Trond Eiliv Hauge

• Adalberon, Erik Yves H.; Hauge, Trond Eiliv & Saljø, Roger (2019). Pre-service teachers’ experiences with a digital examination design: The inter-relation between continuity and change in an institutional context. Acta Didactica Norden (ADNO). ISSN 2535-8219. 13(3), p. 1–19. doi: 10.5617/adno.6864. Full text in Research Archive
• Hauge, Trond Eiliv (2016). On the Life of ICT and School Leadership in a Large-Scale Reform Movement: A Case Study. In Elstad, Eyvind (Eds.), Digital Expectations and Experiences in Education. Brill|Sense. ISSN 9789463006460. p. 97–116. doi: 10.1007/978-94-6300-648-4_6. Show summary

  For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools. This belief has received a hard knock after an OECD 2015 report has shown that computers do not improve pupil results: Investing heavily in school computers and classroom technology does not improve pupils’ performance, and frequent use of computers in schools is more likely to be associated with lower results. Educational technology has raised false expectations! The prevailing view of educational technology has shifted. Nevertheless, hardly anyone wishes for a situation in which pupils do not use technology in the service of learning: education is supposed to prepare for the future, and it is evident that technology is one of the answers to the challenges of the future. Many school professionals, however, feel uncertain how schools should tackle challenges relating to the distractions that hamper in-depth learning, easy cut-and-paste solutions and online offensiveness that occur while pupils are at school. The initiative to provide a tablet or PC for each pupil is continuing despite a lack of evidence that it is beneficial to learning. School professionals and policy makers are seeking answers to the question of how schools ought to relate to challenges created by the use of technology in the school. This book is an attempt to raise questions and start a debate. It presents new research relevant to a better understanding of the challenges and opportunities inherent in educational technology and strategies are discussed in relation to handling these challenges. Rather than presenting ready solutions, the book attempts to provoke debate and to contribute to a firmer grasp on reality. The chapters in this volume offer an up-to-date discussion. In tackling the critical issues created by educational technology, this book provides an important resource for student teachers, teachers, education scholars and those interested in a critical examination of digital expectations and experiences in school education. The authors do not present a common front on the complex question of the proper use of technology in the school but instead present a diversity of arguments and viewpoints.

• Olofsson, Anders D.; Ola Lindberg, J.; Fransson, Göran & Hauge, Trond Eiliv (2015). Uptake and use of digital technologies in primary and secondary schools - a thematic review of research. Nordic Journal of Digital Literacy. ISSN 1891-943X. 2015(4), p. 103–121.
• Hauge, Trond Eiliv (2015). PreparingTeachers for Tomorrow’s Schools: Reforming Initial Teacher Education with the Use of ICT. In Orland-Barak, Lily & Craig, Cheryl J. (Ed.), International Teacher Education: Promising Pedagogies (Part B). Emerald Group Publishing Limited. ISSN 978-1-78441-670-6. p. 413–435. doi: 10.1108/S1479-368720150000025020.
• Hauge, Trond Eiliv (2015). Designing teaching and learning - an interdependent process of learning to teach. In Garbett, Dawn & Ovens, Alan (Ed.), Teaching for tomorrow today. Edify Ltd (Pearson Education Academic Publisher). ISSN 9780473329068. p. 499–507.
• Hauge, Trond Eiliv & Norenes, Svein Olav (2015). Collaborative leadership development with ICT: experiences from three exemplary schools. International Journal of Leadership in Education. ISSN 1360-3124. 18(3), p. 340–364. doi: 10.1080/13603124.2014.963689. Show summary

  This study utilized a tool-oriented perspective on the uptake and use of digital technology in three exemplary upper secondary schools, to determine how the school leaders viewed leadership in the development of information and communication technology (ICT)-enriched environments for teaching and learning, and how they utilized technology in their daily leadership practices. The data were obtained from interviews with the school leaders and analyses of school documents and websites. In all three schools, leadership was extended and distributed beyond the work of the principal, taking into account the shared and professional expertise in the leader group and across the staff, and relying on reliable technologies and systemic activities developed over time. The findings confirm previous research underlining the importance of supportive school leadership for the successful implementation of ICT in education. In addition, the study shows that in schools oriented towards Web 2.0 or open collaborative technology practices, the leadership functions as a team-based and distributed activity, relying on educational and technological expertise at multiple levels. The findings across the three schools suggest that tool-mediated activities may become routinized over time, transforming into unspoken institutional infrastructures.

• Hauge, Trond Eiliv (2014). Uptake and use of technology: bridging design for teaching and learning. Technology, Pedagogy and Education. ISSN 1475-939X. 23(3), p. 311–323. doi: 10.1080/1475939X.2014.942750.
• Hauge, Trond Eiliv; Norenes, Svein Olav & Vedøy, Gunn (2014). School leadership and educational change: Tools and practices in shared school leadership development. Journal of educational change. ISSN 1389-2843. 15(4), p. 357–376. doi: 10.1007/s10833-014-9228-y.
• Olofsson, Anders D.; Lindberg, J. Ola & Hauge, Trond Eiliv (2013). GCP5 Multi-Level Evaluations of TEL. In Fischer, Frank; Wild, Fridolin; Sutherland, Rosamund & Zirn, Lena (Ed.), Grand challenges in technology enhanced learning: Outcomes of the 3rd Alpine rendez-vous. Springer Science+Business Media B.V.. ISSN 978-3-319-01666-5. p. 12–15.
• Ekornes, Stine Margrethe; Hauge, Trond Eiliv & Lund, Ingrid (2013). Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health. International Journal of Mental Health Promotion. ISSN 1462-3730. 14(5), p. 289–310. doi: 10.1080/14623730.2013.798534. Show summary

  Based on results from a mixed method approach, using focus group interviews (N ¼ 15) and survey research (N ¼ 1575, this paper explores Norwegian K12 teachers’ understanding of the concept of mental health. The theoretical framework of analysis is a socio-ecological and systemic perspective, seeing conceptual understanding as a result of a complex interplay between factors on individual, organizational and state/society levels. Existing research indicates that mental health is an unfamiliar term in a school context, and often negatively loaded. Our results support this, but show significant differences in school type, where teachers in higher grades report more frequent use of the term, more positive term-loading and less tendency to prefer ‘wellbeing’ as a substitute, rather than as a complementary term to mental health. These teachers also report significantly higher levels of organizational support on mental health promotion. At individual level, experience and further education were important for differences in conceptual understanding.

• Fransson, Göran; Lindberg, J. Ola; Olofsson, Anders D. & Hauge, Trond Eiliv (2012). Förväntningar och realiteter: Om digitale teknologier i spänningsfältet mellan formulerings- och realiseringsarenor. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. p. 274–298.
• Hauge, Trond Eiliv; Norenes, Svein Olav & Vedøy, Gunn (2012). Teknologi som verktøy for å forandre undervisning og ledelse. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. p. 227–248.
• Hauge, Trond Eiliv & Lund, Andreas (2012). Digitale skritt og sprang i skolens hverdag. In Hauge, Trond Eiliv & Lund, Andreas (Ed.), Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISSN 978-82-0236438-0. p. 13–23.
• Hauge, Trond Eiliv & Dolonen, Jan Arild (2012). Towards an activity–driven design method for online learning resources, Informed designs of educational technogies in higher education: Enhanced learning and teaching. IGI Global. ISSN 978-1-61350-080-4. p. 101–117. doi: 10.4018/978-1-61350-080-4.ch006.
• Olofsson, Anders D.; Lindberg, Ola J.; Fransson, Göran & Hauge, Trond Eiliv (2011). Uptake and use of digital technologies in primary and secondary schools – a thematic review of research. Digital kompetanse. ISSN 0809-6724. 6(4), p. 208–226.
• Lund, Andreas & Hauge, Trond Eiliv (2011). Designs for teaching and learning in technology-rich learning environments. Digital kompetanse. ISSN 0809-6724. p. 258–272.
• Olofsson, Anders D.; Lindberg, Ola J. & Hauge, Trond Eiliv (2011). Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment. Campus-Wide Information Systems. ISSN 1065-0741. 28(3), p. 183–192. doi: 10.1108/10650741111145715.
• Erstad, Ola & Hauge, Trond Eiliv (2011). Ekspansiv skoleutvikling - kompleksitet og mangfold. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 231–244.
• Hauge, Trond Eiliv & Erstad, Ola (2011). To skoleledere om grunnskolen. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 104–122.
• Erstad, Ola & Hauge, Trond Eiliv (2011). To skoleledere om videregående skole. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 83–103.
• Hauge, Trond Eiliv (2011). Skoleledelse i digitale omgivelser. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 64–82.
• Hauge, Trond Eiliv & Erstad, Ola (2011). Analytiske posisjoner om teknologi og skoleutvikling. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 29–46.
• Erstad, Ola & Hauge, Trond Eiliv (2011). Skoleutvikling og digitale medier - et forskningsfelt i støpeskjeen. In Erstad, Ola & Hauge, Trond Eiliv (Ed.), Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISSN 9788205361157. p. 11–28.
• Lund, Andreas & Hauge, Trond Eiliv (2011). Changing objects in knowledge creation practices. In Ludvigsen, Sten Runar; Lund, Andreas; Rasmussen, Ingvill & Säljö, Roger (Ed.), Learning across sites : new tools, infrastructures and practices. Cambridge University Press. ISSN 978-0-415-58176-9. p. 206–222.
• Hauge, Trond Eiliv & Norenes, Svein Olav (2010). Videopaper as a Bridging Tool in Teacher Professional Development, Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery. IGI Global. ISSN 978-1-60566-780-5. p. 209–228.
• Hauge, Trond Eiliv (2010). Teknologi og mediering av kunnskaper i skolen. In Hovdenak, Sylvi Stenersen & Erstad, Ola (Ed.), Kunnskap i skolen. Tapir Akademisk Forlag. ISSN 978-82-519-2504-4. p. 99–111.
• Hauge, Trond Eiliv & Norenes, Svein Olav (2009). Changing teamwork practices: Videopaper as a mediating means for teacher professional development. Technology, Pedagogy and Education. ISSN 1475-939X. 18(3), p. 279–297.
• Hauge, Trond Eiliv (2008). Mappevurdering og nye teknologier - et spørsmål om produktive grenseflater. In Allern, Marit & Engelsen, Knut Steinar (Ed.), Mapper i digitale læringskontekstar - erfaringar og perspektiv frå høgre utdanning. Noregsuniversitetet. ISSN 978-82-91308-48-7. p. 67–76.
• Lund, Andreas; Hauge, Trond Eiliv & Vestøl, Jon Magne (2007). Undervisning som samhandling. In Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (Ed.), Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISSN 978-82-7935-226-6. p. 63–105.
• Hauge, Trond Eiliv; Vestøl, Jon Magne & Lund, Andreas (2007). Undervisning som design. In Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (Ed.), Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISSN 978-82-7935-226-6. p. 193–215.
• Hauge, Trond Eiliv (2006). Hva er en effektiv skole? Regnestykke om barn og prestasjoner, ressurser og nasjonal ære. In Midtbø, Ragnhild (Eds.), Lærerkvalifisering og godt lærerarbeid. Bedre skole. ISSN 8291684-19-7. p. 113–124.
• Hauge, Trond Eiliv (2006). Digital case methodology in collaborative settings. A study of student teachers' co-construction of professional knowledge. In Enkenberg, Jorma; Kentz, M-B. & Hatakka, Olli (Ed.), Emerging practices in educational technology. University of Joensuu. ISSN 952-458-841-2. p. 44–71.
• Hauge, Trond Eiliv (2006). Skolebasert vurdering - begrunnelser og metoder under forandring. In Utdanningsforbundet, (H. Hjetland, P Aahlin) (Eds.), Plan og praksis - bakgrunnsstoff for den utdanningspolitiske debatten på Utdanningsforbundets landsmøte 2006. Utdanningsforbundet. p. 12–18.
• Hauge, Trond Eiliv; Skaar, Bjørn; Refseth, Yngve; Vestøl, Jon Magne & Hansen, Alf Sjuls (2006). Lærerrollen i prosjektarbeid: Kunnskapsutvikling gjennom bruk av en multimedial læringsressurs. Digital kompetanse. ISSN 0809-6724. 1(2), p. 108–125.
• Hauge, Trond Eiliv (2005). Portfolios and ICT as means of professional learning in teacher education. Studies in Educational Evaluation. ISSN 0191-491X. 31(4).

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• Hauge, Trond Eiliv (2018). Å planlegge og designe undervisning. Cappelen Damm Akademisk. ISBN 9788202494650. 102 p.
• Hauge, Trond Eiliv & Lund, Andreas (2012). Små skritt eller store sprang? Om digitale tilstander i skolen. Cappelen Damm Akademisk. ISBN 978-82-0236438-0. 304 p.
• Erstad, Ola & Hauge, Trond Eiliv (2011). Skoleutvikling og digitale medier - kompleksitet, mangfold og ekspansiv læring. Gyldendal Akademisk. ISBN 9788205361157. 247 p.
• Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (2010). Undervisningens nye sammenhænge. Klim. ISBN 9788779558458. 233 p.
• Nordenbo, S. E; Holm, Anders; Elstad, Eyvind; Scheerens, Jaap; Søgaard Larsen, M & Uljens, Michael [Show all 8 contributors for this article] (2010). Input, Process, and learning in primary and lower secondary schools - A systematic review. Aarhus Universitetsforlag. ISBN 978-87-7684-323-6. 180 p.
• Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (2007). Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISBN 978-82-7935-226-6. 250 p.

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• Hauge, Trond Eiliv (2017). Skolebidragsanalyser - et bidrag tl feilslutninger. Bedre Skole. ISSN 0802-183X. p. 20–21. Show summary

  I en artikkel i Bedre Skole nr. 4/14 advarte Trond Eiliv Hauge mot å bruke value added-metoder for å finne enkeltlæreres bidrag til elevers læring. Men selv en mer forsiktig variant av value added-analyser, der lærerens bidrag er holdt utenfor, kan ha utilsiktede negative konsekvenser, mener han.

• Hauge, Trond Eiliv (2017). Lead the Change Series. Q&A with Trond Eiliv Hauge. [Internet]. Lead the Change Series. AERA SIG 155 Educational change. Show summary

  The 2017 AERA theme was Knowledge to Action: Achieving the Promise of Equal Educational Opportunity. How does your scholarship align with the 2017 meeting theme? In answering I shortly describe the development of the Norwegian education system and the role of ICT use in school and teacher education. The ProTed centre, the Centre of Excellence in Teacher Efucation, its aim and activity plays a major part in the interview. The utilization and achievement of ICT for teaching and learning is described.

• Hauge, Trond Eiliv (2016). Design för undervisning och lärande – ett didaktiskt verktyg. Venue: Populärvetenskaplig tidskrift för forskning om skola och förskola. ISSN 2001-788X.
• Hauge, Trond Eiliv (2014). Målinger på tynn is. Måling av lærerdyktighet ved bruk av testresultater fra elevene. Bedre Skole. ISSN 0802-183X. p. 66–69. Show summary

  Lærervurdering baner seg frem i jungelen av vurderingsformer i skolen. Skritt for skritt ryddes veien for den ultimate formen for måling av hvordan skolen kan lykkes med å skape gode elevresultater. Men modellene for slike vurderinger holder ikke hva de lover.

• Hauge, Trond Eiliv (2013). IKT og ett steg videre. Digitale skritt og sprang i skolens hverdag. Bedre Skole. ISSN 0802-183X. p. 69–74. Show summary

  Digitale teknologier og medier siger langsomt inn i de ulike hjørnene av skolens virksomhet, men det store spranget er uteblitt. Mye gjenstår både på teknologisiden og i skolens praksis før man kan være fornøyd. Et spennende didaktisk fornyingsarbeid står for døren.

• Hauge, Trond Eiliv; Norenes, Svein Olav & Stiansen, Frode (2013). Digital technologies and school leadership: Tools use and practices in innovative schools.
• Hauge, Trond Eiliv (2012). Tools lor leadership: New technologies (Web2.0) in changing practices of school leadership. Show summary

  The two-way Web technologies are steadily growing in use and invading all aspects of life as well as education institutions, accompanied by a raft of affordances that expand how we teach, communicate and organise learning. The paper presentation focuses on how principals and middle managers in upper secondary schools are using Web2.0 technologies as tools for leadership and management, and what affordances these tools offer to their work in terms of new possibilities and applications.

• Hauge, Trond Eiliv (2012). Informed design for teaching and learning: An institutional perspective on technologies and educational change.
• Hauge, Trond Eiliv (2012). Teacher education - a future perspective. Lessons from the ProTed centre of excellence in teacher education.
• Hauge, Trond Eiliv (2011). Skoleutvikling og digitale medier.
• Hauge, Trond Eiliv & Lund, Andreas (2011). Design for teaching and design for learning. Some missing links and possible linkages - searching for some answers.
• Hauge, Trond Eiliv & Lund, Andreas (2011). Experiential learning and teacher professional practices. A developmental approach to the design of teaching and learning.
• Lund, Andreas & Hauge, Trond Eiliv (2011). Technology in use – some lessons about change in schools and teacher professional development. Digital kompetanse. ISSN 0809-6724. 6(4), p. 204–207.
• Lund, Andreas & Hauge, Trond Eiliv (2011). Activity theory as design for learning and teaching (ISCAR).
• Hauge, Trond Eiliv (2011). Skoleledelse i møte med digitale kulturer.
• Olofsson, Anders D.; Lindberg, Ola J. & Hauge, Trond Eiliv (2010). Assessment through the use of blogs – could it facilitate peer-to-peer learning in online higher education?
• Hauge, Trond Eiliv (2010). Ledelse i digitale omgivelser. Et møte med nye kunnskapskulturer.
• Norenes, Svein Olav & Hauge, Trond Eiliv (2009). Learning-by-talk in mathematics: Modelling a Computer Supported Classroom Discourse to enhance School Mathematics Education.
• Hauge, Trond Eiliv (2009). Sosiale betingelser for faglig samarbeid på nett. Om samspill og utformimg av teknologiomgivelser.
• Hauge, Trond Eiliv (2009). Undervisning i endring - forholdet til skolebygg og digital teknologi.
• Hauge, Trond Eiliv; Norenes, Svein Olav & Moen, Anne (2008). School leadership in changing institutional practices. Creating shared spaced for collective assessment of classroom.
• Hauge, Trond Eiliv; Norenes, Svein Olav & Moen, Anne (2008). Ullern School Development. Mediating tools in teachers' professional development and institutional change.
• Mørch, Anders Irving; Moen, Anne; Hauge, Trond Eiliv & Ludvigsen, Sten Runar (2008). From Knowledge Management to Technology-Enhanced Workplace Learning: Issues and Examples. Show summary

  Instead of developing E-learning from scratch, one can integrate it with existing information systems. We refer to this form of E-learning as Technology-Enhanced Workplace Learning (TEWL). The context for the paper is the analysis and design of TEWL in the European Knowledge Practices Laboratory (KP-Lab) project (www.kp-lab.org). KP-Lab focuses on developing an integrated learning environment aimed at facilitating innovative practices in sharing, creating and working with knowledge in education and workplaces. A major effort is focused on understanding boundary crossing between educational institutions and workplaces. To study these phenomena, we develop a conceptual framework based on a survey of trends in knowledge management and related areas. We distinguish between three perspectives on KM (technical, sociotechnical, and sociocultural). The perspectives, concepts and tools we highlight are used to discuss three cases of knowledge practices (software company, hospital institution, and school).

• Hauge, Trond Eiliv & Norenes, Svein Olav (2008). VideoPaper technology as a participatory design for knowledge development. A study of Mathematics teachers’ design of teaching.
• Hauge, Trond Eiliv; Norenes, Svein Olav & Moen, Anne (2008). School leadership and institutional change. Creating shared spaces for design of collective practices and knowledge advancement.
• Lund, Andreas & Hauge, Trond Eiliv (2008). Changing tools - changing objects: a precarious balance.
• Hauge, Trond Eiliv (2008). Læreren i onlineskolen.
• Hauge, Trond Eiliv (2008). Undervisning i endring: Læring med IKT?
• Hauge, Trond Eiliv (2008). Læreren i online-skolen - og jakten på PISA-kunnskaper.
• Hauge, Trond Eiliv (2008). Ny teknologi i skolen - en ny lærerrolle?
• Lund, Andreas; Hauge, Trond Eiliv & Vestøl, Jon Magne (2007). Undervisning som utfordring. In Hauge, Trond Eiliv; Lund, Andreas & Vestøl, Jon Magne (Ed.), Undervisning i endring: IKT, aktivitet, design. Abstrakt forlag. ISSN 978-82-7935-226-6. p. 13–61.
• Moen, Anne & Hauge, Trond Eiliv (2007). “Design for Knowledge Practices, Transforming knowledge practices in professional networks – examples form education and workplaces”.
• Dolonen, Jan Arild & Hauge, Trond Eiliv (2007). Towards an activity driven design method for online learning resources (paper).
• Lund, Andreas & Hauge, Trond Eiliv (2007). Changing objects in knowledge creating practices.
• Lund, Andreas & Hauge, Trond Eiliv (2007). Changing objects in knowledge creation practices.
• Lund, Andreas; Vestøl, Jon Magne & Hauge, Trond Eiliv (2007). IKT, aktivitet og design av undervisning.
• Hauge, Trond Eiliv; Dolonen, Jan Arild & Smørdal, Ole (2007). Semantic interoperability of learning resource descriptions based on national curricula.
• Hauge, Trond Eiliv & Norenes, Svein Olav (2007). Productive learning in ICT-rich environments.
• Hauge, Trond Eiliv & Norenes, Svein Olav (2007). Designing for institutional change and professional learning.
• Hauge, Trond Eiliv (2007). Undervisning i endring. Utfordringer i bruk av nye teknologier.
• Hauge, Trond Eiliv (2007). Utvikling av digital kompetanse - et samspill mellom teknologi og praksis i klasserommet.
• Hauge, Trond Eiliv & Refseth, Yngve (2007). Lærerrollen i prosjektarbeid.
• Hauge, Trond Eiliv (2006). Kunsten å navigere i teknologi og læring - ledelse i skolen.
• Hauge, Trond Eiliv & Lund, Andreas (2006). Skjer det noen læring for elevene på Ullern skole? Glimt fra klasserom og teknologibruk ved nysgjerrige forskere på InterMedia.
• Hauge, Trond Eiliv & Lund, Andreas (2006). Produktive læringsformer med IKT: Wiki og mappevurdering.
• Hauge, Trond Eiliv (2005). Skoledelse, skoleutvikling og IKT. Show summary

  Ledelse og deltakelse i paneldiskusjon mellom professor Jorunn Møller, ILS, rektor Pål Riis, Ullern vidergående skole, rektor Guro Kirkerud, Biri ungdomsskole: Drøfting av ledelse i digitale læringsomgivelser.

• Hauge, Trond Eiliv (2005). IKT og læring. Fra forskning til praksis.
• Hauge, Trond Eiliv (2005). Skoleledelse i digitale omgivelser.
• Hauge, Trond Eiliv (2005). Skoleledelse i digitale læringsomgivelser. Kunsten å navigere i teknologi og læring.
• Hauge, Trond Eiliv (2005). Nasjonale prøver - mangfold eller ensretting?
• Hauge, Trond Eiliv (2005). The Calibrate Project: Challenges in curriculum mapping and association.
• Lillejord, Sølvi; Halvorsrud, Kristoffer; Ruud, Erik; Morgan, Konrad; Freyr, Tor & Fischer-Griffiths, Peder [Show all 10 contributors for this article] (2015). Frafall i videregående opplæring. En systematisk kunnskapsoversikt. Norges forskningsråd.
• Lillejord, Sølvi; Børte, Kristin; Ruud, Erik; Hauge, Trond Eiliv; Hopfenbeck, Therese Nerheim & Tolo, Astrid [Show all 8 contributors for this article] (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet. En systematisk kunnskapsoversikt. Norges forskningsråd. ISSN 978-82-12-03332-0.
• Lillejord, Sølvi; Kristin, Børte; Erik, Ruud; Hauge, Trond Eiliv; Therese N., Hopfenbeck & Astrid, Tolo [Show all 8 contributors for this article] (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet: En systematisk kunnskapsoversikt. Kunnskapssenter for utdannning: Oslo. Show summary

  Kunnskapssenter for utdanning presenterer her en systematisk kunnskapsoversikt som har følgende problemstilling: Hvilke former for lærervurdering kan ha positiv innvirkning på skolens kvalitet I den inkluderte litteraturen finnes beskrivelser av nasjonale systemer for lærervurdering fra Chile, Kina,Belgia og Portugal. Felles for alle landene er at systemene har doble formål. De skal både bidra tilprofesjonsutvikling (formativt), og kvalitetssikring og kontroll (summativt). Forskningen viser at det er entendens til at profesjonsutvikling blir nedprioritert og kontrollfunksjonene overtar. Problemene ser ut til åoppstå når nasjonale intensjoner skal iverksettes lokalt. Om vurderingen skal føre til læring ogprofesjonsutvikling, er det nødvendig med kunnskapsrike skoleeiere og skoleledere og et godt samarbeidmellom ledelse og lærere. Forskning om summativ vurdering kommer stort sett fra USA. Her har flere delstater tatt i bruk Value-Added modeller som tar sikte på å måle den enkelte lærers bidrag til elevenes læringsutbytte. Mye av litteraturen som er fanget opp gjennom søkene drøfter kvaliteten på ulike psykometriske modeller og reliabiliteten av de økonomiske modellene som brukes i lærervurderingssystemene. Mange forskere er kritiske til bruken av slike modeller, spesielt når tallene brukes til å ansette, forfremme eller si opp lærere. Majoriteten av studiene som har sett på prestasjonslønn i vurderingssystemer basert på Value-Added modeller, konkluderer med at de ikke finner positiv effekt av lønnsinsentiver verken på lærernes arbeidsinnsats eller praksis.

• Hauge, Trond Eiliv; Vedøy, Gunn & Norenes, Svein Olav (2009). Transforming practices in educational leadership. A KP-lab case study report. KP-Lab Helsinki/Oslo.
• Moen, Anne; Mørch, Anders Irving; Nygård, Kathrine Amundsen; Nes, Sturle; Andersen, Renate & Mushtaq, Shazia [Show all 19 contributors for this article] (2009). Report on outcomes of empirical studies (D10.4). University of Helsinki.
• Toiviainen, Hanna; Moen, Anne; Hauge, Trond Eiliv; Lallimo, Jiri; Mørch, Anders Irving & Nes, Sturle [Show all 9 contributors for this article] (2008). Synthetic report of knowledge management approaches in workplaces using insights from case studies and literature review. KP-Lab.
• Dolonen, Jan Arild; van Assche, Frans; Hartinger, Sylvia; Splichal, Jiri; Hauge, Trond Eiliv & Smørdal, Ole (2007). Supporting tools integrated into LRE portal version3. Report D1.1 Calibrating eLearning in Schools. EU-IST project 028205. Show summary

  To enhance interoperability in the exchange of digital learning resources in different repositories across EU, WP1 in CALIBRATE has developed a curriculum mapping tool called 'Topic Mapper', which enables us to map curricula from one nation/region to another using controlled vocabularies. When national/regional curricula across EU have been mapped to each other, teachers and digital learning resource providers will have tools where they can add metadata tags, which exist in all EU languages, to the learning resource using their own national/regional curriculum. These tags will then be automatically mapped to the curriculum terms used in other countries. Then, if a resource is metadata tagged according to a part in one curriculum (e.g. the Flemish curriculum), it can be discovered and shown in terms of relevant parts in another curriculum (e.g. the Austrian curriculum).

• Hauge, Trond Eiliv; Øverby, Erlend; Smørdal, Ole & Dolonen, Jan Arild (2006). Mapping National Curricula and Classifying of Learning Resources for Semantic interoperability. Report D1.1 Calibrating eLearning in Schools. EU-IST project 028205.

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