The DOI matches its Crossref record; 19 of the 20 references it cites were found in a registry or an index.
Situated learning and teachers’ digital competence
Overview
Integrity signals
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Cites
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Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Norway was one of the first countries to enhance the status of ICT literacy by including it in the national curriculum (Balanskat & Gertsch, 2010;Krumsvik, 2008), and it is the teachers who are formally responsible for teaching ICT literacy.”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Krumsvik, 2008
In the citing paper
“Norway was one of the first countries to enhance the status of ICT literacy by including it in the national curriculum (Balanskat & Gertsch, 2010;Krumsvik, 2008), and it is the teachers who are formally responsible for teaching ICT literacy.”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Krumsvik, 2008
Citations
Cites
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Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
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TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A NEW FRAMEWORK FOR TEACHER KNOWLEDGE
Mishra, P., & Koehler, M. J. (2006) · Cited by 786
Literacy in a digital world: teaching and learning in the age of information
(1999) · Choice Reviews Online · doi:10.5860/choice.36-4043 · Cited by 452
Defining digital literacy – What do young people need to know about digital media?
Buckingham, D. (2006) · Nordic Journal of Digital Literacy · doi:10.18261/issn1891-943x-2006-04-03 · Cited by 409
Digital Literacy and Digital Literacies: Policy, Pedagogy and Research Considerations for Education
Knobel, M., & Lankshear, C. (2006) · Nordic Journal of Digital Literacy · doi:10.18261/issn1891-943x-2006-01-03 · Cited by 226
The New Millennium Learners: Challenging our Views on ICT and Learning
Pedró, F. (2006) · doi:10.18235/0011048 · Cited by 199
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New Communication Environments
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Den femte grunnleggende ferdighet – noen grunnlagsproblemer
Erstad, O. (2007) · Norsk pedagogisk tidsskrift · doi:10.18261/issn1504-2987-2007-01-04 · Cited by 9
Research works printed but not linked: 8
- Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-Konsultit.
- KD (Ministry of Education and Research) (2006a). Læreplan for den 13-årige grunnopplæringa (K-06) [The national curriculum for primary and secondary education; in Norwegian]. Oslo: Government Administration Services.
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- Krumsvik, R. (2006). ICT-initiated school development in lower secondary school. Ph.D. thesis. The University of Bergen. Bergen: Allkopi.
- Krumsvik, R. (Ed.). (2007b), Skulen og den digitale læringsrevolusjon [The school and the digital learning revolution; in Norwegian]. Oslo: Universitetsforlaget.
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Cited by
Sorted by citations
DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe.
(2013) · Joint Research Centre (European Commission) · doi:10.2788/52966 · Cited by 1,394
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018) · Cogent Education · doi:10.1080/2331186x.2018.1519143 · Cited by 832
Digital competence – an emergent boundary concept for policy and educational research
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2014) · Education and Information Technologies · doi:10.1007/s10639-014-9346-4 · Cited by 696
On the issues of digital competence in educational contexts – a review of literature
Pettersson, F. (2017) · Education and Information Technologies · doi:10.1007/s10639-017-9649-3 · Cited by 475
Experts' views on digital competence: Commonalities and differences
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.06.008 · Cited by 473
Metadata
- Authors
- Krumsvik, R. J.
- Affiliations
- University of Bergen (NO)
- Corresponding author
- Krumsvik, Rune Johan
- ORCID
- Krumsvik, Rune Johan
- Venue
- Education and Information Technologies
- Published
- 2008-09-24
- Volume
- 13
- Issue
- 4
- Pages
- 279-290
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W2060378812
- Cited by
- 284
- References
- 20
- Citations by year
- 2026: 7 · 2025: 17 · 2024: 23 · 2023: 43 · 2022: 39 · 2021: 33 · 2020: 27 · 2019: 21 · 2018: 15 · 2017: 10 · 2016: 10 · 2015: 12 · 2014: 12 · 2013: 7 · 2012: 3
- FWCI
- 5.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Education and Information Technologies (publishedVersion)
- Topics
- Social Sciences › Education › Digital literacy in education
- Social Sciences › Education › Education and Digital Technologies
- Social Sciences › Education › Literacy, Media, and Education
- Keywords
- situated learning, digital competence of teachers, digital literacy, ICT in education, competence model, teacher perceptions, computer literacy, media literacy
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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