In this report the main findings of work package 5 ‘ICT in education’ in the five countries Estonia, Germany, Greece, Norway, and Romania are presented, exploring how children and young people regard their education in ...

In this paper, we present the findings from a study on the collaborative use of tablets (iPads) in a third-grade primary classroom in Norway where pupils worked on creating fairy tales. The pupils had been using iPads since ...

Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in ...

Teacher education has recently been criticised for not fulfilling its obligation to adequately prepare teachers to utilise digital tools in the classroom. In this paper, we raise the question of why Norwegian teacher ...

In this article, we analysed the collaborative use of tablets (iPads) in a third-grade primary classroom in Norway where the pupils created fairy tales. The pupils worked in groups of five and shared an iPad in their group. ...

This article discusses how Minecraft can be used as a learning resource in facilitating historical empathy and critical thinking in teaching social studies. Minecraft is a sandbox video game reminiscent of digital Lego, ...

Computational thinking (CT) is often regarded as providing a ‘soft start’ for later involvement with artificial intelligence and, hence, as a crucial twenty-first century skill. The introduction of CT in primary mathematics ...

This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is ...

This paper presents analysis and findings from a research-driven experimental study that was designed to explore the possibilities of and challenges in the use of wearable computers for supporting learning activities. The ...

This paper presents a design-based study of pupils’ use of Minecraft in a whole-day school project in social studies involving three seventh-grade classes, student teachers and amateur historians. We used qualitative methods ...