Halla B. Holmarsdottir is a Professor and former Vice-Dean of Research at the Faculty of Education and International Studies, Oslo Metropolitan University, Norway. Overall her research experience is based within the field of Comparative and International Education and includes ethnographic fieldwork with children and young people, scientific coordination and collaboration in cross-national and interdisciplinary research teams, supervision of junior researchers, and co-editing and reviewing of scientific publications. More specifically, her research draws on interdisciplinary approaches. It includes research on the role of digital technology in the lives of children and young people, inequality and equity in education, social justice, gender, language issues in education, and the gap between educational policy and practice. This work has taken a central focus in looking at how education and, more specifically, teacher education can contribute to providing competencies for democratic participation and contribute to the achievement of the Sustainable Development Goals. She is currently the coordinator of a large-scale European Research project funded by Horizon 2020 (Grant Agreement no. 870548) entitled The Impact of Technological Transformations on the Digital Generation (DigiGen).
Scientist: Halla B. Holmarsdottir
A scientist’s opinion: interview with Halla B. Holmarsdottir on children & the digital world
Interview with Halla B. Holmarsdottir, Professor and former Vice-Dean of Research at the Faculty of Education and International Studies, Oslo Metropolitan University, Norway on the EU-funded project "The impact of technological transformations on the Digital Generation (DigiGen)". What characterises DigiGen? Halla B. Holmarsdottir: We wanted to move beyond how children and young people are "negatively" ...
Understanding children’s experiences for safer digital use
The digital generation is growing up in a hyper-connected world. A world full of opportunities, but also harbouring threats to their well-being. We cannot –and should not– shield children and young people from reality, but we can protect them: first by understanding their online behaviour and the risks that are involved, and then by giving ...
