virtuell verden.
• Somby, Hege Merete (2021). Samene, fortellinger om eksotisme og sosialisering.
• Somby, Hege Merete (2021). Inkluderende opplæring i et samisk perspektiv.
• Somby, Hege Merete (2021). Hvordan er samisk innhold presentert i læreplanverket?
• Somby, Hege Merete & Skogvang, Bente Ovèdie (2021). Samiske perspektiver og akademia.
• Laakso, Rita Helmi Toivosdatter; Somby, Hege Merete & Ranheim, Mari (2021). Opplevde samehets på Hamar. [TV]. NRK Innlandet.
• Laakso, Rita Helmi Toivosdatter; Ørbeck, Morten; Somby, Hege Merete & Ranheim, Mari (2021). Fikk "lappjævel" ropt etter seg:-Hadde jeg hatt på bunad hadde ingen gjort noe. [Internett]. NRK Innlandet.
• Bjørnsrud, Kari Myren; Isaksen, Aurora Johanne; Somby, Hege Merete & Stalheim, Odd Rune (2021). Learning through movement and gaming – a social and playful approach to mathematics.
• Iversen, Jonas Yassin; Mølstad, Christina Elde & Somby, Hege Merete (2021). Norwegian culture as premise for Sámi perspectives: an analysis of the revised Norwegian national curriculum .
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review.
• Somby, Hege Merete (2021). Utviklingssamtalen i VR - læringsøvelser i laboratoriet.
• Somby, Hege Merete (2021). Utviklingssamtalen som digital læringsøkt.
• Skrefsrud, Thor Andre; Faldet, Ann-Cathrin & Somby, Hege Merete (2021). Digital simulation of home-school collaboration - exploring the pedagogical potential of pre-service teachers engagement with virtual-reality technology in a Vygotskyan perspective.
• Somby, Hege Merete (2021). Hvordan kan nye læreplaner brukes forebyggende mot samehets.
• Somby, Hege Merete (2021). Er det samiske irrelevant. Dagsavisen. ISSN 1503-2892. s. 6–6.
• Mølstad, Christina Elde; Somby, Hege Merete & Iversen, Jonas Yassin (2021). Norsk som premiss for det samiske – en læreplananalyse av overgangen fra LK06/S til LK20/S .
• Taubo, Vilma; Olsen, Torjer Andreas & Somby, Hege Merete (2020). Fokus på urfolk og minoriteter i skolen. [Radio]. NRK Radio.
• Lanes, Laila; Taubo, Vilma; Olsen, Torjer Andreas & Somby, Hege Merete (2020). – Denne har jeg bare gått og ventet på. [Internett]. NRK.
• Somby, Hege Merete (2019). Mer sortering i skolen, Sanna? VG : Verdens gang. ISSN 0805-5203.
• Parish, Karen & Somby, Hege Merete (2019). Inclusive education- examples from Norway and Poland .
• Parish, Karen & Somby, Hege Merete (2019). The development of active learning methods as a way to promote trainee teachers resilience.
• Vik, Stine & Somby, Hege Merete (2018). Defectology as a Way of Doing Inclusion Through Compensatory Processes.
• Demo, Heidrun; Somby, Hege Merete; Dal Zovo, Sofia & Nes, Kari (2018). Investigating Teachers’ Opinions on Push-and Pull-Out through Vignettes in a Cross-Cultural Perspective .
• Somby, Hege Merete & Vik, Stine (2018). Defectology and inclusive education.
• Dal Zovo, Sofia; Somby, Hege Merete; Demo, Heidrun; Nes, Kari & Ianes, Dario (2017). In& Out: Pull-out and push-out phenomena in inclusive school systems.
• Somby, Hege Merete (2017). Inclusive education for students with special needs in Georgia.
• Somby, Hege Merete & Skaare, Sigrun Dancke (2016). Elevbedrift øker læringsutbytte for elever med særlige behov. Forskning.no. ISSN 1891-635X. Vis sammendrag

  Hege Merete Somby ble intervjuet i artikkelen som er skrevet av Sigrun Dancke Skaare

• Somby, Hege Merete (2015). To What Extent Is Pupil Enterprises a Working Method That Includes the Needs of Pupils in Special Education.
• Somby, Hege Merete (2015). Entrepreneurship education and special education – between intentions, ambitions and reality.
• Somby, Hege Merete (2014). Entrepreneurship Education – a Method Promoting School Motivation and Effort for Pupils with Special Needs in an Inclusive School?
• Somby, Hege Merete (2014). Entrepreneurship education – a method including pupils with special needs?
• Somby, Hege Merete; Dannemark, Nils Ivar Skarpmoen & Jannok Nutti, Ylva (2024). Evaluering av fagfornyelsen samisk 1; Intensjoner, prosesser og forståelser i et urfolksperspektiv. Sámi allaskuvla. ISSN 978-82-7367-059-5.
• Rose, Richard; Garner, Philip; Thomas, Emel & Somby, Hege Merete (2016). Evaluation of the progress of the inclusive vocational education system in Georgia: 2013-2016. The University of Northampton, Hedmark University of Applied Sciences. ISSN 9789941094811.

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