Marianne Engen Matre

• Matre, Marianne Engen (2023). An Exploratory Study on the Use of Speech-to-Text Technology as a Writing Modality for Pupils With Low Writing Achievement in Norwegian Lower Secondary Education. Nordic Journal of Literacy Research. 9(2), s. 38–56. doi: 10.23865/njlr.v9.5347. Fulltekst i vitenarkiv Vis sammendrag

  Six Norwegian lower secondary school pupils (ages 14–15 years) with low writing achievement participated in a stimulated recall study aimed at exploring how pupils write and experience writing with speech-to-text (STT) technology in an educational context. The study employed an exploratory design, collecting data from screen recordings and stimulated recall interviews. The screen recordings were captured while the adolescents wrote a reflective text in Norwegian, using STT and keyboard. Findings showed that the pupils were able to produce a reflective text using STT technology while experiencing both benefits and challenges due to the technology. Benefits included the opportunity to use words that they did not know how to spell and verbal skills to produce arguments in writing. Challenges were mainly related to transcription errors and technological inaccuracies. Findings suggest that technological issues need to be addressed and sufficient planning and instruction is necessary before STT can be a truly beneficial tool for adolescents with low writing achievement in secondary education.

• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2023). Influences of a Professional Development Program on Teachers’ Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion. I Escudeiro, Paula; Escudeiro, Nuno & Bernardes, Oscar (Red.), Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity. IGI Global. ISSN 9798369304532. s. 218–235. doi: 10.4018/979-8-3693-0453-2.ch011. Fulltekst i vitenarkiv
• Matre, Marianne Engen & Cameron, David Lansing (2022). A scoping review on the use of speech-to-text technology for adolescents with learning difficulties in secondary education. Disability and Rehabilitation: Assistive Technology. ISSN 1748-3107. doi: 10.1080/17483107.2022.2149865. Fulltekst i vitenarkiv Vis sammendrag

  Conclusion The scoping review shows that very little research has been conducted on the use of STT for adolescents with learning difficulties in secondary education. Findings from the studies identified five areas of interest: writing related skills, text assessment, writing processes, accuracy of the technology, and participants’ experiences. Findings indicate that writing performance among students with learning difficulties improves when using STT. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. IMPLICATIONS FOR REHABILITATION There is a great need for more robust research on the use of speech-to-text technology (STT) in educational settings, especially on its effect on writing skills Studies describe STT as either an assistive (a compensatory aid for poor writing performance) or instructional technology (aiming to improve learning in general). It is important that practitioners are aware of the different aims and possible consequences of introducing STT to learners with writing difficulties. STT provides both opportunities and challenges for writers with learning difficulties in secondary education. Findings indicate that writing performance among students with learning difficulties improves when using STT, yet inaccuracy of the technology was presented as one of the main challenges. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties.

• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2022). Accommodating Students With Special Educational Needs During School Closures Due to the COVID-19 Pandemic in Norway: Perceptions of Teachers and Students. Frontiers in Education. 7. doi: 10.3389/feduc.2022.856789. Fulltekst i vitenarkiv
• Matre, Marianne Engen (2022). Speech-to-Text Technology as an Inclusive Approach: Lower Secondary Teachers’ Experiences. Nordisk tidsskrift for pedagogikk og kritikk. 8, s. 233–247. doi: 10.23865/ntpk.v8.3436. Fulltekst i vitenarkiv Vis sammendrag

  Speech-to-text (STT) technology enables pupils to write using their voice. This qualitative study explores six teachers’ experiences with introducing STT technology in a whole-class environment at a Norwegian lower secondary school. The aim was to explore the benefits and challenges of using STT as an inclusive approach for writing instruction in lower secondary education. The teachers in the study stated that most of their pupils found STT useful when beginning longer writing assignments (for example, as an aid for brainstorming and drafting) and producing texts in foreign languages. Reported challenges were pupils distracting each other, inaccuracy of the technology, improper use, and pupils whispering because they were too embarrassed to speak out loud. The teachers’ views were initially consistent with a broad definition of inclusion, as they saw the educational opportunities of introducing STT to the whole class. However, after implementation they were concerned with structural challenges, including formal assessment of writing and individual adaptation of the curricula, which suggests a narrow interpretation of inclusion.

• Matre, Marianne Engen & Cameron, David Lansing (2018). Fører opplæring i felles vurderingskriterier til større grad av enighet? En studie av tekstvurdering som en del av spesialpedagogutdanning. Acta Didactica Norge. 12(4). doi: 10.5617/adno.6379. Fulltekst i vitenarkiv

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• Eklund, Gunilla Brita Maria & Matre, Marianne Engen (2026). Using Videos to Share Research Insights: A Norwegian Teacher Education Project. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Over the past decades, there has been a growing emphasis on developing top-quality teacher education programmes that prepare teachers to adapt to future demands and changing circumstances (Darling-Hammond & Hyler, 2020). The same trend can be found in Norway and in 2017, the primary and lower secondary school teacher education was reformed and changed to five-year master’s programmes. A research-based approach was implemented with the goal of developing a teacher education with high academic standard, strongly integrating theoretical studies with practical teaching experience (cf. Jakhelln et al., 2019). Despite these efforts, challenges persist, and there is an ongoing discussion about the role and significance of research in the reformed teacher education. Previous studies indicate that Norwegian student teachers perceive the relationship between theoretical studies and practical training in teacher education as weak, finding the relevance of their research-based knowledge for the teacher profession to be insufficient (cf. Spernes & Afdal, 2021). To foster a successful relationship between theory, research, and practice, research-based knowledge needs to be disseminated, made accessible, and utilized by practicing teachers and the school community. This aligns with UNESCO’s Recommendation on Open Science (UNESCO, 2021) and the European Commission’s dissemination and exploitation strategy (European Commission, 2023). However, there has been little empirical research on how a research-based approach is realised in teachers’ work, specifically how teachers use research in their everyday practice. Some studies indicate that research-based knowledge does not seem to be practically valuable for teachers (Koski et al., 2023; Wahlgren & Aarkrog, 2021). Teachers primarily acquire new educational knowledge through media sources, and their lack of engagement with research is mainly due to time constraints, difficulty accessing relevant studies, and low confidence in engaging with academic research. By using technology and digital tools, research-based knowledge can be disseminated, made accessible, and utilized by practicing teachers and the school community (Fernández-Batenero et al., 2020; Putortì et al., 2020). In Norway, a substantial number of studies have been conducted on digital competence and how teacher education supports student teachers in acquiring digital skills (Norhagen et al., 2024). Furthermore, research shows that particularly video can serve as a bridge between theory, research, and practice (Körkkö et al., 2019). To successfully communicate science, a video should have certain key elements, such as non-technical vocabulary, a simplified speech structure, a narrative format as well as carefully crafted introductions and conclusions aimed at fostering community engagement (Morcillo et al., 2016; Welbourne & Grant, 2016). Compared to text, well-designed videos seem to be more effective in bridging the gap between the scientific community and the wider public, thereby facilitating the dissemination of scientific knowledge (Putortì et al., 2020). In this study, the aim is to explore a project that focuses on how student teachers can use videos to share the research-based knowledge from their master’s theses with practicing teachers and the school community. The research question posed is: What are the characteristics of a video project aimed at enhancing dissemination of research-based knowledge from master’s thesis to practicing teachers and the school community? The project follows design-based research (DBR), which places critical importance on advancing both practical application and theoretical understanding (McKenney & Reeves, 2019). DBR centers around reflection-driven innovation through cyclical testing. In this project, one cycle of DBR is implemented. DBR can be outlined through three core elements of a flexible process. The project begins with an analysis of the problem to understand and define it by drawing inputs from both theory and practice. Based on the research context and goal, the researchers explore and decide which methodologies to employ. In line with DBR, this project is initiated with exploration, focusing on the development of video as a tool for disseminating knowledge. Based on the initial analysis, the researchers design and construct the intervention. The process involves mapping and building creative solutions informed by theory, empirical findings, and craft wisdom. In this project, three student teachers disseminate their research-based knowledge from their master’s thesis by using video. A close collaboration is established with The Teaching Laboratory at the university, supporting students in the video creation process. The intervention is evaluated through various methods. In this project, the data are collected through meeting notes, observations, reflection notes, and interviews. All data are analysed inductively using conventional qualitative content analysis, and partly following the thematic analysis presented by Braun and Clarke (2020). Finally, reflection allows the researchers to connect actions and findings, enhancing the project’s success. The collaboration among teachers, researchers, and students in the project, coupled with data triangulation and detailed descriptions, underscores the solid foundations on which findings and discussion are based. The student teachers participated in the project because they wanted to make their research more accessible to a broader audience. They particularly emphasized the importance of disseminating and sharing their research-based knowledge with practicing teachers and schools, thereby enhancing the relevance of their studies to the teacher profession. During the video creation process, the students gained a deeper understanding of their master’s thesis, which helped them grasp the essence of their work. This experience resulted in a shift from a scientific to a popular scientific approach, enhancing both their academic and professional competencies. Consequently, the project can facilitate student reflection and improve their professional competence. The popular scientific video, with its engaging approach, can further increase interest in teacher education and make it more accessible to potential student teachers. Various support systems were organized to assist the student teachers in successfully creating videos. While these efforts were largely successful and appreciated by the students, challenges also arose. A tight timetable complicated the process, and the organized teaching sessions were considered overly instructive and even stressful. The students valued personal guidance from a student assistant and wished for more accessible and individualized support throughout the process. Therefore, to enhance the creation of successful videos, students need large autonomy and freedom, along with robust support structures and personalized guidance. The Teaching Laboratory provided recording equipment and a stimulating learning environment, recognizing its crucial contribution to the project’s success. Thus, the opportunity to learn about video and video production through the project was valued by the students and deemed highly relevant to their future work. However, if we want student teachers to disseminate research to practicing teachers and schools, this approach and accompanying activities must be established as mandatory components of the teacher education programme and incorporated from the start of their education. References Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology 18(3), 328–52. https://doi.org/10.1080/14780887.2020.1769238 Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID ... and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961 European Commission (2023). Communication, dissemination & exploitation what is the difference and why they all matter. Publications Office of the European Union. Fernández-Batenero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389 Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K., & Stølen, G. (2019). Newly Qualified Teachers’ understandings of research-based teacher education practices in Finland and Norway. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1659402 Körkkö, M. K., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using video app, as a tool for reflective practice. Educational Research, 61(1), 22–37. https://doi.org/10.1080/00131881.2018.1562954 McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge. Morcillo, J. M., Czurda, K., & Robertson-von Trotha, C. Y. (2016). Typologies of the popular science web video. Journal of Science Communication, 15(04), 1–32. https://doi.org/10.22323/2.15040202 Norhagen S. L., Krumsvik R. J., & Røkenes F. M. (2024). Developing professional digital competence in Norwegian teacher education: a scoping review. Frontiers in Education, 9, 1363529. https://doi.org/10.3389/feduc.2024.1363529 Putortì, E., Sciara, S., Larocca, N., Crippa, M., & Pantaleo, G. (2020). Communicating science effectively: When an optimised video communication enhances comprehension, pleasantness, and people’s interest in knowing more about scientific findings. Applies psychology: An international review, 69(3), 1072–1091. https://doi.org/10.1111/apps.12193 Spernes, K., & Afdal, H. W., (2021). Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education, 46(2), 241–255. https://doi.org/10.1080/02619768.2021.1928628 UNESCO (2021). UNESCO’s Recommendation on Open Science. Wahlgren, B., & Aarkrog, V. (2021). Bridging the gap between research and practice: How teachers use research-based knowledge. Educational Action Research, 29(1), 118–132. https://doi.org/10.1080/09650792.2020.1724169 Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706–718. https://doi.org/10.1177/0963662515572068

• Matre, Marianne Engen & Cameron, David Lansing (2025). A Review of Research on the use of Speech Technology to Teach Reading and Writing in Educational Contexts. Fulltekst i vitenarkiv Vis sammendrag

• Blakstad, Kristin & Matre, Marianne Engen (2025). Universell utforming av undervisning - en delingsplattform. doi: https:/www.ntnu.no/laeringsfestivalen/sesjonsskildringar#6. Fulltekst i vitenarkiv Vis sammendrag

  I løpet av 2025 har det pågått et tverrfaglig prosjekt på UiA ledet av Institutt for pedagogikk og med midler fra HK-dir. Formålet med prosjektet har vært å utvikle en digital delingsplattform for å samle kunnskap om og erfaringer med universell utforming (heretter UU) i undervisning på et sted. Fem undervisere fra ulike institutter har deltatt med sine bidrag, og IT- og mediesenteret har deltatt i utformingen av plattformen. De ulike bidragene knytter seg til retningslinjene for Universal Design for Learning (CAST-modellen) (Rose et al, 2006), for å vise hvordan man kan jobbe med UU i undervisning og at prinsippene for UU kanskje er prinsipper man allerede inkluderer i undervisningen uten å være kjent med UU som felt. Plattformen er tilgjengelig for visning via lenke nasjonalt, og for ytterligere bidrag ved kontakt. Det er ønskelig at delingsplattformen kan vokse videre og spre informasjon om UU i undervisning og utdanning, selv om prosjektet er avsluttet.

• Blakstad, Kristin; Matre, Marianne Engen & Cameron, David Lansing (2025). Exploring the Possibilities of Digital Technology for Students with Intellectual Disabilities – Teachers’ Perspectives. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Matre, Marianne Engen (2025). Forskningsformidling som strategi for utvikling av interesse for og kompetanse i lærerutdanningen​. Fulltekst i vitenarkiv
• Matre, Marianne Engen & Cameron, David Lansing (2024). Talestyrt skriving som alternativ skrivemetode i ungdomsskolen. Fulltekst i vitenarkiv
• Bakken, Arild Michel & Matre, Marianne Engen (2024). Tale-til-tekst-teknologi i ungdomsskolen. doi: https:/open.spotify.com/episode/5VIJ887oAMTszHB87wwZEx?si=9b2c5a462c604c64&nd=1&dlsi=c85da403cdd1407b. Fulltekst i vitenarkiv Vis sammendrag

  Arild Michel Bakken samtaler med Marianne Matre som har utforsket hva som skjer når ungdomsskoleelever i Norge bruker tale-til-tekst-teknologi i skrivingen sin.

• Matre, Marianne Engen & Cameron, David Lansing (2023). Speech Technology for Improved Literacy: An Exploratory Study of Speech-to-text Technology as an Inclusive Approach in Lower Secondary Education. Fulltekst i vitenarkiv
• Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Vis alle 32 forfattere av denne artikkelen] (2023). Stopp nedbemanningen i skolen. Fulltekst i vitenarkiv
• Ekren, Fredrik Lillestølen & Matre, Marianne Engen (2022). Inkludering gjennom digital didaktikk. Bedre Skole. ISSN 0802-183X. s. 46–51. Fulltekst i vitenarkiv
• Matre, Marianne Engen (2022). Talestyrt skriving. Et hjelpemiddel for noen eller en skrivemåte for alle? Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Matre, Marianne Engen & Cameron, David Lansing (2022). Perceptions of Teachers and Students regarding the Inclusion of Students with Special Educational Needs During the COVID-19 Pandemic in Norway. Fulltekst i vitenarkiv
• Matre, Marianne Engen (2022). Speech-to-text technology’s influence on writing processes in lower secondary education. Fulltekst i vitenarkiv
• Gjersdal, Gitte; Matre, Marianne Engen; Strand-Andersen, Anne Helene & Cameron, David Lansing (2021). Muligheter og begrensninger ved bruk av digital diktering i skolen. Bedre Skole. ISSN 0802-183X. s. 23–27. Fulltekst i vitenarkiv
• Matre, Marianne Engen (2020). Speech Technology for Improved Literacy in the Context of Inclusive Education. Fulltekst i vitenarkiv
• Matre, Marianne Engen; Andersen, Rune; Thormodsæter, Maren Schelbred & Cifuentes, Mauricio Omar (2019). Digital competency – An introductory course to digital tools for education and collaboration. Fulltekst i vitenarkiv
• Matre, Marianne Engen; Andersen, Rune; Thormodsæter, Maren Schelbred & Cifuentes, Mauricio Omar (2019). Universell utforming av kurset digital kompetanse. Fulltekst i vitenarkiv
• Matre, Marianne Engen (2019). The Effect of Speech Technology on Literacy Development. Fulltekst i vitenarkiv
• Matre, Marianne Engen; Andersen, Rune; Thormodsæter, Maren Schelbred & Cifuentes, Mauricio Omar (2019). Digital Competence – Providing Tools to Create an Inclusive eLearning Course. HAMK Unlimited. ISSN 2343-4708. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara & Matre, Marianne Engen (2019). The risk of implementing an approach to enhance motivation. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Matre, Marianne Engen & Horverak, May Olaug (2018). Subject specific motivation: a matter of profiling? Fulltekst i vitenarkiv
• Matre, Marianne Engen (2024). Marianne Engen Matre Speech as a writing tool: An exploratory study of speech-to-text technology in lower secondary education. Univeristet i Agder. ISSN 9788284271675. Fulltekst i vitenarkiv
• Matre, Marianne Engen & Haumann, Dagmar (2013). Two mechanisms or one? A comparison of past tense acquisition in children with specific language impairment and typically developing children. Universitetet i Agder. Fulltekst i vitenarkiv

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