Astrid Elisabeth Kure

• Kure, Astrid Elisabeth; Brevik, Lisbeth M. & Blikstad-Balas, Marte (2022). Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 39 (1), s. 269–285. doi: 10.1111/jcal.12745. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

• Kure, Astrid Elisabeth (2023). Video analysis of students’ use of digital skills in English lessons in Norwegian secondary classrooms over time.
• Kure, Astrid Elisabeth (2023). Video analysis of students’ use of digital skills.
• Kure, Astrid Elisabeth & Ahmadian, Shilan (2022). Digital skills critical for education: Video analysis of students’ use of technology in English secondary classrooms in Norway.
• Kure, Astrid Elisabeth; Mellegård, Ingebjørg Merete & Staksrud, Kathrine (2022). Picture Books in the English Classroom - A Goldmine for Everyone! Vis sammendrag

  This website provides English teachers in Norway with a variety of picture books carefully chosen to support the teaching of English in primary and lower secondary school. All books are presented with themes, connections to the Curriculum in English, a summary and recommendations for age groups.

• Kure, Astrid Elisabeth; Ahmadian, Shilan & Brevik, Lisbeth M. (2022). Panel: Time, narrative and technology in English classrooms in Norway. Vis sammendrag

  In this panel, we will present two studies from nine English classrooms in Norway across 8th, 9th and 10th grade, where teenagers are video recorded over time concerning their use of narratives and technology. Gee (2007) states that using technology is valuable for narrative engagement, which in turn leads to learning. The present study argues that engagement in narratives and technology has the potential to develop skills critical for education. Digital technologies are considered a crucial aspect of educational policy around the world (Erstad et al., 2021; Ferrari, 2013; Kaarakainen & Saikkonen, 2021). Information and communication technology can complement, enrich and transform education for the better (UNESCO, 2021). The first study addresses how time matters when teenagers engage in two very different narratives by reading a novel and playing an online game to learn about Native Americans. The study draws on video recordings from 30 English lessons in two lower secondary classrooms in Norway, following 60 students during a two-week gaming-based project in 8th grade. Findings showed that time matter. A notable finding is that the combination of reading fiction and playing a video game matter in terms of student engagement, which aligns with research by the UK's National Literacy Trust (2020). One class read the novel before playing the game, while the other class played the game before reading the novel. The students who read the novel before playing the game were more engaged and learnt more about native Americans compared to the students who played the video game before reading the novel. The second study investigates teenagers' use of English across technologies and time. Adapting a national Framework for Digital Skills into an observation protocol (Norwegian Directorate of Education and Training, 2012), this study analysed video recordings from 60 English lessons in seven lower secondary classrooms in Norway, following 186 students across two school years (9th and 10th grade). The results show that students used digital skills critical for education in half of the video-recorded lessons. The main differences within and across classrooms related to the type of digital skills used in any given lesson, and an increase in the use of digital skills over time. First, students’ used basic rather than advanced digital skills. Second, when using digital skills, the main repertoire involved searching for and processing information online, and using digital technology to produce written texts. Third, we identified that the students’ use of digital skills increased over time. In the panel, we will present illustrative examples of how time matters when students engage with digital skills, narratives and online games in English. Implications for practice and the direction of future research are discussed.

• Kure, Astrid Elisabeth (2021). Conference paper: Students’ digital competence in L2 English classrooms. Vis sammendrag

  This study deals with digital competence in English classrooms with high technological infrastructure in Norway. In the educational context and national curriculum, digital competence is emphasized. Students are expected to become users of technology, and technological solutions are expected to be part of teachers’ everyday instruction (Blikstad-Balas & Klette, 2020). The dependence of modern societies on digital technology has opened up for new and evolving learning methods and processes (Norwegian Directorate of Education and Research, 2012, 2017). The present study draws on classroom videos from 60 naturally occurring English lessons in seven lower secondary classrooms across 9th and 10th grade. This study made use of a national framework for digital skills provided by The Norwegian Directorate for Education and Training (2012), employing four digital skills on five levels. Findings indicate little use of digital tools during the observed lessons. Students most frequently demonstrate digital skills on the lower levels (levels 1 and 2), indicating practical and technical skills. However, in one 9th grade classroom, findings show an instance of digital judgement. The students give oral presentations and the teacher comments on their use of sources. Then the teacher asks one of the students, who included a film about Donald Trump before he became US president, how to choose sources in general and how to separate facts from other information in this film, specifically. The student demonstrates digital judgement, drawing on their understanding of trustworthy sources. Although digital tools were used surprisingly little during the 60 lessons, taking the political discourse into consideration, findings show mainly subject-related practices. Also, a few observations showed digital reflections in situations where digital tools were not in use. This study offers input on the challenges for incorporating digital skills in the English school subject, and discusses the role of digital competence in the English classroom.

• Kure, Astrid Elisabeth (2016). Using Multicultural Picturebooks in the English Classroom.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2014). Engelsk for lærere 2-Kompetanse for kvalitet. Emne 202: Kultur, samfunn og litteratur. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2014). Engelsk for lærere 1-Kompetanse for kvalitet. Emne 102: Grunnleggende ferdigheter: Å kunne lese i engelsk og digitale ferdigheter. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2014). Engelsk for lærere 2-Kompetanse for kvalitet. Emne 201: Språklærer og profesjonsutøver. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2014). Engelsk for lærere 1- Kompetanse for kvalitet. Emne 101: Språkferdighet, språklæring og kommunikasjon. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2014). Engelsk for lærere 2 - Kompetanse for kvalitet (SKUT), Emne 202: Kultur, samfunn og litteratur. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2014). Engelsk for lærere 1 - Kompetanse for kvalitet (SKUT), Emne 102: Grunnleggende ferdigheter: Å kunne lese i engelsk og digitale ferdigheter. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2013). Engelsk for lærere 2 - Kompetanse for kvalitet (SKUT), Emne 201: Språklærer og profesjonsutøver. Høgskolen i Østfold.
• Mellegård, Ingebjørg Merete & Kure, Astrid Elisabeth (2013). Engelsk for lærere 1 - Kompetanse for kvalitet (SKUT), Emne 101: Språkferdighet, språklæring og kommunikasjon. Høgskolen i Østfold.

Se alle arbeider i Cristin