Ola Andres Erstad

Professor - Institutt for pedagogikk

English version of this page

E-post o.a.erstad@iped.uio.no

Telefon +47 22855216

Rom 562

Brukernavn

Besøksadresse Sem Sælands vei 7 Helga Engs hus 0371 Oslo

Postadresse Postboks 1092 Blindern 0317 Oslo

Pressebilde Last ned visittkort

Faglige interesser

Det er fem faglige områder som har vært, og er, sentrale i Ola Erstads forskningsvirksomhet:

Digital kompetanse/Media literacy. Hvordan barn og unge forholder seg til og bruker ulike medier. Tidligere har denne forskningen vært rettet mot medieundervisning i skolen, men i løpet av de siste årene har betegnelsen digital kompetanse blitt mer brukt. Det handler om konsekvensene av den digitale utvikling på barn og unges oppvekstvilkår og opplæring. Nå i 2022 arbeider jeg med flere prosjekter som peker vei videre i dette feltet.
’Learning Lives’/Læringsløp. I flere forskningsprosjekter, med finansiering fra NFR, som jeg har ledet fra 2010 til 2016, har vi rettet fokus mot forholdet mellom det vi tradisjonelt betegner som formell og uformell læring. I ett prosjekt, på norsk kalt 'Barn og unges læringsløp i Groruddalen', rettet vi fokus mot elever i ulike aldersgrupper og fulgte de over tid gjennom overganger i utdanningssystemet, og fra skolen og ut i lokalsamfunnet for å dokumentere ulike praksiser de var involvert i. I et annet prosjekt, på norsk kalt 'Læring på tvers', fulgte vi en gruppe unge gjennom hele ungdomsskolen, i og utenfor skolen, og også med fokus på lærerene i sine fag som gjorde koblinger mellom tilganger til kunnskap innenfor og utenfor klasserommet, i elevenes lokalsamfunn. Gjennom ulike aktiviteter og prosjekter arbeider jeg nå (2022) videre med denne tematikken.
Kunnskapsbygging med digitale medier. Tema om kunnskap, teknologi og læring står sentralt i flere aktiviteter. Hvordan endrer teknologiutviklingen perspektiv på kunnskap og læring? Dette er knyttet til et sosiokulturelt perspektiv på læring. Dette perspektivet er aktuelt knyttet til 'Fagfornyelsen' og den rolle digitaliseringen har for fornyelsen av fag og kunnskapsstrukturer i eleveles læring.
Plattformisering og pedagogikk. Dette området har blitt mer sentralt de senere årene, som en gjenspeiling av at pedagogikken utfordres i forhold til fremveksten av digitale plattformer og hvordan vi alle lever paralelle liv på ulike plattformer, både i formelle og uformelle sammenhenger. Jeg har flere søknader inne om denne tematikken.

Fullførte prosjekter

PILOT (Prosjekt – Innovasjon i Læring, Organisasjon og Teknologi) 1999 – 2003.
SITES M2 (Second Information Technology in Education Module 2 (2000-2003).
Lærende Nettverk (2005 – 2009).
Digital storytelling i skolen’. Del av prosjektet ‘Mediatized Stories’ ledet av Knut Lundby. (2007-2010)
Local Literacies and Community Spaces. The learning lives of young people in Groruddalen. (2009-2013). Finansiert av NFR, Fripro.
Knowledge in Motion Across Contexts of Learning. (2013-2016). Finansiert av NFR, Finnut.

Undervisning

Erstad har undervist på ulike nivå ved Institutt for Pedagogikk.
Har hatt diverse ph.d.-kurs som del av forskerutdanningen ved PFI/IPED, i ’kvalitativ metode’, om ’trender i ungdomsforskning’ og ’teknologi og læring’.

Administrative oppgaver

Koordinator for forskerutdanningen ved Pedagogisk forskningsinstitutt, UiO, 2006-2009.
Forskningsleder ved Pedagogisk forskningsinstitutt, UiO, 2007-2009.
Instituttleder ved Institutt for pedagogikk, UiO, 2015-2020.

Bakgrunn

Utdanning:

Cand. Paed. Fra PFI, UiO, 1988.
Dr. polit. Fra Institutt for Medier og Kommunikasjon, UiO, 1997.

Arbeidserfaring:

Førstekonsulent, KUF, 1988-1989.
Stipendiat, IMK, 1989-1996.
Juniorekspert i UNESCO, 1993-1994.
Forsker i Telenor FoU, 1996-1997.
Forsker ved Politihøgskolen, 1997-1998.
Forskningsleder ved ITU, UiO, 1998-2005.
Førsteamanuensis ved PFI, UiO, 2005-2008.
Professor ved PFI/IPED, UiO, 2008 -
Visiting Professor, Laboratory of Comparative Human Cognition, UC San Diego, 2010 – 2011.
Guest Professor at the University of Southern-Denmark, 2014 – 2016
Forskergruppeleder, TransAction: Learning, Knowing and Identity in the Information Society, 2006-2014.
Leading member, Scientific Committee of the Forward Look by the European Science Foundation, Media studies: New Media and New Literacies, 2011-2013.
Leder, NordLAC: Nordic Network on Learning Across Contexts. Finansiert av NordForsk, 2012-2014.
Leder av nasjonal forskerskole NATED – National Graduate School in Educational Sciences, national PhD school funded by Norwegian Research Council, 2012-2014.
Medlem av the National Reference Group for ‘Europe in a changing world’, H2020, for NFR, 2016-2018.
Vice-Chair, The Digital Literacy and Multimodal Practices of Young Children (http://digilitey.eu/). Funder: COST Actions, 2015 –19
Chair of the Scientific Advisory Committee for Science Europe, Brussels, 2016-2019.
Leder av the Assessment Committee (9 top European Professors) assessing 16 Centres of Excellence (Education) in Portugal. On-site visits and reports based on documentation, 2019.
Instituttleder IPED, 2015-2020.

Emneord: Pedagogikk, IKT og læring, Klasseromsforskning, Kunnskap i skolen, Moderne oppvekst, Skoleutvikling, Formell og uformell læring

Erstad, Ola Andres; Hegna, Kristinn; Livingstone, Sonia; Negru-Subtirica, Oana & Stoilova, Mariya (2024). How digital technologies become embedded in family life across generations: scoping the agenda for researching ‘platformised relationality’. Families, Relationships and Societies. ISSN 2046-7435. doi: 10.1332/20467435Y2024D000000023. Vis sammendrag
This article advances the unfolding research agenda on families, relationships and societies in the so-called ‘platform society’ by applying both a relational lens and a multigenerational approach. Our scoping review of the multidisciplinary research literature revealed two main themes linking relationality and digital platforms: (1) the intensification of connectedness, especially in relation to intimacy, belonging and care, and (2) power struggles and conflicts in a context of interdependency and vulnerability. The studies identified suggest that relationality is transformed rather than interrupted through the emergence of new platformed practices as well as the reconfiguration of existing ones. Hence we propose an emphasis on ‘platformised relationality’, and call for greater specificity in the analysis of platform affordances in future research on families’ engagement with digital platforms, as well as greater attention to family relationships beyond the often-studied parent–child relationship.
Erstad, Ola Andres; Kucirkova, Natalia; Mangen, Anne; Aarsand, Pål André & Blikstad-Balas, Marte (2023). Reading in the digital age: Differences and commonalities across research approaches. Nordic Journal of Digital Literacy. ISSN 1891-943X. 18(4), s. 272–286. doi: 10.18261/NJDL.18.4.6. Fulltekst i vitenarkiv
Erstad, Ola Andres & Silseth, Kenneth (2023). Rethinking the boundaries of learning in a digital age. Learning, Media & Technology. ISSN 1743-9884. 48(4), s. 557–565. doi: 10.1080/17439884.2023.2260977.
Erstad, Ola Andres (2023). Understanding Learning Lives in Transition: The Cultural Dynamics of Education Among Migrant Children. I Lee, W.O.; Goodwin, A.L. & Green, A. (Red.), International Handbook on Education Development in Asia-Pacific.. Springer. ISSN 978-981-16-2327-1. doi: https:/doi.org/10.1007/978-981-16-2327-1_114-1.
Erstad, Ola Andres & Siddiq, Fazilat (2022). Educational assessment of 21st century skills—novel initiatives, yet a lack of systemic transformation . I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. 245–255. doi: 10.1016/B978-0-12-818630-5.09038-2. Vis sammendrag
Our aim is to discuss critical issues related to educational assessment in contemporary societies, especially of so-called 21st century skills. We introduce some key definitions of 21st century skills, outline international initiatives dedicated to advancing them, and present two examples of national curricular developments emphasizing and integrating these. Next, we present some examples of projects illustrating the interrelationship between assessment, education and technological development. Last, we introduce some perspectives on the assessment and transformation of education that point toward opportunities and pitfalls for the future. Our analysis shows that while there are a number of ongoing initiatives dedicated to developing instruments and curricula for assessment of 21st century skills, there are also fundamental challenges for the development of relevant assessments on a systemic level and for transforming practices related to 21st century skills more broadly. The lack of representation from several parts of the world, in international assessment initiatives on 21st century skills, is also striking. By taking a meta-perspective, we identify evolving themes within this field and provide a critical perspective on these developments. We conclude there are a number of opportunities and pitfalls for creating good synergies between 21st century skills in curricula and practices, as well as for developing assessment strategies.
Erstad, Ola Andres (2022). Pedagogikkens relevans i den digitale tilstand. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 8, s. 314–327. Fulltekst i vitenarkiv
Erstad, Ola Andres & Silseth, Kenneth (2022). Transformations and unresolved tensions: Children, school and technology. I Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (Red.), Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education.. Routledge. ISSN 978-0-367-70252-6. s. 30–40.
Damsa, Crina I.; Erstad, Ola Andres; Sefton-Green, Julian; hillman, Thomas; Araos Moya, Andres Arturo & Richter, Christoph [Vis alle 12 forfattere av denne artikkelen] (2022). Platformization in and of education ̶Exploring a new research agenda . Computer-Supported Collaborative Learning Series (CSCL). ISSN 1573-4552.
Silseth, Kenneth & Erstad, Ola Andres (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. doi: 10.1016/j.tate.2022.103633.
Erstad, Ola Andres; Mino, Raquel & Rivera-Vargas, Pablo (2021). Public schools for educational transformation in the Knowledge Society Escuelas públicas para la transformación en la Sociedad del Conocimiento. Comunicar. ISSN 1134-3478. 29(66), s. 1–5.
Erstad, Ola Andres & Gilje, Øystein (2021). Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk. . Aktualitet. Litteratur, kultur og medier. ISSN 2446-1296. 15(3), s. 11–18. Fulltekst i vitenarkiv
Feng, Shihui; Erstad, Ola Andres & Li, Mengqian (2021). Social Connections Matter: Online and offline civic engagement among college students. Proceedings of the Association for Information Science and Technology. ISSN 2373-9231. 58, s. 127–138.
Erstad, Ola Andres; Kjällander, Susanne & Jarvela, Sanna (2021). Facing the challenges of 'digital competence'. A Nordic agenda for curriculum development for the 21st century. Nordic Journal of Digital Literacy. ISSN 1891-943X. 16(2), s. 77–87. Fulltekst i vitenarkiv
Erstad, Ola; Miño, Raquel & Rivera-Vargas, Pablo (2021). Educational practices to transform and connect schools and communities. Comunicar. ISSN 1134-3478. XXIX(66), s. 9–21. Fulltekst i vitenarkiv
Erstad, Ola (2020). In Transition to School: Across Vernacular and Institutional Multiliteracies. I Kumpulainen, Kristiina & Sefton-Green, Julian (Red.), Multiliteracies and early years innovation. Perspectives from Finland and beyond.. Routledge. ISSN 978-1-138-36160-7. Fulltekst i vitenarkiv
Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pires Pereira, Iris Susana (2020). The Emerging Field of Digital Literacies in Early Childhood, The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 1–17.
Erstad, Ola (2020). Grenseflater i unges læringsliv. I Elf, Nikolaj; Høegh, Tina; Kabel, Kristine; Krogh, Ellen; Piekut, Anke & Rørbech, Helle (Red.), Grænsegængere og grænsedragninger i nordiske modersmålsfag. Syddansk Universitetsforlag. ISSN 9788740833003. s. 21–43. Fulltekst i vitenarkiv
Erstad, Ola & Gillen, Julia (2020). Theorizing digital literacy practices in early childhood. The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 31–45. Fulltekst i vitenarkiv
Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pires Pereira, Iris Susana (2020). Introduction: the emerging field of digital literacies in early childhood, The Routledge handbook of digital literacies in early childhood. Routledge. ISSN 9781138303881. s. 1–17. Fulltekst i vitenarkiv
Erstad, Ola & Klevenberg, Bente (2019). Kunnskapsbygging, teknologi og utforskende arbeidsmåter. I Knain, Erik & Kolstø, Stein Dankert (Red.), Elever som forskere i naturfag. Universitetsforlaget. ISSN 978-82-15-03144-6. s. 44–70. Fulltekst i vitenarkiv
Erstad, Ola (2019). Ubuntu and bildung in Oslo and Zanzibar. I Sefton-Green, Julian & Erstad, Ola (Red.), Learning Beyond the School. International perspectives on the schooled society.. Routledge. ISSN 9781138087712. s. 61–79. doi: 10.4324/9781315110318-5. Fulltekst i vitenarkiv
Snaddon, Bruce; Morrison, Andrew; Hemmersam, Peter; Grant-Broom, Andrea & Erstad, Ola (2019). Investigating design-based learning ecologies. Artifact: Journal of Design Practice. ISSN 1749-3463. 6(1&2), s. 2.1–2.30. doi: 10.1386/art_00006_1. Fulltekst i vitenarkiv
Erstad, Ola & Silseth, Kenneth (2019). Futuremaking and digital engagement: From everyday interests to educational trajectories. Mind, Culture, and Activity. ISSN 1074-9039. 26(4), s. 309–322. doi: 10.1080/10749039.2019.1646290. Fulltekst i vitenarkiv
Morrison, Andrew; Erstad, Ola; Liestøl, Gunnar; Pinfold, Nicholas; Snaddon, Bruce & Hemmersam, Peter [Vis alle 7 forfattere av denne artikkelen] (2019). Investigating agentive urban learning: an assembly of situated experiences for sustainable futures. Oxford Review of Education. ISSN 0305-4985. 45(2), s. 204–223. doi: 10.1080/03054985.2018.1556627. Fulltekst i vitenarkiv
Erstad, Ola (2018). Transforming education for 21st Century Challenges: Learning, Identity and Trajectories. I Brock-Utne, Birgit & Vuzo, Mwajuma Siama (Red.), Transforming Education for Development in Africa.. Mkuki na Nyota Publishers. ISSN 978-9987-083-50-3. s. 195–219.
Erstad, Ola (2018). Trajectories of knowledge builders: A learning lives approach. QWERTY - Interdisciplinary Journal of Technology, Culture and Education. ISSN 1828-7344. 13(2), s. 11–31. doi: 10.30557/QW000002.
Voogt, Joke & Erstad, Ola (2018). Section Introduction: Curricular Challenges of the Twenty-First Century. I Voogt, Joke; Knezek, Gerald; Christensen, R & Lai, K-W (Red.), Handbook of Information Technology in Primary and Secondary Education. Springer. ISSN 978-3-319-71053-2. s. 15–19. doi: 10.1007/978-3-319-71054-9_96. Fulltekst i vitenarkiv
Erstad, Ola & Voogt, Joke (2018). The Twenty-First Century Curriculum: Issues and Challenges. I Voogt, Joke; Knezek, Gerald; Christensen, R & Lai, K-W (Red.), Handbook of Information Technology in Primary and Secondary Education. Springer. ISSN 978-3-319-71053-2. s. 19–36. Fulltekst i vitenarkiv
Forkosh Baruch, Alona & Erstad, Ola (2018). Upbringing in a Digital World: Opportunities and Possibilities. Technology, Knowledge and Learning. ISSN 2211-1662. 23(3), s. 377–390. doi: 10.1007/s10758-018-9386-8. Fulltekst i vitenarkiv
Wiig, Astrid Camilla; Wittek, Anne Line & Erstad, Ola (2018). Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource. Learning, Culture and Social Interaction. ISSN 2210-6561. 22, s. 1–13. doi: 10.1016/j.lcsi.2018.07.001. Fulltekst i vitenarkiv
Jornet, Alfredo & Erstad, Ola (2018). From learning contexts to learning lives: Studying learning (dis)continuities from the perspective of the learners. Digital Education Review. ISSN 2013-9144. s. 1–25. Fulltekst i vitenarkiv
Silseth, Kenneth & Erstad, Ola (2018). Connecting to the outside: Cultural resources teachers use when contextualizing instruction. Learning, Culture and Social Interaction. ISSN 2210-6561. 17, s. 56–68. doi: 10.1016/j.lcsi.2017.12.002. Fulltekst i vitenarkiv Vis sammendrag
The aim of this article is to examine what resources teachers mobilize when contextualizing instruction. In this instructional method, teachers use students' everyday experiences as tools for teaching subject matter at school. Research has documented that contextualizing instruction can support classroom learning. However, we do not know very much about what types of resources teachers view as relevant in this kind of instructional work. In this article, we analyze video data of student-teacher interactions in 43 lessons, which were collected when following four lower secondary teachers over one academic year. The analysis is based on a sociocultural perspective of learning and teaching in which the focus of analysis is on what kind of everyday experiences teachers orient to when supporting students' participation. The findings show that the resources teachers orient to can be grouped into five categories: (1) teachers orienting to characteristics of the local community, (2) teachers orienting to examples from everyday practices, (3) teachers orienting to personal issues, (4) teachers orienting to concrete objects, and (5) teachers orienting to knowledge from travelling abroad. These categories show variation and multiplicity of resources that teachers use when contextualizing instruction, and the implications of this multiplicity are discussed in the article.
Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola (2018). Creating intercontextuality in students learning trajectories: Opportunities and difficulties. Language and Education. ISSN 0950-0782. 32(1), s. 43–59. doi: 10.1080/09500782.2017.1367799. Fulltekst i vitenarkiv Vis sammendrag
This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher–student interactions, with a particular focus on the teacher’s role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in regular lessons. The analysis is based on sociocultural and dialogical approaches to meaningmaking and learning, in which video data is subjected to interaction analysis. Our main findings illustrate that creating intercontextuality in students’ learning trajectories, by building on everyday knowledge and experiences as resources for classroom interactions, remains a complex task. In the classrooms we have followed, the findings show that the teacher’s narratives of how to frame learning activities and position the students in meaning-making process are grounded in teachers’ norms and assumptions of what constitutes appropriate resources to engage students’ in the dialogic creation of intercontextuality. These findings have implications for how teachers frame learning activities where students get opportunities to build upon relevant resources for discussing ideas brought to life in complex social interactions.
Erstad, Ola (2017). Det produktive paradoks: Koding, makt og dømmekraft i nye mediestrukturer. I Engen, Bård Ketil; Giæver, Tonje Hilde & Mifsud, Louise (Red.), Digital Dømmekraft. Gyldendal Akademisk. ISSN 9788205491809. s. 184–200.
Silseth, Kenneth; Wiig, Camilla & Erstad, Ola (2017). Elevers hverdagserfaringer og kunnskaper som ressurser for læring. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 37–54.
Erstad, Ola & Smette, Ingrid (2017). Sammenhenger mellom læringsarenaer - utfordringer og muligheter. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 151–161.
Smette, Ingrid & Erstad, Ola (2017). Elevers læring på tvers av skole og fritid. I Erstad, Ola & Smette, Ingrid (Red.), Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISSN 978-82-02-53333-5. s. 11–21.
Tondeur, Jo; Aesaert, Koen; Pynoo, Bram; van Braak, Johan; Fraeyman, Norbert & Erstad, Ola (2017). Developing a validated instrument to measure preservice teachers? ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology (BJET). ISSN 0007-1013. 48(2), s. 462–472. doi: 10.1111/bjet.12380.
Arnseth, Hans Christian; Erstad, Ola; Juhanak, Libor & Zounek, Jiri (2016). Studia Paedagogica. Studia Paedagogica. ISSN 1803-7437. 21(1).
Erstad, Ola (2016). Agentive Students Using Social Media - Spatial Positionings and Engagement in Space2cr8. I Walrave, Michel; Ponnet, Koen; Vanderhoven, Ellen; Haers, Jacques & Segaert, Barbara (Red.), Youth 2.0: Social media and adolescence. Connecting, sharing and empowering. Springer Publishing Company. ISSN 978-3-319-27891-9. s. 79–99. doi: 10.1007/978-3-319-27893-3_5.
Erstad, Ola (2016). Literacy Spaces, Digital Pathways and Connected Learning. I Knobel, Michele & Kalman, Judy (Red.), New Literacies and Teacher Learning — Professional Development and the Digital Turn. Peter Lang Publishing Group. ISSN 978-1433129117. s. 89–107.
Gilje, Øystein & Erstad, Ola (2016). Authenticity, agency and enterprise education studying learning in and out of school. International Journal of Educational Research. ISSN 0883-0355. doi: 10.1016/j.ijer.2016.05.012.
Erstad, Ola; Kumpulainen, Kristiina; Makitalo, Åsa; Schrøder, Kim Christian; Pruulmann-Vengerfeldt, Pille & Jóhannsdóttir, Thuridur (2016). Tracing learning experiences within and across contexts: A Nordic approach. I Erstad, Ola; Kumpulainen, Kristiina; Makitalo, Åsa; Schrøder, Kim Christian; Pruulmann-Vengerfeldt, Pille & Jóhannsdóttir, Thuridur (Red.), Learning across Contexts in the Knowledge Society. Brill|Sense. ISSN 9789463004145. s. 1–14. doi: 10.1007/978-94-6300-414-5_1.
Arnseth, Hans Christian; Erstad, Ola; Juhanak, Libor & Zounek, Jiri (2016). Pedagogika a nove vyzvy vyzkumu ICT: role digitalnich technologii v kazdodennim zivote a uceni mladeze / Pedagogy and new challenges in ICT research: On the role of digital technologies in everyday life and youth learning. Studia Paedagogica. ISSN 1803-7437. 21(1), s. 87–110. doi: 10.5817/SP2016-1-5.
Erstad, Ola (2016). Navigering i læringens grenseland - om grenseflater mellom formell og uformell læring. I Krumsvik, Rune Johan (Red.), Digital læring i skole og lærerutdanning. Universitetsforlaget. ISSN 9788215020495. s. 120–135.
Erstad, Ola & Sefton-Green, Julian (2016). Researching 'learning lives' - a new agenda for learning, media and technology. Learning, Media & Technology. ISSN 1743-9884. 42(2), s. 246–250. doi: 10.1080/17439884.2016.1170034.
Erstad, Ola (2016). Agentive students using social media - Spatial positionings and engagement in Space2cre8. I Walrave, Michel; Ponnet, Koen; Vanderhoven, Ellen; Haers, Jacques & Segaert, Barbara (Red.), Youth 2.0: Social media and adolescence. Connecting, sharing and empowering. Springer Publishing Company. ISSN 978-3-319-27891-9. s. 79–102. doi: 10.1007/978-3-319-27893-3.
Erstad, Ola (2016). Literacy Spaces, Digital Pathways and Connected Learning: Teachers' professional development in times of new mobilities. I Knobel, Michele & Kalman, Judy (Red.), New literacies and teacher learning. Peter Lang Publishing Group. ISSN 978-1-4331-2912-4. s. 89–109.
Smørdal, Ole; Liestøl, Gunnar & Erstad, Ola (2016). Exploring situated knowledge building using mobile augmented reality . QWERTY - Interdisciplinary Journal of Technology, Culture and Education. ISSN 1828-7344. 11(1). Vis sammendrag
Emergence of ‘smart’ mobile technologies has the potential to challenge our current understanding of digital tools and environments as a means for knowledge building. Within this framework, we have explored experiential and situated knowledge building that is contextualized across physical locations and digital environments by means of mobile augmented reality. We report from a design experiment in collaboration with a 9th grade science teacher in Oslo. The topic was set to be socio-scientific issues related to climate change, and we designed a mobile augmented reality application based on a 3D situated simulation including historical cues and open questions for the students to investigate This environment was accessed from the school campus and on the proper location in the vicinity of the school. The findings show that students are able to connect observations in their physical and digital environments, knowledge building, and curricular subjects at several levels. We discuss the exploration in the context of emergent smart technologies that can facilitate higher-level outcomes such as more coherent explanations.
Roth, Solveig & Erstad, Ola (2016). Positional identities in educational transitions: connecting contemporary and future trajectories among multiethnic girls. Ethnography and Education. ISSN 1745-7823. 11(1), s. 57–73. doi: 10.1080/17457823.2015.1040044.
Liestøl, Gunnar; Smørdal, Ole & Erstad, Ola (2015). STEM–Learning by means of Mobile Augmented Reality. Exploring the Potential of Augmenting Classroom Learning with Situated Simulations and Practical Activities on Location. I Chova, L. Gómez; Martínez, A. López & Torres, I. Candel (Red.), Edulearn15 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 978-84-606-8243-1. s. 6515–6523.
Erstad, Ola (2015). Learning Lives Across Educational Boundaries: Continuity and discontinuity in learning trajectories. International Journal for Research on Extended Education (IJREE). ISSN 2196-3673. 3, s. 9–22. doi: 10.3224/ijree.v3i2.20886.
Erstad, Ola (2015). Educating the digital generation: Exploring media literacy for the 21st century. Nordic Journal of Digital Literacy. ISSN 1891-943X. 2015(4 (special issue)), s. 85–102.
Erstad, Ola; Eickelmann, Birgit & Eichhorn, Koos (2015). Preparing teachers for schooling in the digital age: A meta-perspective on existing strategies and future challenges. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. ISSN 1360-2357. 20(4), s. 641–654. doi: 10.1007/s10639-015-9431-3.
Bjørgen, Anne Mette & Erstad, Ola (2015). The connected child: tracing digital literacy from school to leisure. Pedagogies: An International Journal. ISSN 1554-480X. 10(2), s. 113–127. doi: 10.1080/1554480X.2014.977290.
Erstad, Ola (2014). The learning lives of digital youth - beyond the formal and informal, Digital technologies in the lives of young people. Routledge. ISSN 978-1-138-01863-1. s. 25–45. doi: 10.1080/03054985.2011.577940.
Erstad, Ola & Gilje, Øystein (2014). Tracing Learning across contexts: Methodological Challenges and ethical considerations. I Gudmundsdottir, Greta Björk & Vasbø, Kristin Beate (Red.), Methodological Challenges When Exploring Digital Learning Spaces In Education. Brill|Sense. ISSN 978-94-6209-736-0. s. 135–150. doi: 10.1007/978-94-6209-737-7_9.
Erstad, Ola & Drotner, Kirsten (2014). Inclusive Media Literacies: Interlacing media studies and education studies. International Journal of Learning and Media. ISSN 1943-6068. 4(2), s. 19–31. doi: 10.1162/ijlm_a_00092.

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Erstad, Ola Andres; Hagtvet, Ragna Bente & Wertsch, James V. (2024). Education and Dialogue in Polarized Societies. Oxford University Press. ISBN 9780197605424. 256 s.
Kumpulainen, Kristiina; Kajamaa, Anu; Erstad, Ola Andres; Mäkitalo, Åsa; Drotner, Kirsten & Jakobsdottir, Solveig (2022). Nordic Childhoods in the Digital Age. Insights into Contemporary Research on Communication, Learning and Education. Routledge. ISBN 978-0-367-70252-6. 217 s. Fulltekst i vitenarkiv
Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina & Pereira, iris Susana Pires (2020). The Routledge handbook of digital literacies in early childhood. Routledge. ISBN 9781138303881. 473 s.
Sefton-Green, Julian & Erstad, Ola (2019). Learning Beyond the School. International perspectives on the schooled society. Routledge. ISBN 9781138087712. 237 s.
Erstad, Ola & Smette, Ingrid (2017). Ungdomsskole og ungdomsliv. Læring i skole, hjem og fritid. Cappelen Damm Akademisk. ISBN 978-82-02-53333-5. 159 s.
Erstad, Ola; Gilje, Øystein; Sefton Green, Julian & Arnseth, Hans Christian (2016). Learning Identities, Education and Community. Young lives in the cosmopolitan city. Cambridge University Press. ISBN 9781107625211. 262 s.
Erstad, Ola; Kumpulainen, Kristiina; Makitalo, Åsa; Schrøder, Kim Christian; Pruulmann-Vengerfeldt, Pille & Jóhannsdóttir, Thuridur (2016). Learning across Contexts in the Knowledge Society. Brill|Sense. ISBN 9789463004145. 260 s.

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Erstad, Ola Andres; Mangen, Anne; Blikstad-Balas, Marte; Kucirkova, Natalia & Aarsand, Pål André (2024). Ulike lesemåter er viktigere enn krangling om skjerm. Dagsavisen. ISSN 1503-2892.
Ludvigsen, Sten Runar; Erstad, Ola Andres & Aalbergsjø, Siv Gundrosen (2023). Panelsamtale om samarbeidslæring og teknologi i undervisning.
Amdam, Synnøve Hedemann; Moltudal, Synnøve Heggedal; Munthe, Elaine; Erstad, Ola Andres & Forsström, Sanna Erika (2023). Digitalization in schools: Future research needs and designs.
Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Vis alle 8 forfattere av denne artikkelen] (2022). GrunnDig og implikasjoner for lærerutdanning.
Njå, Morten Bergsten; Moltudal, Synnøve Heggedal; Erstad, Ola Andres & Hagen, Silje Bergill (2022). Digitalisering i grunnopplæring; Hvordan forstås digitaliseringsbegrepet i sentrale dokumenter?
Erstad, Ola Andres (2022). Mediepedagogikkens rolle i fremtiden - produksjonspraksis eller kritisk refleksjon? I Bastiansen, Henrik G.; Naalsund, Per Terje; Ohlmann, Carsten & Aase, Elisabeth Sølvberg (Red.), Fra panikk til pedagogikk? Mediefag i skolen gjennom 50 år. Et jubileumsskrift for foreningen Mediepedagogene. Mediepedagogene. ISSN 978-82-303-5494-0. s. 143–153.
Røkenes, Fredrik Mørk; Lund, Andreas & Erstad, Ola (2021). Profesjonsfaglig digital kompetanse i lærerutdanningene: Fredrik Mørk Røkenes, NTNU, i samtale med Andreas Lund og Ola Erstad, Universitetet i Oslo. [Internett]. Lærerutdanningskonferansen 2021.
Jornet, Alfredo & Erstad, Ola (2018). From learning contexts to learning lives. .
Erstad, Ola & Hoel, Trude (2017). Digital literacy and multimodal practices of young children; Norway.
Erstad, Ola (2017). digital competences/ "Bildung" - a Nordic concept?
Erstad, Ola (2017). the learning lives of digital youth; studying trajectories of knowledge building.
Erstad, Ola (2017). Læring i og utenfor skolen.
Erstad, Ola (2017). Fremtidens kompetanser og konsekvenser for lærerutdanningen- eksempler fra politiske strategier, forskning og praksis.
Erstad, Ola (2017). Fremtidskompetanser og teknologiske trender.
Erstad, Ola (2017). Fremtidens skole i Norge - Hvor er vi på vei hen?
Kumpulainen, Kristiina & Erstad, Ola (2017). (Re)Searching learning across contexts: Conceptual, methodological and empirical explorations. International Journal of Educational Research. ISSN 0883-0355. 84, s. 55–57. doi: 10.1016/j.ijer.2016.08.004.
Erstad, Ola (2016). Beyond the "Anthropocene": where mankind and machines converge. Subtheme: "The human factor at the centre of radical innovations".
Erstad, Ola (2016). Groruddalen som læringsarena.
Erstad, Ola (2016). Man and machine - The future face of war?
Wiig, Camilla; Erstad, Ola & Silseth, Kenneth (2016). Creating Intercontextuality in Students Learning Trajectories: Opportunities and Difficulties.
Erstad, Ola (2016). Medier og mennesker. Pedagogikkens møte med teknologiutviklingen. I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. s. 316–327.
Silseth, Kenneth; Gilje, Øystein & Erstad, Ola Andres (2015). Negotiating assessment interactionally in a school project on multimodal writing.
Wiig, Astrid Camilla; Silseth, Kenneth & Erstad, Ola Andres (2015). Teacher’s use of student’s everyday knowledge and experiences as resources in classroom interaction.
Smørdal, Ole; Liestøl, Gunnar & Erstad, Ola (2015). Building ecologies for knowledge building.
Erstad, Ola (2014). Midt i en brytningstid - folkeuniversitetet i teknokulturen. I Strand, Torill (Red.), Folkedanningens vandringer. Folkeuniversitetet 150 år. Fagbokforlaget. ISSN 978-82-450-1687-1. s. 199–208.
Erstad, Ola Andres; Gilje, Øystein; Gudmundsdottir, Greta Björk; Wagstaffe, Rebekka Baunbæk; Kumpulainen, Kristiina & Viberg, Olga [Vis alle 9 forfattere av denne artikkelen] (2023). Datafication in and of Education – a literature review. European Schoolnet.
Amdam, Synnøve Hedemann & Erstad, Ola Andres (2022). Media teachers' discursive understandings in developing 21st century education: Are we the tugboat, the satellite, or the terror cell? 7Letras. Vis sammendrag
The overarching aim of this thesis is to explore media teachers' understandings of being teachers, of their educational practices and goals, and how the teachers link these understandings to their epistemic beliefs within a framework of 21st century and media literacy education and research. The focus is particularly on a study program established as an explicit answer to the challenges of the 21st century, combining academic and vocational media education in upper secondary school in Norway; The Media and Communication program started in 2000.
Munthe, Elaine; Erstad, Ola Andres; Njå, Morten Bergsten; Forsström, Sanna Erika; Gilje, Øystein & Amdam, Synnøve Hedemann [Vis alle 8 forfattere av denne artikkelen] (2022). Digitalisering i grunnopplæring; kunnskap, trender og framtidig kunnskapsbehov. Kunnskapssenter for utdanning. ISSN 978-82-8439-121-2.
Slaatta, Tore & Erstad, Ola Andres (2021). Kritisk medieforståing i den norske befolkninga. Medietilsynet.
Slaatta, Tore & Erstad, Ola Andres (2021). Kritisk medieforståelse i Norge. Hovedrapport fra undersøkelsen i 2020. Medietilsynet. ISSN 978-82-8428-019-6.
Sefton-Green, Julian; Marsh, Jackie; Erstad, Ola & Flewitt, Rosie (2015). Establishing a Research Agenda for the Digital Literacy Practices of Young Children. A White Paper for COST Action IS1410. COST. European Cooperation in Science and Technology.
Alvares, Claudia; Cardoso, Gustavo; Dahlgren, Peter; Erstad, Ola; Fornäs, Johan & Golding, Peter [Vis alle 10 forfattere av denne artikkelen] (2014). Media in Europe: New questions for Research and Policy. European Science Foundation. ISSN 978-2-36873-007-2.
Erstad, Ola (2014). MOOC til Norge. Nye digitale læringsformer i høyere utdanning. Kunnskapsdepartementet. ISSN 978-82-583-1198-7.
Erstad, Ola; Amdam, Synnøve Hedemann; Arnseth, Hans Christian & Silseth, Kenneth (2014). Om fremtidens kompetansebehov: En systematisk gjennomgang av internasjonale og nasjonale initiativ. Kunnskapsdepartementet.
Erstad, Ola (2014). Media in Europe: New questions for Research and policy. European Science Foundation. ISSN 978-2-36873-007-2.

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Publisert 12. nov. 2010 11:26 - Sist endret 26. jan. 2023 10:46

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