Kristine Sevik

• Wergeland, Tor Jarle; Pedersen, Tor Jørund Føreland & Sevik, Kristine (2024). Delingskultur og underveisvurdering i skapende prosesser. I Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Red.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. s. 98–119. Fulltekst i vitenarkiv
• Sevik, Kristine & Tømte, Cathrine Edelhard (2009). Teachers’ Preparedness for Integrating Programming and Computational Thinking in Art and Crafts, Lecture Notes in Computer Science. Springer. s. 180–191. doi: 10.1007/978-3-031-15342-6_14. Fulltekst i vitenarkiv Vis sammendrag

  In recent years considerable emphasis has been placed on fostering students’ computational thinking and programming skills through compulsory education. Norway is one of few countries where these skills are explicitly included in the curriculum for practical and aesthetical subjects. This paper concerns a qualitative study of potential barriers for teachers’ adoption of programming in the subject A&C in Norwegian compulsory education. Preliminary findings suggest that a gap exists between the expectations from the curriculum concerning programming and CT in the subject art and crafts, and teachers’ classroom practices.

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