Digitalpedagogue.com is run by two digital pedagogues, the purpose is to spread digital inspiration to other educators. If you got any inquires or feedback be to contact us

Today, there are innumerable digital things that need to enter or want to enter the school system. This makes it difficult to find something that fits right into the classroom, without special training courses. Thats why we want to be a filter between the internet and the corporate world on one side, and the school on the other side.

The website was initially created out of boredom during the corona pandemic, but the section with digital aids has proven to be nice to have online. It is then much easier to share with parents than, for example, a sharepoint site. The original website is in norwegian, and since we already had done the leg work, we decided to translate it to english. We apologize if the language is some what Nor-English.

Goals for digitalpedagogue.com

  1. Be a starting point for training digital aids for pupils and parents
  2. Contribute to the dissemination of simple tools that can be used directly in teaching
  3. Contribute to conveying digital working methods that are in line with LK20 and privacy.
  4. Contribute to including games in the teaching, with the subject as premise provider.
  5. Be a personal digital romp to keep the desire to develop ourselves digitally

As the schools we work at have Office 365, the focus will be on this, unless someone sponsors a post or two.

We appreciate any support to continue the work(Link to Paypal)

This page is a result of more then ten years as a digital pedagogue and a master thesis. The literature include, but not limited to these titles:

Black P, Wiliam D. Assessment and Classroom Learning. Assessment in education : principles, policy & practice. 2006;5(1):7–74. doi:10.1080/0969595980050102

Norge. Forskrift om endring i forskrift til opplæringslova. Forskrift om endring i forskrift til opplæringslova; Norsk lovtidend Avd I; 2004;2004, nr. 11:1578–1579. https://lovdata.no/dokument/LTI/forskrift/2004-06-23-1090?q=oppl%C3%A6ringslova%20forskrift

Barbera E. Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British journal of educational technology. 2009;40(2):342–357. doi:10.1111/j.1467-8535.2007.00803.x

Chang CC, Tseng KH, Lou SJ. A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a Web-based portfolio assessment environment for high school students. Computers and education. 2012;58(1):303–320. doi:10.1016/j.compedu.2011.08.005

Dysthe O, Engelsen KS. Portfolio practices in higher education in Norway in an international perspective: macro-, meso- and micro-level influences. Assessment and evaluation in higher education. 2011;36(1):63–79. doi:10.1080/02602930903197891

Anders Mørch, Irina Engeness. Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic. Nordic Journal of Digital Literacy. 2016;10(2):118–135. doi:10.18261/issn.1891-943x-2016-02-03

Ola Erstad. Changing assesment practices and the role of IT. I: International Handbook of Information Technology in Primary and Secondary Education. https://link.springer.com/chapter/10.1007%2F978-0-387-73315-9_11

Farrell T, Rushby N. Assessment and learning technologies: An overview. British journal of educational technology. 2016;47(1):106–120. doi:10.1111/bjet.12348

Hattie J, Timperley H. The Power of Feedback. Review of educational research. 2016;77(1):81–112. doi:10.3102/003465430298487

Webb M, Gibson D, Forkosh-Baruch A. Challenges for information technology supporting educational assessment: Challenges for IT supporting assessment. Journal of computer assisted learning. 2013;29(5):451–462. doi:10.1111/jcal.12033

Landauer TK. Automatic Essay Assessment. Assessment in education : principles, policy & practice. 2003;10(3):295–308. doi:10.1080/0969594032000148154

Hovardas T, Tsivitanidou OE, Zacharia ZC. Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers and education. 2014;71:133–152. doi:10.1016/j.compedu.2013.09.019

Novakovich J. Fostering critical thinking and reflection through blog-mediated peer feedback: Fostering critical thinking and reflection. Journal of computer assisted learning. 2016;32(1):16–30. doi:10.1111/jcal.12114

Lars Holm. Who evaluates the evaluation? – An analysis of computer-adaptive testing using literacy as an example. Nordic Studies in Education. 2009;29(1):137–148.

Sainsbury M, Benton T. Designing a formative e‐assessment: Latent class analysis of early reading skills. British journal of educational technology. 2011;42(3):500–514. doi:10.1111/j.1467-8535.2009.01044.x

Gamlem SM, Smith K. Student perceptions of classroom feedback. Assessment in education : principles, policy & practice. 2013;20(2):150–169. doi:10.1080/0969594x.2012.749212

Van der Kleij F, Adie L, Cumming J. Using video technology to enable student voice in assessment feedback. British journal of educational technology. 2017;48(5):1092–1105. doi:10.1111/bjet.12536

Ludvigsen K, Krumsvik R, Furnes B. Creating formative feedback spaces in large lectures. Computers and education. 2015;88:48–63. doi:10.1016/j.compedu.2015.04.002

Llorens A., Vidal‐Abarca E, Cerdán R. Formative feedback to transfer self‐regulation of task‐oriented reading strategies. Journal of computer assisted learning. 2016;32(4):314–331. doi:10.1111/jcal.12134

Johannesen M. The role of virtual learning environments in a primary school context: An analysis of inscription of assessment practices. British journal of educational technology. 2013;44(2):302–313. doi:10.1111/j.1467-8535.2012.01296.x

 Erik Johnsen (1928-) (forfatter). Endringsledelse i et strategisk perspektiv. (Busch T, Valstad SJ, Vanebo JO, Johnsen E, red.). Universitetsforl; 2007.

Terje Abusland (1953-) (forfatter). Utdanningsledelse. (Sivesind K, Skedsmo G, Langfeldt G, Abusland T, red.). Cappelen akademisk forl; 2006.

Ola Erstad (1959-) (redaktør/forfatter/forfatter (forord)). Skoleutvikling og digitale medier : kompleksitet, mangfold og ekspansiv læring. (Hauge TE, Erstad O, Baltzersen RK, red.). Gyldendal akademisk; 2011.

Kunnskapsdepartementet. Framtid, fornyelse og digitalisering Digitaliseringsstrategi for grunnopplæringen 2017–2021. Kunnskapsdepartementet; 2017. https://www.regjeringen.no/contentassets/dc02a65c18a7464db394766247e5f5fc/kd_framtid_fornyelse_digitalisering_nett.pdf

Utdanningsdirektoratet. IKT-plan.no: Digital kompetanse og digitale ferdigheter Støtte til digital praksis i barnehagen og digital læring i skole. https://www.iktplan.no/

Norman DA. The design of everyday things. Rev. and exp. ed. Basic Books; 2013.

Joe Casabona. HTML and CSS : visual quickstart guide. 2020. utg. Pearson Education; 2020.

Löwgren J, Stolterman E. Thoughtful Interaction Design: A Design Perspective on Information Technology: A Design Perspective on Information Technology. MIT Press; 2007.

Ball CE, Sheppard Jennifer, Arola Kristin L. Writer/designer : a guide to making multimodal projects. Bedford/St. Martin’s; 2018.

Koehne B. End-User Design in Virtual Worlds: Development of Theory and Virtual Design Environments. I: Costabile MF (Editor), Dittrich Y (Editor), Fischer G (Editor), Piccinno A (Editor), red. End-User Development: Third International Symposium, IS-EUD 2011, Torre Canne (BR), Italy, June 7-10, 2011. Proceedings. Bd 6654. Springer Berlin Heidelberg; 2011:391–394. doi:10.1007/978-3-642-21530-8_48

Mørch AI, Caruso V, Hartley MD. End-user development and learning in second life: The evolving artifacts framework with application. I: New Perspectives in End-User Development. Springer International Publishing; 2017:333–358. doi:10.1007/978-3-319-60291-2_13

Mørch AI, Caruso V, Hartley MD, Ludlow BL. Creating Contexts for Collaborative Learning in a 3D Virtual World for Distance Education. I: Qian Y, red. Integrating Multi-User Virtual Enivronments in Modern Classrooms. IGI Global; 2018:137–162–. doi:10.4018/978-1-5225-3719-9.ch007

McGarr O. The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice. Journal of Education for Teaching. ahead-of-print(ahead-of-print):1–13. doi:10.1080/02607476.2020.1733398

Pasfield-Neofitou S, Huang H, Grant S. Lost in second life: virtual embodiment and language learning via multimodal communication. Educational Technology, Research and Development. 2015;63(5):709–726. doi:10.1007/s11423-015-9384-7

Vasileiou VN, Paraskeva F. Teaching role-playing instruction in second life: an exploratory study. Journal of Information, Information Technology, and Organizations. 2010;5:25–.

Mørch AI, Hartley MD, Ludlow BL, Caruso V, Thomassen I. The Teacher as Designer: Preparations for Teaching in a Second Life Distance Education Course. IEEE; 2014:691–693. doi:10.1109/ICALT.2014.201



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