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Fredrik Mørk Røkenes

Associate Professor, 20%
Department of Education
  • E-mailfredrik.rokenes@uib.no
  • Phone73598148
  • Visitor Address
    Christies gate 12
    5015 Bergen
  • Postal Address
    Postboks 7807
    5020 Bergen

I work as an associate professor II at the Western Norway Graduate School of Educational Research II and the Department of Education at UiB. I am also an associate professor in English didactics at the Department of Teacher Education at NTNU.

My main research interests are focused on teaching and learning with digitalization in higher education, specifically on professional digital competence development (PDC) in teacher education. In addition, I investigate computer-assisted language learning in the context of English and foreign language learning. I also examine issues related to doctoral education and supervision.

Research interests:

  • Professional digital competence development
  • Digital literacy
  • English didactics
  • Online teaching and learning
  • ICT in the school and higher education
  • Teacher education
  • Student teachers
  • Educational technology
  • Digital storytelling
  • Flipped classroom
  • Learning Analytics
  • MOOC
  • Literature reviews, systematic reviews, and meta-synthesis
Academic article
  • Show author(s) (2024). Teacher preparation for the digital age: Is it still an instrumental endeavor? Scandinavian Journal of Educational Research.
  • Show author(s) (2023). The Nordic Model and Management in International Corporations: A Scoping Review. Nordic Journal of Working Life Studies. 25-46.
  • Show author(s) (2023). Teacher Educatorsʼ Perceptions of Flipped Classroom in Teacher Education: Insights from EFL Teacher Educators in Norway. Nordic Journal of Digital Literacy. 186-200.
  • Show author(s) (2023). Student teachers’ perceptions of flipped classroom in EFL teacher education. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 1539-1558.
  • Show author(s) (2023). New kid on the block? a conceptual systematic review of digital agency. Education and Information Technologies : Official Journal of the IFIP technical committee on Education.
  • Show author(s) (2023). Digital nødundervisning under covid-19-nedstengning: Lærerutdanneres utvikling av profesjonsfaglig digital kompetanse. Nordic Journal of Digital Literacy. 234-245.
  • Show author(s) (2022). Teacher educators’ professional digital competence in primary and lower secondary school yeacher education. Nordic Journal of Digital Literacy. 46-60.
  • Show author(s) (2022). Experiences of WNGER II Ph.D.Fellows During the COVID-19 Pandemic – A Case Study. Frontiers in Education. 20 pages.
  • Show author(s) (2021). Migration narratives in educational digital storytelling: which stories can be told? Learning, Media & Technology. 201-215.
  • Show author(s) (2021). Analysing Teacher Learning in Online Networks: An Outline for Methodological Decision-Making. Proceedings (International Conference of the Learning Sciences).
  • Show author(s) (2019). Face-to-face and remote teaching in a doctoral education course : using flipped classroom, formative assessment and remote teaching to increase the teaching quality of a literature review course . UNIPED. 194-214.
  • Show author(s) (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education. 1-20.
  • Show author(s) (2016). Digital storytelling in teacher education: A meaningful way of integrating ICT in ESL teaching. Acta Didactica Norge. 311-328.
  • Show author(s) (2010). Vurderingskriterier for muntlig samhandling. Språk og språkundervisning. 17-31.
Lecture
  • Show author(s) (2024). How do teachers teach AI?
  • Show author(s) (2024). Challenge AI: Kunstig intelligens i skolen.
  • Show author(s) (2024). Challenge AI: Artificial Intelligence and Professional Digital Competence in language education.
  • Show author(s) (2022). Writing and publishing a literature review in teacher education.
  • Show author(s) (2021). The Midway evaluation (and 90% evaluation) in a time of upheaval: Some reflections and advice.
  • Show author(s) (2021). Professional digital competence in teacher education.
  • Show author(s) (2021). Erfaringer fra digitaliseringsprosjektene i grunnskolelærerutdanningen. Erfaringsdeling og paneldebatt.
  • Show author(s) (2019). Drøftelser rundt og erfaringsdeling fra to nasjonale tiltak: Den teknologiske skolesekken & Digitalisering i lærerutdanning.
  • Show author(s) (2019). DigGiLU: Digitalization of Primary and Lower Secondary Teacher Education at the Department of Teacher Education.
  • Show author(s) (2018). The DigGiLU project.
  • Show author(s) (2017). Lærerens profesjonsfaglige digitale kompetanse: Hvordan utvikler vi den?
  • Show author(s) (2017). ICT in teacher education: Main issues and some examples on the use of educational technology in teacher education.
  • Show author(s) (2017). Digital technologies in language teaching.
  • Show author(s) (2016). SEMINAR – BOKLANSERING Innlegg om boka: HVA GJØR LÆRERSTUDENTER NÅR DE STUDERER? Lesing, skriving og multimodale tekster i norsk grunnskolelærerutdanning.
  • Show author(s) (2016). PechaKucha 20x20.
  • Show author(s) (2016). ICT in ELT.
  • Show author(s) (2014). Development of Student Teachers' Digital Competence in Teacher Education: A Case Study.
Popular scientific lecture
  • Show author(s) (2013). En risiko i riktig retning. Eksempler fra praksis.
  • Show author(s) (2013). Digitale fortellinger i språkopplæringen.
Academic lecture
  • Show author(s) (2024). Foundation: 25 years of digital technology in Nordic teacher education.
  • Show author(s) (2023). Literature review course.
  • Show author(s) (2023). Emergency remote teaching during Covid-19 in Norwegian teacher education.
  • Show author(s) (2022). Thematic Working Group 7 (TWG7) - Future learning environments: Sharing lessons and building from experiences in integration physical and digital spaces.
  • Show author(s) (2022). The impact of the Nordic model in international organizations. A scoping review. Revisited.
  • Show author(s) (2022). The impact of the Nordic model in international organizations. A scoping review.
  • Show author(s) (2022). Remote teaching in teacher education during the Covid-19 pandemic.
  • Show author(s) (2022). PhD-course – Literature review in a doctoral thesis within educational sciences: scoping review and rapid review .
  • Show author(s) (2022). Flipped Classroom's Impact on Student Teachers' Motivation and Engagement: A Case Study in EFL Teacher Education in Norway.
  • Show author(s) (2022). Experiences of WNGER II Ph.D. Fellows During the COVID-19 Pandemic – A Case Study .
  • Show author(s) (2022). Digital technologies in Nordic teacher education: A scoping review.
  • Show author(s) (2021). Teacher Educators’ Perceptions of Flipped Classroom in Teacher Education for EFL Student teachers.
  • Show author(s) (2021). Lærerutdanneres profesjonsfaglige digitale kompetanseutvikling: En studie av digitalisering av grunnskolelærerutdanningen .
  • Show author(s) (2021). Analysing teacher learning in online networks: An outline for methodological decision-making.
  • Show author(s) (2020). Peer review.
  • Show author(s) (2019). Digitalisering i lærerutdanningen: Utviklingen av profesjonsfaglig digital kompetanse (PfDK).
  • Show author(s) (2018). Lærerens profesjonsfaglige digitale kompetanse (PfDK): Hvordan utvikler vi den?
  • Show author(s) (2018). Literature review on PhD-level .
  • Show author(s) (2018). Literature review on PhD-level.
  • Show author(s) (2018). Etter disputas – hva gjør jeg? Samtale med NAFOL-alumni professor Elin Angelo, NTNU, og førsteamanuensis Fredrik Mørk Røkenes, NTNU.
  • Show author(s) (2017). “Literature review at Phd-level” 30. - 31. March 2017.
  • Show author(s) (2017). Professional digital competence in English language teaching.
  • Show author(s) (2017). Lærerstudenters digitale kompetanseutvikling i lærerutdanningen - hva vet vi og hvor skal vi?
  • Show author(s) (2017). ICT in Scandinavian teacher education: A qualitative systematic review of the literature.
  • Show author(s) (2017). English didactics and ICT in teacher education: What has been achieved, what remains, and what is the potential?
  • Show author(s) (2017). Digital inequality in school.
  • Show author(s) (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education.
  • Show author(s) (2016). Lærerstudentenes digitale kompetanse i lærerutdanningen.
  • Show author(s) (2016). Literature review on PhD-level.
  • Show author(s) (2016). Digitale fortellinger i lærerutdanningen.
  • Show author(s) (2015). Student teachers’ digital competence in Norwegian teacher education.
  • Show author(s) (2015). Lærerstudenters digitale kompetanseutvikling i lærerutdanningen.
  • Show author(s) (2015). Digital storytelling in teacher education: Promoting English as a Second Language student teachers’ digital competence and integration of Information and Communications Technology in teaching.
  • Show author(s) (2014). En systematisk review av litteraturen om lærerstudenters digitale kompetanseutvikling i lærerutdanning.
  • Show author(s) (2013). Review of Strategies for Developing Secondary Student Teachers’ Digital Competence in Teacher Education.
  • Show author(s) (2013). Digital Competence in Teacher Education.
  • Show author(s) (2012). Digital historiefortelling.
  • Show author(s) (2011). Digital Storytelling i språkfagene. Et undervisningsprosjekt på Program for lærerutdanning.
Other product
  • Show author(s) (2016). Litteraturreview-video (PEK-prosjektet DigUiB og digital kompetanse II).
Editorial
  • Show author(s) (2022). Extended editorial. Nordic Journal of Digital Literacy. 4-15.
Book review
  • Show author(s) (2013). Innsikt i det digitale verktøylandskapet. Norsklæreren. 70-71.
Academic anthology/Conference proceedings
  • Show author(s) (2023). Thematic Working Group 7 - Future Learning Environment: Integrating Digital and Physical Learning Spaces. EDUsummIT 2023.
  • Show author(s) (2022). Digital teknologi for læring og undervisning i skolen. Universitetsforlaget.
Masters thesis
  • Show author(s) (2011). Being Critical in a Digital Landscape.
Feature article
  • Show author(s) (2021). Når fysisk nærvær blir fjernvær. Dagens medisin.
Doctoral dissertation
  • Show author(s) (2024). Flipped Classroom in Teacher Education – Perceptions from English language teacher educators and student teachers in Norway.
  • Show author(s) (2023). Professional development and the potential for collaboration between schools and universities: A mixed methods research study of school-based teacher educators’ experiences.
  • Show author(s) (2016). Preparing future teachers to teach with ICT: An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program.
Interview
  • Show author(s) (2022). The science of media literacy in Norway.
  • Show author(s) (2022). Han Han and Fredrik Mørk Røkenes – Investigating The Benefits Of The ‘Flipped Classroom’ In Teacher Training.
  • Show author(s) (2021). Profesjonsfaglig digital kompetanse i lærerutdanningene: Fredrik Mørk Røkenes, NTNU, i samtale med Andreas Lund og Ola Erstad, Universitetet i Oslo.
  • Show author(s) (2021). Digitaliseringsprosjektene i lærerutdanningene.
  • Show author(s) (2019). DigGiLU prosjektet på NTNU. Samtale med Fredrik M. Røkenes og Mari-Ann Letnes.
  • Show author(s) (2018). Fremtidens lærerrolle.
  • Show author(s) (2018). Fredrik Mørk Røkenes om profesjonsfaglig digital kompetanse.
Academic chapter/article/Conference paper
  • Show author(s) (2020). Theoretical considerations of digital competence and digital inequality in upper secondary school. 19 pages.
  • Show author(s) (2020). Language and technology: Digital competence in English . 22 pages.
  • Show author(s) (2020). Intrinsically Motivating Instruction - Thomas Malone. 9 pages.
  • Show author(s) (2020). Digital competence and digital inequality in upper secondary school. A Mixed Method Study. 22 pages.
  • Show author(s) (2019). Profesjonsfaglig digital kompetanse i skole og lærerutdanning. 27 pages.
  • Show author(s) (2019). PhD revisited: Preparing future teachers to teach with ICT: An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program . 21 pages.
  • Show author(s) (2019). Hvordan finne kunnskapsfronten? Litteraturreview i masteroppgaven i grunnskolelærerutdanningen. 42 pages.
  • Show author(s) (2019). Digital kompetanse i lærerutdanning og skole 5-10. 49 pages.
  • Show author(s) (2018). ICT and Digital Divides. 18 pages.
  • Show author(s) (2018). Digital kompetanse i lærerutdanning og i høyere utdanning. 20 pages.
  • Show author(s) (2016). Litteraturreview i ph.d.-avhandlingen. 41 pages.
  • Show author(s) (2016). Learning Analytics i skole og høyere utdanning. 31 pages.
Poster
  • Show author(s) (2018). DigGiLU - Digitalisering av grunnskolelærerutdanningen ved Institutt for lærerutdanning, NTNU.
  • Show author(s) (2014). Student teachers’ digital competence development in teacher education: A Norwegian case study.
  • Show author(s) (2012). Addressing the Second Digital Divide: The Development of Student Teachers’ Digital Competence in Teacher Education.
Digital learning tools
  • Show author(s) (2020). Vi er alle vandrere – Et undervisningsopplegg om migrasjon basert på møter mellom elever i voksenopplæring og VGS.
Multimedia product
  • Show author(s) (2017). Flipped Classroom videos: Literature review course on PhD-level, Introduction .
  • Show author(s) (2017). Flipped Classroom design: Literature review course on Phd-level, part 4.
  • Show author(s) (2017). Flipped Classroom design: Literature review course on Phd-level, part 2.
  • Show author(s) (2017). Flipped Classroom design: Literature review course on Phd-level, part 1.
  • Show author(s) (2017). Flipped Classroom design: Literature review course on PhD-level, part 3 .
Academic literature review
  • Show author(s) (2024). Developing professional digital competence in Norwegian teacher education: a scoping review. Frontiers in Education.
  • Show author(s) (2022). Promoting psychosocial environments in Norwegian primary schools: a scoping review protocol exploring the roles and responsibilities of school social workers. BMJ Open. 6 pages.
  • Show author(s) (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. 1-17.
  • Show author(s) (2020). Flipped Classroom in Teacher Education: A Scoping Review. Frontiers in Education. 1-20.
  • Show author(s) (2014). Development of student teachers' digital competence in teacher education : a literature review. Nordic Journal of Digital Literacy. 250-280.
Introduction
  • Show author(s) (2022). Digital teknologi i skolesammenheng. 15-31.
Website (informational material)
  • Show author(s) (2017). SKAL STYRKE LÆRERNES DIGITALE KOMPETANSE.
  • Show author(s) (2017). ICT and technological change: ICT in teacher education.
Article in business/trade/industry journal
  • Show author(s) (2021). Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies.
Chapter
  • Show author(s) (2016). Lærerstudenters digitale kompetanseutvikling i lærerutdanningen: Hva sier forskningslitteraturen? 49-69. In:
    • Show author(s) (2016). Digital læring i skole og lærerutdanning. Universitetsforlaget.

More information in national current research information system (CRIStin)

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