Inclusion in Teaching, Education, Learning and Technology (ITELT)

Inclusion in Teaching, Education, Learning and Technology (ITELT)

Photo: Colourbox

Inclusion in Teaching, Education, Learning and Technology (ITELT) aims at investigating disparities in teaching, learning and research, as well as practical applications in education and society. This encompasses a broad range of activities, but the group particularly focuses on universal design in teaching and professional practice, research on one's own teaching and students, and the use of technology and innovative digital solutions to reduce inequalities. We aspire to be a welcoming environment, a big tent where diverse research interests can thrive, as long as they align with our mission of fostering inclusive communities. 

The group aligns with the following United Nations Sustainable Development Goals:

  • Quality education (SDG 4)
  • Gender equality (SDG 5)
  • Reduced inequalities (SDG 10)
  • Sustainable cities & communities SDG 11)
  • Partnerships for the goal (SDG 17)

ITELT research interests

  • Diversity in Education and Practice: ITELT investigates how social work education and practice intersects with different backgrounds and requirements amongst students and clients. A central question is how difference is treated in social work: as a resource, as an impediment or as a neutral variation
  • Equal Access to Education and Services: One research aim is how the education system and social services accommodates, or impedes, access across life situations and societal groups. This encompasses both structural, pedagogical or technological factors.  
  • Use of own data and practice fields: ITELT emphasises empirical research based on one’s own education and practice. This includes systematic collection and analysis of data from one’s own students and teaching, aiming to maintain a client perspective in the production of knowledge and to strengthen the integration of theory and practice. In this regard, ITELT is also interested in the construction of professional identity. 
  • Academic and Professional Development: ITELT has a specific aim that participation in research should contribute to academic and professional development for both staff and students. This involves both analysis of the conditions and strategies for development.

Projects Attached to ITELT

  • Piraeus: Sosionom- og barnevernstudenters engasjement med mangfold
  • PLURISPACE: Negotiating Diversity in Expanded European Public Spaces
  • TverrProf: Tverrfakultær gruppe for forskning på helse- og sosialprofesjonsutdanningene

Selected Publications

Selected Publications

  • Grothe-Hammer, M. & Hammer, S. (2025). Niklas Luhmann. I: Sosiologisk teori. Fagbokforlaget, s. 239-256.
  • Järnerot, A., Lund, A.C.B. & Page, A. G. (Red.). (2024). Studentaktiv læring via transformative prosesser. Cappelen Damm akademisk.  
  • Grothe-Hammer, M. & Hammer, S. (2025). Niklas Luhmann's Unknown Class Theory and Its Explanatory Potential for the Clustering of Inequalities. British Journal of Sociology.
  • Dalby, Lise; Winje, Kari Røkkum; Moufack, Marie Florence; Harstad, Per Ola; Alseth, Ann Kristin. (2015) Utdanning til praksis – praksis til utdanning. (Rapport). Høgskolen i Sør-Trøndelag
  • Nielsen, B. F., Pedersen, H., Eidhamar, H., Fernandez, D., Ness, O. & Rishi. (2024) Tjenester for Alle 2 Universitetet for Alle. Konferansebidrag og prosjektfunn. NTNU Rapport
  • Page, A.G. & Moen, E. T. (2020). En syklisk vei til profesjonell kunnskap. I A. Løhre & A.C.B. Lund (Red.), Studenten skal bli lærer. Cappelen Damm akademisk.  
  • Pedersen, H., Fylkesnes, I. Dokken-Hartberg, S. & Hammer, S. (2025) Studentperspektiver på et universelt utformet læringsmiljø. NTNU Rapport
  • Pedersen, H., Fylkesnes, I., Hammer, S. (2023) Universell utforming som kompetanseområde innen sosial- og barnevernsfaglig utdanning. NTNU Rapport
  • Pedersen, H. & Søderstrøm, S. (2023) The creation of cyborgs within a socially constructed understanding of disability and assistive activity technology use. Disability & Society.
  • Viesca, K. M., Teemant, A., Alisaari, J., Ennser-Kananen, J., Flynn, N., Hammer, S., Perumal, R., & Routarinne, S. (2022). Quality Content Teaching for Multilingual Students: An International Examination of Excellence in Instructional Practices in Four Countries. Teaching and Teacher Education (113).