Minttu Johler

• Johler, Minttu Minna Sirena & Krumsvik, Rune Johan (2022). Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279. p. 1–15. doi: 10.1080/03004279.2022.2143721. Full text in Research Archive Show summary

  In this case study, the aim was to investigate how primary school teachers in a leading-edge Norwegian primary school use digital technologies to differentiate instruction in order to promote a more inclusive learning environment in academically diverse classrooms. Seven teachers teaching grades 1 and 5 were observed and interviewed to collect data on their beliefs and practices regarding differentiation. Afterwards, 20 teachers in the same school answered in a survey about teaching in highly digitalised learning environments. The results suggest that teachers find a lot of potential and possibilities in using digital technologies to differentiate instruction to create an inclusive learning environment. However, pupils’ digital products indicate that they would need more guidance in taking advantage of the teachers’ intentions and flexible curricula

• Johler, Minttu Minna Sirena; Krumsvik, Rune Johan; Bugge, Hans Erik & Helgevold, Nina (2022). Teachers’ perceptions of their role and classroom management practices in a technology rich primary school classroom. Frontiers in Education. 7, p. 1–13. doi: 10.3389/feduc.2022.841385. Full text in Research Archive Show summary

  This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practices, as the rapid evolution of ICT requires teachers to constantly keep up-to-date, gain new competencies and evaluate their practices to be able to facilitate learning in physical classrooms that have expanded to the digital space. In this process, the role of leadership, collegial collaboration, good teacher-pupil relationships and teachers’ ability to adapt and take up a role of a learner have been found pivotal.

• Johler, Minttu Minna Sirena (2022). Collaboration and communication in blended learning environments. Frontiers in Education. 7, p. 1–14. doi: 10.3389/feduc.2022.980445. Full text in Research Archive Show summary

  Blended learning environments have become increasingly common during the past few years, and frequent access to digital technologies has influenced many areas of learning and classroom interaction. This paper investigates teacher-pupil and pupil-pupil communication and collaboration practices in a leading-edge Norwegian primary school. In this small-scale case study, seven teachers were interviewed individually and in their respective grade level teams, and two grade levels were observed for a 4-week period to find out how teachers in technology-rich classrooms utilize and consider the role of digital technologies in everyday communication and collaborative processes. Teachers’ overall perception in this study was that digital technologies are useful in communication and collaboration and thus, digital elements were frequently incorporated in their everyday classroom practices. However, the results also imply that while blended learning environments have opened new avenues for collaboration and communication happening parallel in physical and digital learning arenas, there is a lot of variation in how teachers guide their pupils in collaboration and communication and how digital technologies are utilized in such contexts. Particularly the comparison between proactive and reactive approaches to instruction regarding communication and collaboration indicates that explicit guidance in such processes can have a positive influence on the pupils’ group dynamics and effectiveness. Meanwhile, some of the benefits of supporting the act of collaboration and communication among pupils in a blended learning environment remained unexploited.

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• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Show all 50 contributors for this article] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Full text in Research Archive Show summary

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Løfblad, Åse Wedø; Buseth, Jill Tove; Mølstad, Christina Niemi; Vestby, Stian; Kjørven, Ole Kolbjørn & Markeng, Synnøve [Show all 38 contributors for this article] (2025). Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013?fbclid=IwY2xjawQ557pleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeTSA5OfTw61ApyWbm7JXXcExAT-H4uI9U7ndr8v2lF02OUZ0xBQLC61mOAGg_aem_B1VQaG05Q8KC3_Qx3F8fVw. Full text in Research Archive
• Stuvland, Rebecca Anne Charboneau; Johler, Minttu Minna Sirena & Meissner, Catherine (2023). Shaping the Modern Classroom: Implementing Student-Active Digital Learning Cycles within Norwegian Teacher Education. Full text in Research Archive
• Johler, Minttu Minna Sirena (2022). From tool to transformation? How have digital technologies transformed activity designs and practices in technology-rich primary school classrooms? Full text in Research Archive
• Tikkanen, Tarja; Scarbocci, Paolo Haaland & Johler, Minttu Minna Sirena (2020). Technology-Enhanced Learning in Teacher Education at the University of Stavanger. Full text in Research Archive
• Johler, Minttu Minna Sirena (2020). Technology and 21st Century Skills with Young Learners.How Technology is Used to Promote 21st Century Learning in Primary School Classrooms. Full text in Research Archive
• Johler, Minttu Minna Sirena (2019). Technology in primary school: education of younger students on citizenship and democracy. Full text in Research Archive
• Johler, Minttu Minna Sirena; Krumsvik, Rune Johan; Bugge, Hans Erik & Helgevold, Nina (2023). “Take the plunge and give it a try” : Primary school teachers’ perceptions of their role and pedagogical practices in technology-rich classrooms. Universitetet i Stavanger. ISSN 9788284391977. Full text in Research Archive Show summary

  NORSK SAMMENDRAG: Målet med denne studien er å kaste lys over hvordan lærere i barneskolen oppfatter sin rolle i teknologirike læringsmiljøer, og hvordan de utøver denne rollen i sin pedagogiske praksis. Denne avhandlingen består av en kappe og tre artikler. Kappen introduserer bakgrunnen og formålet med studien, forskningsspørsmål, valg av teoretisk rammeverk og andre relevante konsepter, samt tidligere forskning om temaet. Designet av studien, metodiske valg og analyse blir grundig forklart i metodekapittelet, før hovedfunnene og deres implikasjoner blir diskutert på slutten av kappen. Ved avhandlingens slutt går de tre artiklene mer grundig inn på noen av hovedaspektene ved studien. Det meste av tidligere forskning om bruk av digitale teknologier i undervisning og læring har blitt utført i skoler uten spesiell vekt på digitale elementer. I forsøket på å gjøre nye oppdagelser ble studien gjennomført ved en skole som høyt prioriterer digital kompetanse hos både ansatte og elever, og i stor grad utnytter mulighetene som digitale teknologier kan tilby. Det ble derfor ansett som hensiktsmessig å ramme prosjektet som en case-studie. Videre er «case» i denne studien definert som intrinsisk, da det grunnleggende målet er å forstå denne casen i seg selv, uten ambisjoner om å generalisere fra resultatene. I denne sammenheng betyr dette å undersøke casen ved hjelp av flere instrumenter for å oppnå en helhetlig forståelse av hvordan lærere med betydelig opplæring og erfaring innen digitale teknologier oppfatter sin rolle og utøver sitt yrke. For å ha et omfattende og allsidig datagrunnlag for studien, ble prosjektet designet som en utforskende sekvensiell studie (Creswell & Guetterman, 2021). I motsetning til en forklarende sekvensiell design, der den kumulative datainnsamlingsprosessen går fra kvantitativ til kvalitativ, fokuserer en utforskende sekvensiell design først på kvalitative data. Kvantitative data, samlet inn gjennom en spørreundersøkelse, ble dermed brukt for å utvide og berike funnene i de kvalitative dataene: individuelle intervjuer, observasjon og fokusgruppeintervjuer. Dette steget ble tatt for å forbedre studiens pålitelighet ved å bekrefte enkelte av de kvalitative funnene og bygge nye aspekter ved de kvalitative funnene (Creswell & Guetterman, 2021; Hesse-Biber et al., 2015). [...]

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