Vitenskapelige artikler og bokkapitler
2026
2025
Saure, H. I., Madsen, S. S., Gjesdal, B., Lie, M. H., & Sæleset, J. (2025). Dynamikker i lærerutdanneres profesjonsfaglige digitale kompetanse. Nordic Studies in Education, 45(3), 202–227. https://doi.org/10.23865/nse.v45.6639
Kewalramani, S., Yang, W., Dardanou, M., & Hatzigianni, M (2025). Digital Competence development in early childhood professionals: Harnessing the INSPIRE Model. Routledge and Taylor and Francis
Hatzigianni, M., Dardanou, M., Fotakopoulou, O., Dong, C., Brito, R., Unstad, T., … Cao, S. (2025). Navigating digital integration in early childhood: international perspectives from educators working with infants and toddlers. European Early Childhood Education Research Journal, 1–20. https://doi.org/10.1080/1350293X.2025.2557862
Misirli, A., Fotakopoulou, O., Dardanou, M. & Komis, V. (2025) The impact of touchscreen digital exposure on children’s social development and communication: a systematic review. Front. Psychol. 16:1613625. doi: 10.3389/fpsyg.2025.1613625
Karlsen, B., Dardanou, M., Wiik, M. (2025). Exploring Local Culture and Traditions Through Art Activities and Play in a Children’s Museum. In: Klepacki, T., van Meerkerk, E., Østern, T.P. (eds) Arts and Cultural Education in a Challenging and Changing World. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). (pp 121–136) Springer, Singapore. https://doi.org/10.1007/978-981-97-1896-2_8
Jørgensen, K., Madsen, S.S. & Thorvaldsen, S. (2025). Educational Transformation – A Failed Prediction? A Decennial Cross-Sectional Study Within Norwegian Teacher Education. In: Wang, WS., Sandnes, F.E., Lai, CF., Sandtrø, T.A., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2025. Lecture Notes in Computer Science, vol 15914. Springer, Cham. https://doi.org/10.1007/978-3-031-98197-5_23
Jakobsen, D., Thorvaldsen, S., Øhrstrøm, P., Pacis, S. (2025). Taking Socratic Learning Seriously: A Pilot Study on the Use of AI in a Basic Logic Course. In: Wang, WS., Sandnes, F.E., Lai, CF., Sandtrø, T.A., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2025. Lecture Notes in Computer Science, vol 15914. Springer, Cham. https://doi.org/10.1007/978-3-031-98197-5_31
2024
Thorvaldsen S. (2024). Tromsø Astronomiforening og oppgraderinger av Skibotn-teleskopet etter 2004. Publisert i: Skibotn Astrofysiske Observatorium. Et forsøk på å innføre observasjonsastrofysikk i Norge 1971 - 2002 - Og hvordan det gikk etterpå. Red. Jan-Erik Solheim; 2024. 9 sider. https://hdl.handle.net/10037/35316
Madsen, S. S. & Bjørner, T. (2024). Mixed methods - det dynamiske og komplekse møte mellom kvalitative og kvantitative perspektiver. I J. S. Borgen, Å. Birkeland og L. T. Grindheim (Red.), Metodetilnærminger og prosessuelle design i barnehageforskning, s. 31-44. Universitetsforlaget. https://www.idunn.no/doi/10.18261/9788215064697-24-03
Madsen, S. S., Birkeland, J. & Borgen, J. S. (2024). Mixed Methods som utgangspunkt for barnehagefaglig forskning. I J. S. Borgen, Å. Birkeland og L. T. Grindheim (Red.), Metodetilnærminger og prosessuelle design i barnehageforskning, s. 14-28. Universitetsforlaget. https://www.idunn.no/doi/10.18261/9788215064697-24-02
Undheim, M., Kucirkova, N., Unstad, T. & Dardanou, M. (2024). Tracing the ontological beliefs of Norwegian educators concerning technology use in early childhood education and care. Technology, Knowledge and Learning. https://doi.org/https://doi.org/10.1007/s10758-024-09733-6
Dardanou, M., & Brito, R. (2024). Family Involvement in Early Childhood Education and Care: Insights from Portuguese and Norwegian Curriculum Frameworks. Social Sciences, 13(12), 694. https://doi.org/10.3390/socsci13120694
Tveiterås, N. C., Madsen, S. S., Unstad, T., Dardanou, M., & Habbestad, H. (2024). Profesjonsfaglig digital kompetanse i barnehagelærerutdanningene – oversettelser fra nasjonale styringsdokumenter til lokale studieplaner. Ctrl+C, Ctrl+V? Uniped, 47(4), 283-298. https://doi.org/10.18261/uniped.47.4.5
Madsen, S. S., Saure, H. I., Lie, M. H., Janeš, A., Klančar, A., Brito, R. & Thorvaldsen, S. (2024). Pathway analysis of the dynamics of teacher educators’ professional digital competence. New Media Pedagogy 23, Springer. https://link.springer.com/chapter/10.1007/978-3-031-63235-8_4
2023
Madsen, S. S., Unstad, T., Tveiterås, N. C., Dardanou, M., Habbestad, H. og Kosner, L. (2023). Planverkets blindsone? En analyse av profesjonsfaglig digital kompetanse i emneplanbeskrivelser for barnehagelærerutdanning. Nordisk barnehageforskning.
Madsen, S. S., Kleiven, H., Mørreaunet, S., Antonsen, Y. og Steinsvik, B. (2023, in press). Nasjonal lederutdanning for styrere i barnehagen – et grunnlag for å fremme ledelse og utvikling i egen barnehage? Nordisk barnehageforskning.
Demeshkant, N., Madsen, S. S., Janeš, A., Klančar, A., Brito, R., Konca, A. S., Krasin, S., Saure, H. I., O’Connor J., Jwaifell, M., Thorvaldsen, S. og Trusz, A. (2023, in press). What digital tools teachers are ready to use in kindergarten – international comparative study with early childhood pre-service teachers. Proceedings of the 31st International Conference on Computers in Education. Asia-Pacific Society for Computers in Education
Janeš, A., Madsen S. S., Saure, H. I., Lie, M. H., Gjesdal, B., Thorvaldsen. S., Brito, R., Krasin, S., Jwaifell, M., Konca, A. S. og Klančar, A. (2023). Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers. Education Sciences, 13(8):783. https://doi.org/10.3390/educsci13080783
Madsen S. S., O’Connor J., Janeš, A., Klančar, A., Brito, R., Demeshkant, N., Konca, A. S., Krasin, S., Saure, H. I., Gjesdal, B., Ludgate, S., Jwaifell, M., Reham A. og Thorvaldsen. S. (2023). International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences. Education Sciences 13(7). https://doi.org/10.3390/educsci13070633
Kewalramani, S., Palaiologou, I., and Dardanou, M. (2023) The Integration of Internet of Toys in Early Childhood Education. Research from Australia, England, and Norway. Routledge
Dardanou, M., et al. (2023), "Professional development for digital competencies in early childhood education and care: A systematic review", OECD Education Working Papers, No. 295, OECD Publishing, Paris, https://doi.org/10.1787/a7c0a464-en.
2022
Unstad, T. (2022). Noe om urolige hender som skaper. I Isaksen, B. og Eriksen, A. (red) (2022). Kunsten å være urolig. Universitetsforlaget
Tveiterås, N. C. and Madsen, S. S. (2022). From Tools to Complexity? - A systematic literature analysis of digital competence among pre-service teachers in Norway. Lecture Notes in Educational Technology (Springer). https://link.springer.com/chapter/10.1007/978-981-19-1738-7_18
Madsen, S.S., Habbestad, H. & Borch, I.H. (2022). Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Education and Information Technologies, https://doi.org/10.1007/s10639-022-11135-z
Madsen S. S. Krasin, S. Krasina, H. and Khodykina, Y. (2022): Cross-sectional studies of Ukrainian and Norwegian pre-service early childhood education teachers’ digital practices. The VIth International Scientific and Practical Conference "Psychological and Pedagogical Problems of Higher and Secondary Education in Modern Challenges: Theory and Practice", GS Skovoroda Kharkiv National Pedagogical University.
Madsen, S. S. og Thorvaldsen, S. (2022). Implications of the imposed and extensive use of online education in an early childhood education program. Nordisk Barnehageforskning Volum, 19. https://doi.org/10.23865/nbf.v19.258
2021
Madsen, S. S. (2021). 2020: A shift in practitioner attitudes towards digital technology as an educational resource. The Vth International Scientific and Practical Conference "Psychological and Pedagogical Problems of Higher and Secondary Education in Modern Challenges: Theory and Practice", GS Skovoroda Kharkiv National Pedagogical University. s. 149-155.
Madsen, S. S., Thorvaldsen, S. og Sollied, S. (2021). Are Teacher Students’ Deep Learning and Critical Thinking at Risk of Being Limited in Digital Learning Environments? In Teacher education in the 21st century - emerging skills for a changing world (Editor María Jose Hernandez-Serrano). IntechOpen 2021 ISBN 9781839687938.
Thorvaldsen, S. og Madsen, S. S. (2021). Decoding the Digital Gap in Teacher Education: Three Perspectives across the Globe. In Teacher education in the 21st century - emerging skills for a changing world (Editor María Jose Hernandez-Serrano). IntechOpen 2021, ISBN 9781839687938.
2020
Madsen, S. S. (2020). What is the motivation of Norwegian and New Zealand teacher educators for using digital technology when teaching? Nordic Journal of Comparative and International Education (NJCIE). Volum 4 (2). S. 42 - 63. https://doi.org/10.7577/njcie.3826
Madsen, S. S. (2020). Understandings and attitudes regarding skill-based and competency-based cultures for learning: a comparative study of Norwegian and New Zealand teacher educators. Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-020-09260-y
Thorvaldsen, S. og Madsen, S. S. (2020). Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies: Official Journal of the IFIP technical committee on Education.
2019
Madsen, S. S. (2019). Om idealer og realiteter i lærerutdanningers bruk av digital teknologi. En komparativ studie av lærerutdanninger i Norge og New Zealand. Avhandling levert for graden Philosophiae Doctor.
Madsen, S. S., Archard, S. og Thorvaldsen, S. (2019). How different national strategies of implementing digital technology can affect teacher educators. A comparative study of teacher education in Norway and New Zealand. Nordic Journal of Digital Literacy 2019; Volum 13 (4, 2018) s. 7-23, https://doi.org/10.18261/issn.1891-943x-2018-04-02
Madsen, S. S. og Thorvaldsen, S. (2019). Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Action. I: International Conference on Innovative Technologies and Learning ICITL 2019. Springer 2019 ISBN 978-3-030-35342-1. s. 291-300
2018
Madsen, S. S., Thorvaldsen, S. og Archard, S. (2018). Teacher educators’ perceptions of working with digital technologies. Nordic Journal of Digital Literacy 13(3) s. 177-196. https://doi.org/10.18261/issn.1891-943x-2018-03-04
Thorvaldsen, S. og Madsen, S. S. (2018). The interaction between teacher educators and their students on the use of educational technology: Similarities and differences of attitudes, skills, and practice across a generational change. I: The Online, Open and Flexible Higher Education Conference 2018 - Proceedings. Maastricht, The Netherlands: EADTU 2018 ISBN 978-90-79730-35-3. s. 264-277
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