In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarise themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained to use source material in their own writing and to distinguish their own voice from the source. 

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?

When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?

In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

The course aims to help student teachers acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterises effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and teacher team teaching will be discussed, as will the relationship between homes and schools and parents' participation in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating their experience.

The course aims to help student teachers acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterises effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and teacher team teaching will be discussed, as will the relationship between homes and schools and parents' participation in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating their experience.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

The course covers the Earth’s internal structure, Plate tectonics and the effects of internal processes (volcanic activity) and external processes (weather and water) on landscape formation, as well as rock types, volcanic eruptions, and earthquakes. It also addresses the Earth’s position in the solar system, the seasons, day–night cycles, and the Earth’s fundamental energy processes. Weather and climate are also discussed. Ideas for teaching geological topics and related research will be introduced. In addition, attention will be given to the opportunities offered by outdoor learning through the study of geological phenomena.

The course addresses fundamental concepts and key themes in ecology, with an emphasis on interactions between organisms and their environment. Students are introduced to the nature and structure of ecosystems, including energy flow, nutrient cycles, ecosystem stability, and succession. The course explores biological communities, interactions among organisms and with their environment, as well as population change and biological diversity.

Special emphasis is placed on the importance of biodiversity and sustainable development, as well as on the impacts of human activities on nature and the environment. Examples of Icelandic ecosystems are examined, focusing on their characteristics, uniqueness, and ecological value, alongside major environmental challenges in Iceland and globally.

The course emphasizes approaches to teaching ecological topics at the lower secondary school level. Attention is given to the importance of inquiry-based learning, creative learning, and outdoor education in fostering students’ understanding of ecological concepts and in connecting these concepts to everyday life and social responsibility. Students gain experience in planning outdoor learning activities and environmental education that emphasize nature interpretation, ecological relationships, and human impacts on the natural environment.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods about these issues.

The course addresses foundational aspects of science pedagogy in compulsory school, with emphasis on hands-on teaching, observations and experiments, the use of information technology, and diverse approaches to strengthening students’ understanding and interest. Students are introduced to ideas about everyday conceptions, misconceptions, and concept learning in science at the primary, lower secondary, and upper compulsory levels. Approaches are examined for organizing instruction in light of learning challenges arising from students’ everyday experiences and language use.

The course also covers the use of virtual experiments, creative communication, and digital technology in teaching, as well as the benefits and challenges associated with outdoor teaching and outdoor learning. School-based practicum is integrated into the course, and students complete part of their studies (2 ECTS) in compulsory schools, where they connect the course’s theoretical content with the planning, implementation, and reflection of science teaching. Emphasis is placed on active participation, practical work, and reflection as a foundation for continued learning in science education.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

In this course a special emphasis will be placed on the living Icelandic nature within the daily experiences of students, focusing on place-based education. Attention will be given to opportunities for practical activities in outdoor learning for children and youth in the school’s local environment, while also connecting these activities to classroom practices. Various methods for exploring nature will be introduced, such as observing and analyzing plantoutdoor learning for children and youth in the school’s local environment, while also connecting these activities to classroom practices. Various methods for exploring nature will be introduced, such as observing and analyzing plants, as well as techniques for collecting small invertebrates and practicing species identification. Students will also gain experience in planning outdoor lessons. Furthermore, the course will present opportunities offered by information technology to enhance curiosity and interest in nature.

The approach will ensure that students become familiar with diverse teaching methods that have proven effective in science education. The curriculum and teaching materials used in Icelandic primary schools related to the course topics will also be examined.

The program will cover plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations to their environment.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. 

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

The course introduces approaches to building a coherent, logically structured progression in mathematics education, in which the core ideas of the discipline and their relationships become increasingly clear and comprehensive. It addresses the aims of mathematics education at the compulsory school level, the compulsory school mathematics curriculum, mathematical competence, and mathematical communication. Emphasis is placed on accessibility and equity in mathematics learning, as well as on teaching practices that take into account students' diverse backgrounds, experiences, and linguistic profiles.

In the course, students analyse curriculum materials, tasks, and solutions produced by compulsory school pupils, and practice teaching and analysing instruction in peer groups. Drawing on their practical experience in the field, students reflect on their own teaching, their task choices, the teacher's role, their interactions with students, and their interactions among students. Emphasis is placed on teaching practices grounded in research on the learning and teaching of mathematics.

The primary focus of the course will be on teaching natural and social sciences and on how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within the natural and social sciences and integrated with other subject areas. Teaching materials, equipment, and the teaching environment that support learning and teaching will be explored, and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

The course aims to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and develop an understanding of mathematics. They learn to plan mathematics instruction in a problem-based environment using information technology and to integrate assessment into instruction.

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasised:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the role of teachers in curriculum development and assessment, and, alternatively, on their professional role in developing learning programs for groups of pupils as well as for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative evaluation, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organise compulsory education?

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasised:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the role of teachers in curriculum development and assessment, and, alternatively, on their professional role in developing learning programs for groups of pupils as well as for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative evaluation, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organise compulsory education?

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

The course aims to provide students with a comprehensive understanding of the developmental changes that occur from birth through adolescence.

Content:
The course will cover a broad range of developmental changes across different phases of childhood and adolescence, as well as theories that describe and explain them. Theories of cognitive, emotional, and social development, self-development, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, the continuity and discontinuity of development, and the plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students will have a chance to discuss the course topics and deepen their understanding of the age group they plan to focus on during their studies and work.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

In the course, students will be introduced to the theories and tools that support cultivating creativity and innovation in the classroom. The course empowers participants to apply teaching methods that encourage curiosity, creativity and design thinking in their students. The basics of innovation education, design thinking, and challenge-based learning, will be discussed, as well as how these theories and methods can be used when teaching various age groups in diverse fields, e.g. related to art, technology and social studies. The course will review methods to promote entrepreneurial thinking, promote resilience, and encourage collaboration and teamwork in the classroom. The course will help participants gain an understanding of how innovation can become a central part of creative education.

Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.

Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.

Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.

Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.

The course covers the following aspects:

• Learning in cyberspace. Special emphasis is placed on open online courses intended for self-study (MOOCs). The main types of such courses are presented. Their status and development, distribution channels, teaching systems and the pedagogical basis on which they are based are examined.
• Open educational material (OER). Research, ideas and culture on open learning are presented. It examines how remixing, free authorship and large material collections with open educational material can change learning and teaching and access to learning and knowledge.
• Cloud-based solutions. The focus is on what happens when the framework of learning and teaching is moved to a web-based environment, into the cloud, what tools and solutions are suitable, and how teachers, schools and school communities can organise learning processes and teaching in such an environment.
• Blended teaching (e.g. flipped teaching). Research and development regarding blended teaching and working methods for recording and sharing such material are discussed. Students make recordings that could be used in flipped teaching and gain experience of teaching with online conferencing equipment/real-time broadcasts in teaching.

Would you like to know firsthand how information and technology education is implemented in primary schools and how information technology is used in a creative way? Where are exciting projects going on in schools where tablets or other mobile technology are involved? Where are good examples of digital content acquisition, dissemination, imagery, and creativity? Where are examples of interesting communication between students and collaboration between teachers where digital media is in focus? How is it sought to promote information and media literacy, multifaceted media, digital communication and social participation?

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with special emphasis on the latter part. They have sometimes had the opportunity to visit selected schools or have enjoyed collaboration with development work under the auspices of both the City of Reykjavík and NýMennt on the selection and implementation of subjects. They are introduced to practical aspects related to the organisation of teaching, where technology and input are linked on a pedagogical basis. Particular attention is paid to digital media, not least sound and live video, which can be wrestled with and used in various ways in various contexts of learning and teaching.

The course is part of a program on primary school teaching with an emphasis on information technology, innovation and communication, where students get to test tools and teaching methods with primary school students after consultation with the course's tutor, possible partners mentioned here and guidance teachers in the field. Students on other paths are also welcome, and students may work together across fields of study on teaching projects where digital media plays a role. Fieldwork in this course can also be linked to fieldwork in another field of study. In addition, it may be possible to organise field experiences in other ways than traditional field studies in primary schools, engage in distance teaching or development work on teaching methods and interesting equipment.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Students learn about programming and how to incorporate programming and work in makerspaces (fab labs) into their studies. Programming teaching in schools, ideas and theories about programming in school education and connections to technological development and industry will be discussed. Emphasis will be placed on the use of generative artificial intelligence for coding and the use of such code to program controllers (e.g. micro:bit or Arduino) and learning tools for working with such programming will be introduced. Students do not need to know programming, but a foundation in programming will be introduced so that students can use generative AI in a constructive way.

We will look to the future and look at the development when the digital world and the control of things merge (IoT, Internet of Things). Work will be done on ideas for workshops and study spaces that are suitable for student-centered learning where students create and work with digital design and processing of ideas.

Ideology and theories and social discourse regarding "maker culture" will be discussed. Changes in production techniques to person-centered production, remote-controlled and self-directed tools and the possibilities of such tools in education and teaching are examined.

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with a special emphasis on programming and construction with computer controls. Fieldwork in this course can possibly take place in conjunction with a Fab lab or other workshops where students have the opportunity to work with students on digital topics. In this way, students are introduced to practical aspects related to the organisation of teaching and project work, where technology and input are linked on a pedagogical basis.

The course is designed to expose students to two main perspectives on educational research. On the one hand, methodology related to data collection and data analysis, on the other hand, reading and discussing educational research conducted by others. In all sections of the course, an emphasis is placed on understanding and applying concepts and ideas from academic research; students read about them, discuss them, and apply them in tasks connected to quantitative, qualitative, and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Would you like to know firsthand how information and technology education is implemented in primary schools and how information technology is used in a creative way? Where are exciting projects going on in schools where tablets or other mobile technology are involved? Where are good examples of digital content acquisition, dissemination, imagery, and creativity? Where are examples of interesting communication between students and collaboration between teachers where digital media is in focus? How is it sought to promote information and media literacy, multifaceted media, digital communication and social participation?

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with special emphasis on the latter part. They have sometimes had the opportunity to visit selected schools or have enjoyed collaboration with development work under the auspices of both the City of Reykjavík and NýMennt on the selection and implementation of subjects. They are introduced to practical aspects related to the organisation of teaching, where technology and input are linked on a pedagogical basis. Particular attention is paid to digital media, not least sound and live video, which can be wrestled with and used in various ways in various contexts of learning and teaching.

The course is part of a program on primary school teaching with an emphasis on information technology, innovation and communication, where students get to test tools and teaching methods with primary school students after consultation with the course's tutor, possible partners mentioned here and guidance teachers in the field. Students on other paths are also welcome, and students may work together across fields of study on teaching projects where digital media plays a role. Fieldwork in this course can also be linked to fieldwork in another field of study. In addition, it may be possible to organise field experiences in other ways than traditional field studies in primary schools, engage in distance teaching or development work on teaching methods and interesting equipment.

The course covers the following aspects:

• Learning in cyberspace. Special emphasis is placed on open online courses intended for self-study (MOOCs). The main types of such courses are presented. Their status and development, distribution channels, teaching systems and the pedagogical basis on which they are based are examined.
• Open educational material (OER). Research, ideas and culture on open learning are presented. It examines how remixing, free authorship and large material collections with open educational material can change learning and teaching and access to learning and knowledge.
• Cloud-based solutions. The focus is on what happens when the framework of learning and teaching is moved to a web-based environment, into the cloud, what tools and solutions are suitable, and how teachers, schools and school communities can organise learning processes and teaching in such an environment.
• Blended teaching (e.g. flipped teaching). Research and development regarding blended teaching and working methods for recording and sharing such material are discussed. Students make recordings that could be used in flipped teaching and gain experience of teaching with online conferencing equipment/real-time broadcasts in teaching.

Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.

Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.

Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.

Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

Students learn about programming and how to incorporate programming and work in makerspaces (fab labs) into their studies. Programming teaching in schools, ideas and theories about programming in school education and connections to technological development and industry will be discussed. Emphasis will be placed on the use of generative artificial intelligence for coding and the use of such code to program controllers (e.g. micro:bit or Arduino) and learning tools for working with such programming will be introduced. Students do not need to know programming, but a foundation in programming will be introduced so that students can use generative AI in a constructive way.

We will look to the future and look at the development when the digital world and the control of things merge (IoT, Internet of Things). Work will be done on ideas for workshops and study spaces that are suitable for student-centered learning where students create and work with digital design and processing of ideas.

Ideology and theories and social discourse regarding "maker culture" will be discussed. Changes in production techniques to person-centered production, remote-controlled and self-directed tools and the possibilities of such tools in education and teaching are examined.

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with a special emphasis on programming and construction with computer controls. Fieldwork in this course can possibly take place in conjunction with a Fab lab or other workshops where students have the opportunity to work with students on digital topics. In this way, students are introduced to practical aspects related to the organisation of teaching and project work, where technology and input are linked on a pedagogical basis.

In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarise themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained to use source material in their own writing and to distinguish their own voice from the source. 

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?

When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?

In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

The course aims to help student teachers acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterises effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and teacher team teaching will be discussed, as will the relationship between homes and schools and parents' participation in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating their experience.

The course aims to help student teachers acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterises effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and teacher team teaching will be discussed, as will the relationship between homes and schools and parents' participation in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating their experience.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

The course covers the Earth’s internal structure, Plate tectonics and the effects of internal processes (volcanic activity) and external processes (weather and water) on landscape formation, as well as rock types, volcanic eruptions, and earthquakes. It also addresses the Earth’s position in the solar system, the seasons, day–night cycles, and the Earth’s fundamental energy processes. Weather and climate are also discussed. Ideas for teaching geological topics and related research will be introduced. In addition, attention will be given to the opportunities offered by outdoor learning through the study of geological phenomena.

The course addresses fundamental concepts and key themes in ecology, with an emphasis on interactions between organisms and their environment. Students are introduced to the nature and structure of ecosystems, including energy flow, nutrient cycles, ecosystem stability, and succession. The course explores biological communities, interactions among organisms and with their environment, as well as population change and biological diversity.

Special emphasis is placed on the importance of biodiversity and sustainable development, as well as on the impacts of human activities on nature and the environment. Examples of Icelandic ecosystems are examined, focusing on their characteristics, uniqueness, and ecological value, alongside major environmental challenges in Iceland and globally.

The course emphasizes approaches to teaching ecological topics at the lower secondary school level. Attention is given to the importance of inquiry-based learning, creative learning, and outdoor education in fostering students’ understanding of ecological concepts and in connecting these concepts to everyday life and social responsibility. Students gain experience in planning outdoor learning activities and environmental education that emphasize nature interpretation, ecological relationships, and human impacts on the natural environment.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods about these issues.

The course addresses foundational aspects of science pedagogy in compulsory school, with emphasis on hands-on teaching, observations and experiments, the use of information technology, and diverse approaches to strengthening students’ understanding and interest. Students are introduced to ideas about everyday conceptions, misconceptions, and concept learning in science at the primary, lower secondary, and upper compulsory levels. Approaches are examined for organizing instruction in light of learning challenges arising from students’ everyday experiences and language use.

The course also covers the use of virtual experiments, creative communication, and digital technology in teaching, as well as the benefits and challenges associated with outdoor teaching and outdoor learning. School-based practicum is integrated into the course, and students complete part of their studies (2 ECTS) in compulsory schools, where they connect the course’s theoretical content with the planning, implementation, and reflection of science teaching. Emphasis is placed on active participation, practical work, and reflection as a foundation for continued learning in science education.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

In this course a special emphasis will be placed on the living Icelandic nature within the daily experiences of students, focusing on place-based education. Attention will be given to opportunities for practical activities in outdoor learning for children and youth in the school’s local environment, while also connecting these activities to classroom practices. Various methods for exploring nature will be introduced, such as observing and analyzing plantoutdoor learning for children and youth in the school’s local environment, while also connecting these activities to classroom practices. Various methods for exploring nature will be introduced, such as observing and analyzing plants, as well as techniques for collecting small invertebrates and practicing species identification. Students will also gain experience in planning outdoor lessons. Furthermore, the course will present opportunities offered by information technology to enhance curiosity and interest in nature.

The approach will ensure that students become familiar with diverse teaching methods that have proven effective in science education. The curriculum and teaching materials used in Icelandic primary schools related to the course topics will also be examined.

The program will cover plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations to their environment.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. 

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

The course introduces approaches to building a coherent, logically structured progression in mathematics education, in which the core ideas of the discipline and their relationships become increasingly clear and comprehensive. It addresses the aims of mathematics education at the compulsory school level, the compulsory school mathematics curriculum, mathematical competence, and mathematical communication. Emphasis is placed on accessibility and equity in mathematics learning, as well as on teaching practices that take into account students' diverse backgrounds, experiences, and linguistic profiles.

In the course, students analyse curriculum materials, tasks, and solutions produced by compulsory school pupils, and practice teaching and analysing instruction in peer groups. Drawing on their practical experience in the field, students reflect on their own teaching, their task choices, the teacher's role, their interactions with students, and their interactions among students. Emphasis is placed on teaching practices grounded in research on the learning and teaching of mathematics.

The primary focus of the course will be on teaching natural and social sciences and on how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within the natural and social sciences and integrated with other subject areas. Teaching materials, equipment, and the teaching environment that support learning and teaching will be explored, and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

The course aims to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and develop an understanding of mathematics. They learn to plan mathematics instruction in a problem-based environment using information technology and to integrate assessment into instruction.

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasised:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the role of teachers in curriculum development and assessment, and, alternatively, on their professional role in developing learning programs for groups of pupils as well as for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative evaluation, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organise compulsory education?

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasised:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the role of teachers in curriculum development and assessment, and, alternatively, on their professional role in developing learning programs for groups of pupils as well as for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative evaluation, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organise compulsory education?

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

The course aims to provide students with a comprehensive understanding of the developmental changes that occur from birth through adolescence.

Content:
The course will cover a broad range of developmental changes across different phases of childhood and adolescence, as well as theories that describe and explain them. Theories of cognitive, emotional, and social development, self-development, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, the continuity and discontinuity of development, and the plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students will have a chance to discuss the course topics and deepen their understanding of the age group they plan to focus on during their studies and work.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

In the course, students will be introduced to the theories and tools that support cultivating creativity and innovation in the classroom. The course empowers participants to apply teaching methods that encourage curiosity, creativity and design thinking in their students. The basics of innovation education, design thinking, and challenge-based learning, will be discussed, as well as how these theories and methods can be used when teaching various age groups in diverse fields, e.g. related to art, technology and social studies. The course will review methods to promote entrepreneurial thinking, promote resilience, and encourage collaboration and teamwork in the classroom. The course will help participants gain an understanding of how innovation can become a central part of creative education.

Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.

Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.

Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.

Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.

The course covers the following aspects:

• Learning in cyberspace. Special emphasis is placed on open online courses intended for self-study (MOOCs). The main types of such courses are presented. Their status and development, distribution channels, teaching systems and the pedagogical basis on which they are based are examined.
• Open educational material (OER). Research, ideas and culture on open learning are presented. It examines how remixing, free authorship and large material collections with open educational material can change learning and teaching and access to learning and knowledge.
• Cloud-based solutions. The focus is on what happens when the framework of learning and teaching is moved to a web-based environment, into the cloud, what tools and solutions are suitable, and how teachers, schools and school communities can organise learning processes and teaching in such an environment.
• Blended teaching (e.g. flipped teaching). Research and development regarding blended teaching and working methods for recording and sharing such material are discussed. Students make recordings that could be used in flipped teaching and gain experience of teaching with online conferencing equipment/real-time broadcasts in teaching.

Would you like to know firsthand how information and technology education is implemented in primary schools and how information technology is used in a creative way? Where are exciting projects going on in schools where tablets or other mobile technology are involved? Where are good examples of digital content acquisition, dissemination, imagery, and creativity? Where are examples of interesting communication between students and collaboration between teachers where digital media is in focus? How is it sought to promote information and media literacy, multifaceted media, digital communication and social participation?

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with special emphasis on the latter part. They have sometimes had the opportunity to visit selected schools or have enjoyed collaboration with development work under the auspices of both the City of Reykjavík and NýMennt on the selection and implementation of subjects. They are introduced to practical aspects related to the organisation of teaching, where technology and input are linked on a pedagogical basis. Particular attention is paid to digital media, not least sound and live video, which can be wrestled with and used in various ways in various contexts of learning and teaching.

The course is part of a program on primary school teaching with an emphasis on information technology, innovation and communication, where students get to test tools and teaching methods with primary school students after consultation with the course's tutor, possible partners mentioned here and guidance teachers in the field. Students on other paths are also welcome, and students may work together across fields of study on teaching projects where digital media plays a role. Fieldwork in this course can also be linked to fieldwork in another field of study. In addition, it may be possible to organise field experiences in other ways than traditional field studies in primary schools, engage in distance teaching or development work on teaching methods and interesting equipment.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Students learn about programming and how to incorporate programming and work in makerspaces (fab labs) into their studies. Programming teaching in schools, ideas and theories about programming in school education and connections to technological development and industry will be discussed. Emphasis will be placed on the use of generative artificial intelligence for coding and the use of such code to program controllers (e.g. micro:bit or Arduino) and learning tools for working with such programming will be introduced. Students do not need to know programming, but a foundation in programming will be introduced so that students can use generative AI in a constructive way.

We will look to the future and look at the development when the digital world and the control of things merge (IoT, Internet of Things). Work will be done on ideas for workshops and study spaces that are suitable for student-centered learning where students create and work with digital design and processing of ideas.

Ideology and theories and social discourse regarding "maker culture" will be discussed. Changes in production techniques to person-centered production, remote-controlled and self-directed tools and the possibilities of such tools in education and teaching are examined.

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with a special emphasis on programming and construction with computer controls. Fieldwork in this course can possibly take place in conjunction with a Fab lab or other workshops where students have the opportunity to work with students on digital topics. In this way, students are introduced to practical aspects related to the organisation of teaching and project work, where technology and input are linked on a pedagogical basis.

The course is designed to expose students to two main perspectives on educational research. On the one hand, methodology related to data collection and data analysis, on the other hand, reading and discussing educational research conducted by others. In all sections of the course, an emphasis is placed on understanding and applying concepts and ideas from academic research; students read about them, discuss them, and apply them in tasks connected to quantitative, qualitative, and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Would you like to know firsthand how information and technology education is implemented in primary schools and how information technology is used in a creative way? Where are exciting projects going on in schools where tablets or other mobile technology are involved? Where are good examples of digital content acquisition, dissemination, imagery, and creativity? Where are examples of interesting communication between students and collaboration between teachers where digital media is in focus? How is it sought to promote information and media literacy, multifaceted media, digital communication and social participation?

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with special emphasis on the latter part. They have sometimes had the opportunity to visit selected schools or have enjoyed collaboration with development work under the auspices of both the City of Reykjavík and NýMennt on the selection and implementation of subjects. They are introduced to practical aspects related to the organisation of teaching, where technology and input are linked on a pedagogical basis. Particular attention is paid to digital media, not least sound and live video, which can be wrestled with and used in various ways in various contexts of learning and teaching.

The course is part of a program on primary school teaching with an emphasis on information technology, innovation and communication, where students get to test tools and teaching methods with primary school students after consultation with the course's tutor, possible partners mentioned here and guidance teachers in the field. Students on other paths are also welcome, and students may work together across fields of study on teaching projects where digital media plays a role. Fieldwork in this course can also be linked to fieldwork in another field of study. In addition, it may be possible to organise field experiences in other ways than traditional field studies in primary schools, engage in distance teaching or development work on teaching methods and interesting equipment.

The course covers the following aspects:

• Learning in cyberspace. Special emphasis is placed on open online courses intended for self-study (MOOCs). The main types of such courses are presented. Their status and development, distribution channels, teaching systems and the pedagogical basis on which they are based are examined.
• Open educational material (OER). Research, ideas and culture on open learning are presented. It examines how remixing, free authorship and large material collections with open educational material can change learning and teaching and access to learning and knowledge.
• Cloud-based solutions. The focus is on what happens when the framework of learning and teaching is moved to a web-based environment, into the cloud, what tools and solutions are suitable, and how teachers, schools and school communities can organise learning processes and teaching in such an environment.
• Blended teaching (e.g. flipped teaching). Research and development regarding blended teaching and working methods for recording and sharing such material are discussed. Students make recordings that could be used in flipped teaching and gain experience of teaching with online conferencing equipment/real-time broadcasts in teaching.

Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.

Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.

Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.

Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

Students learn about programming and how to incorporate programming and work in makerspaces (fab labs) into their studies. Programming teaching in schools, ideas and theories about programming in school education and connections to technological development and industry will be discussed. Emphasis will be placed on the use of generative artificial intelligence for coding and the use of such code to program controllers (e.g. micro:bit or Arduino) and learning tools for working with such programming will be introduced. Students do not need to know programming, but a foundation in programming will be introduced so that students can use generative AI in a constructive way.

We will look to the future and look at the development when the digital world and the control of things merge (IoT, Internet of Things). Work will be done on ideas for workshops and study spaces that are suitable for student-centered learning where students create and work with digital design and processing of ideas.

Ideology and theories and social discourse regarding "maker culture" will be discussed. Changes in production techniques to person-centered production, remote-controlled and self-directed tools and the possibilities of such tools in education and teaching are examined.

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with a special emphasis on programming and construction with computer controls. Fieldwork in this course can possibly take place in conjunction with a Fab lab or other workshops where students have the opportunity to work with students on digital topics. In this way, students are introduced to practical aspects related to the organisation of teaching and project work, where technology and input are linked on a pedagogical basis.

In the course teacher students are introduced to the main goals of teaching mathematics in compulsory schools. The emphasis is both on content and the process of teaching and learning.

Emphasis is put on problem solving and inquiry based approach to learning and teaching. The teacher students will study how different approaches in teaching affect learning. Consideration is given to the role of the teacher and competances to be expected.

Students use ICT in their own learning and in connection with the teaching of mathematics.

The main objective of the course is to prepare students for reading, writing and communicating academic texts.

The course will cover various types of scholarly material and its representation. Students will familiarise themselves with different aspects of academic writing and learn to distinguish between different genres. Students will be trained in independent and critical reading of different texts. Copyright, plagiarism, and fake news will also be discussed.

Students will acquire skills in working with academic texts, such as abstracts and summaries and in using sources when writing their own texts. They will also receive instructions in making bibliographies and using citation systems. Students will also be trained to use source material in their own writing and to distinguish their own voice from the source. 

This course will focus on Icelandic culture and literature in a broad understanding, as well as how both factor into language use and linguistic world of different subjects within the school system.

This will include a discussion of basic concepts of literary theory, discourse analysis and cultural studies, and a variety of methods and media in teaching will be introduced, which can increase understanding and interest among elementary school students in their own culture as well as other cultures. 

Students will have the opportunity to read literary fiction from both past and present and put it into context with their own experiences as well as their future approach to teaching different school subjects.

A variety of texts will be discussed, both fiction as well as practical/didactic texts and recreational texts, with the goal that students realize and appreciate that language is the tool we use in all our daily lives and studies regardless of subject. The deep layers of meaning found in all manner of texts will be analyzed, and students will be given the proper tools to scrutinize texts in their surroundings in an independent and critical manner.

This course will focus on interweaving of different elementary school subjects and how Icelandic is the subject that binds all other subjects together, emphasizing the teacher’s role of teaching in Icelandic, rather than teaching Icelandic as a subject. For this reason a special focus will be placed on how Icelandic provides a base for the teaching of several other subjects, including social studies, mathematics, natural sciences, foreign languages, and not least art subjects, e.g. visual arts and drama.

How can the field of information and technology education be described, and what is meant when discussing innovation education or innovation in education? What is the reference to when discussing the information and knowledge society, information and technological literacy, digital content creation and multimedia, media literacy or pluralism, digital communication and learning communities, digital citizenship and participation in a democratic society, technology and programming suitable for children and young people, design thinking and entrepreneurship education, playing with ideas, problem-solving and collaborative creativity?

When did digital equipment first enter Icelandic primary schools, what has been the development since then and where is it heading? What obstacles and opportunities do technological advances in communication and schooling entail? What is also the history of innovation education in primary schools and how does it relate to ideas about new times, collaboration and solution-oriented working methods? What are the components of information technology, innovation and digital media in policy making and the curriculum and how are they related to other fields of study, key competences and basic aspects of education?

In this introductory course, we examine the above-mentioned topics in a domestic and international context while giving students the opportunity to work on practical and creative projects, test technical possibilities and digital tools that offer interesting opportunities in learning and teaching. Students improve their skills in this field and look to the practical possibilities in the field and the opportunities that lie in new technology for conceptual work, communication and professional development. Emphasis is placed on the formation of a strong learning community that takes an active part in the course, tackles challenges and shares ideas and experiences in lively educational camps and through digital dissemination online.

An introductory course intended to provide an overview of contemporary ideas and perspectives on learning and instruction and teachers working environments. Major learning theories, trends and issues are introduced which will then be discussed in later courses focusing on learning and the teacher profession.

Important conceptions, concepts and issues covered: Learning theories and research, conditions for learning and teaching, teachers practice theories, learning-learner-learning environment, organisation of learning, instructional planning, curriculum development and collaboration, teachers professionalism and practice theories, legal and regulatory frameworks for compulsory education.

Procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training.

The teacher students strengthen their knowledge of selected mathematical topics, including number theory and geometry.

The course also treats numeration systems and basic arithmetic.

Emphasis is put on problem solving and inquiry-based approach to learning and teaching. The teacher students reflect on how different approaches in teaching affect students understanding of mathematical concepts.

The course aims to help student teachers acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterises effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and teacher team teaching will be discussed, as will the relationship between homes and schools and parents' participation in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating their experience.

The course aims to help student teachers acquire knowledge and skills in general pedagogy and the ability to teach students at the compulsory school level.

• The focus is on teaching methods in compulsory schools, the learning environment, and class management, and on discussing what characterises effective teaching.
• Attention is directed to the characteristics of the age levels of compulsory school and presents ways to stimulate development and meet the different needs of students in an inclusive school.
• Cooperation and communication between students, teamwork, and teacher team teaching will be discussed, as will the relationship between homes and schools and parents' participation in their children's education.
• Student teachers receive training in pronunciation and voice protection, expression, and manners.
• With a field study, a student teacher gets practice in planning diverse studies, implementing teaching methods, using information technology, and evaluating their experience.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

The course covers the Earth’s internal structure, Plate tectonics and the effects of internal processes (volcanic activity) and external processes (weather and water) on landscape formation, as well as rock types, volcanic eruptions, and earthquakes. It also addresses the Earth’s position in the solar system, the seasons, day–night cycles, and the Earth’s fundamental energy processes. Weather and climate are also discussed. Ideas for teaching geological topics and related research will be introduced. In addition, attention will be given to the opportunities offered by outdoor learning through the study of geological phenomena.

The course addresses fundamental concepts and key themes in ecology, with an emphasis on interactions between organisms and their environment. Students are introduced to the nature and structure of ecosystems, including energy flow, nutrient cycles, ecosystem stability, and succession. The course explores biological communities, interactions among organisms and with their environment, as well as population change and biological diversity.

Special emphasis is placed on the importance of biodiversity and sustainable development, as well as on the impacts of human activities on nature and the environment. Examples of Icelandic ecosystems are examined, focusing on their characteristics, uniqueness, and ecological value, alongside major environmental challenges in Iceland and globally.

The course emphasizes approaches to teaching ecological topics at the lower secondary school level. Attention is given to the importance of inquiry-based learning, creative learning, and outdoor education in fostering students’ understanding of ecological concepts and in connecting these concepts to everyday life and social responsibility. Students gain experience in planning outdoor learning activities and environmental education that emphasize nature interpretation, ecological relationships, and human impacts on the natural environment.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods about these issues.

The course addresses foundational aspects of science pedagogy in compulsory school, with emphasis on hands-on teaching, observations and experiments, the use of information technology, and diverse approaches to strengthening students’ understanding and interest. Students are introduced to ideas about everyday conceptions, misconceptions, and concept learning in science at the primary, lower secondary, and upper compulsory levels. Approaches are examined for organizing instruction in light of learning challenges arising from students’ everyday experiences and language use.

The course also covers the use of virtual experiments, creative communication, and digital technology in teaching, as well as the benefits and challenges associated with outdoor teaching and outdoor learning. School-based practicum is integrated into the course, and students complete part of their studies (2 ECTS) in compulsory schools, where they connect the course’s theoretical content with the planning, implementation, and reflection of science teaching. Emphasis is placed on active participation, practical work, and reflection as a foundation for continued learning in science education.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

In this course a special emphasis will be placed on the living Icelandic nature within the daily experiences of students, focusing on place-based education. Attention will be given to opportunities for practical activities in outdoor learning for children and youth in the school’s local environment, while also connecting these activities to classroom practices. Various methods for exploring nature will be introduced, such as observing and analyzing plantoutdoor learning for children and youth in the school’s local environment, while also connecting these activities to classroom practices. Various methods for exploring nature will be introduced, such as observing and analyzing plants, as well as techniques for collecting small invertebrates and practicing species identification. Students will also gain experience in planning outdoor lessons. Furthermore, the course will present opportunities offered by information technology to enhance curiosity and interest in nature.

The approach will ensure that students become familiar with diverse teaching methods that have proven effective in science education. The curriculum and teaching materials used in Icelandic primary schools related to the course topics will also be examined.

The program will cover plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations to their environment.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes.

A historical overview of principles, methods, and best practices of English language teaching. Introduction to the national curriculum of English, teaching materials, and resources. Focus on student-centered teaching, learner autonomy, teacher reflection, and developing a philosophy of teaching.

The National Curriculum Guide will be read and analyzed. Students will have an opportunity to observe and evaluate recorded teaching and they will practice reflecting on their own ideas about teaching and experience of language learning. 

Course work demands active participation and consists of reading, written assignments, discussion, group and individual work, and microteaching.

The course will look in depth at English teaching methods and principles aimed at young learners. Topics include characteristics of young learners, National Curriculum objectives, and teaching and assessment methods, especially those related to listening, speaking, reading, writing, games, songs and creative activities. Students will receive training in lesson planning and integrating English teaching with other subjects.
Course work consists of reading, oral and written assignments, discussions, group work and active participation. The course includes a teaching practice component at primary or middle school levels consisting of classroom observation, practice teaching and a written report. Student teachers will gain experience in creating lessons and activities that take into account young children’s needs and abilities. 

In the course, a foundation of academic knowledge for prospective Icelandic teachers on Icelandic literature will be laid to prepare them for teaching in primary schools. Emphasis will be placed on developing students as independent readers of various types of literature. Additionally, spoken language, listening, observation, reading, and writing will be addressed on a scholarly basis and through practical tasks. The course will focus on active listening and observation, and students will be trained to communicate their knowledge verbally and to utilize various media to enhance these aspects for themselves.

Contemporary literature for children and adults, as well as narratives in other media such as theater and film, will be discussed. General analytical methods will be employed, and critical reading skills will be developed for comprehension and interpretation. Attention will be given to how texts can provoke discussion on ethical concepts and viewpoints. Furthermore, literary texts will be read with the aim for students to enjoy them and share their reading experience with others.

Students will engage in analyzing the differences between spoken language and written language from a scholarly perspective and practice working with different forms of spoken language and texts in various contexts.

Students will get to know theories about active listening and active viewing and will use varied mediums to enforce these skills within themselves.

Contemporary literature for children and adults will be covered, as well as folk tales and national culture related to them. General methods of analysis will be employed and literacy trained towards understanding and interpretation. It will be emphasized how texts can encourage discussions about ethical terminology and matters. In addition, literary texts will be read enabling the students to enjoy them and share their reading experience with others.

Students will learn to distinguish between spoken and written language in a theoretical manner and get training in working with different types of spoken language and texts on various text levels.

The basic theoretical knowledge of the Icelandic phonology, morphology and syntax will be introduced, focusing on observing language through children’s acquisition and how they build up their inner grammar. In addition, the emphasis will be on the students’ own language, where they will be guided in self-observations as well as looking into other people’s language use.

In this course emphasis will be placed on the practical application of current scholarship in teaching Icelandic. Students will receive training in varied ways and methods to teach Icelandic which are meant to increase understanding and interest in topics in Icelandic. In addition, planning and preparation of teaching and assessment will be discussed.

The course centres on two main components of the teaching of Icelandic, namely writing and grammar. In addition, fundamental pillars of education will be discussed and how students can weave them into their teaching of Icelandic. Emphasis will be on training the students in working with learning outcomes and assessment outcomes for Icelandic and to promote escalation in teaching of the main components of the teaching of Icelandic.

The students get training in how to approach their teaching in a critical manner and to utilize current scholarship. They will also get practice in working critically with existing teaching materials and compare it with the current National Curriculum so as to develop their own teaching and teaching methods. In addition, the integration with other subjects of teaching will be addressed.

It will be addressed how teachers can take into account diverse group of pupils when planning their teaching so the pupils get an opportunity to approach topics in Icelandic according to their own experience and interests.

The contents of the course will be put into connection with on-site education. Students will observe teaching, consider it and evaluate it in accordance with the course’s subject matters.

Students will learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas.

Methods: Numerous workshops based on different teaching methods and various ideas.

Students continue to learn about the importance of the arts in the education of children and adolescents. The focus will be on expression through visual arts, drama and music. Students will develop creative projects based on their own ideas. This course emphasizes cross disciplinary cooperation within the arts subjects.

Methods: Numerous workshops based on different teaching methods and various ideas.

Content: The course is an introduction to the teaching of social sciences with an emphasis on the training of discussions, critical thinking and the ability to look at different points of view. Emphasis is on active reflection, where students take a critical look at their presumptions  on various issues. It also gives insights into various topics that are a part of social science teaching (cf. the national curriculum).

Methods: According to the timetable, discussions and project work occur during lessons in real-time on Zoom. Argumentation assignments will be done in connection to the lectures. Additionally there will be compulsory discussions each week (80%). Students can choose between discussions in Stakkahlíð or in realtime on Zoom. 

Course topics: The aim of the course is for participants to become aware of diverse factors that influence people‘s views of life and make them better prepared to teach social sciences. Three views will be dealt with. First is the personal and individual, then the common, social and structural. Then the relations of the personal and the common one with international agreements like United Nations Sustainable Development Goals (SDGs). Throughout the course questions of how these appear in the structure and content of school work will be asked, e.g. with regard to the national curriculum. In the course themes related to people‘s views of life will be discussed using questions of moralty, religion, societal views and government, families and people‘s local/domestic environment, and how rights and obligations form people‘s vision.

Working methods: The course is organised in two week rounds, each focusing on one theme. Lectures will be available online and reading material provided as links or pdf-documents. Final exam counts as 40% and assignments (e.g. written ones and online quizzes) count as 60%. The course in taught in weekly sessions on-line

The course is an introduction to design and craft education: Design and woodwork, Textiles and design and Health promotion and home economics. Project ideas are adapted to different subjects of the course. Emphasis is placed on knowledge and skills aspects from idea to completion in all work components of the course. Students work on subjects that are suitable for school work and record work processes in photographs, drawings and in text form.

The aim is to prepare student teachers for field studies in design and crafts subjects with an emphasis on pedagogical aspects. In project selection, students take into account the basic elements of education and the learning standards of a subject in the National Curriculum Guide for Compulsory Schools. In the processing of projects, emphasis is placed on creative and professional work methods. Students receive training in the preparation of syllabi, become acquainted with various teaching methods and compare different assessment methods in design and crafts subjects. Students keep a guidebook and present their experiences from the field.

The course will cover selected topics from classical geometry, analytical geometry and algebra. Software used in teaching and learning algebra and geometry will be introduced.

Basic topics from Euclidean geometry will be covered; concepts, axioms and postulates on parallel lines, polygons and circles. Simple constructions with circle and ruler. Selected topics from analytical geometry e.g. the equation of a circle, solutions of linear equations and equation systems, second degree equations, absolute value equations and inequalities.

The software GeoGebra will be used for visualization, making conjectures, constructions and drawings.

The course introduces approaches to building a coherent, logically structured progression in mathematics education, in which the core ideas of the discipline and their relationships become increasingly clear and comprehensive. It addresses the aims of mathematics education at the compulsory school level, the compulsory school mathematics curriculum, mathematical competence, and mathematical communication. Emphasis is placed on accessibility and equity in mathematics learning, as well as on teaching practices that take into account students' diverse backgrounds, experiences, and linguistic profiles.

In the course, students analyse curriculum materials, tasks, and solutions produced by compulsory school pupils, and practice teaching and analysing instruction in peer groups. Drawing on their practical experience in the field, students reflect on their own teaching, their task choices, the teacher's role, their interactions with students, and their interactions among students. Emphasis is placed on teaching practices grounded in research on the learning and teaching of mathematics.

The primary focus of the course will be on teaching natural and social sciences and on how these subjects can be integrated through the Storyline approach. Special issues and tasks will be chosen within the natural and social sciences and integrated with other subject areas. Teaching materials, equipment, and the teaching environment that support learning and teaching will be explored, and appropriate assessment methods will be introduced and discussed. Students will learn to apply information technology tools and a creative approach in teaching and learning.

The course aims to cover the main concepts in mathematics learning in primary school. Students explore what it means to do mathematics and develop an understanding of mathematics. They learn to plan mathematics instruction in a problem-based environment using information technology and to integrate assessment into instruction.

This course aims to provide students with insights into the unique conditions of Danish teaching in Icelandic primary schools. We will explore fundamental concepts and theories related to language acquisition, specifically relevant to foreign language instruction. Additionally, we’ll align academic goals and objectives for Danish teaching in Iceland with theories of language acquisition and foreign language pedagogy. The course also examines how teachers’ learning and language perspectives manifest in Danish as a foreign language classrooms.

The goals of the course are to provide students with opportunities to practice their Danish speaking skills and increase their understanding of the levels and characteristics of spoken language and discourse. Subject areas will include phonetics and Danish pronunciation, rhythm and stress, accents and Danish varieties, differences between spoken and written Danish, and aspects of oral communication and fluency. Students will receive practice in a variety of speech acts and situations (speech events) such as discussions, conversations, presentations, storytelling, and reading aloud.

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasised:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the role of teachers in curriculum development and assessment, and, alternatively, on their professional role in developing learning programs for groups of pupils as well as for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative evaluation, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organise compulsory education?

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

The course is designed to expose students to perspectives on curriculum development and assessment in compulsory education. The following educational process is emphasised:

Students discuss and learn about basic concepts and issues related to assessment and curriculum development in compulsory education. Issues and ideologies reflected in official curricula, law, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the role of teachers in curriculum development and assessment, and, alternatively, on their professional role in developing learning programs for groups of pupils as well as for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative evaluation, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education. Key questions discussed are: What should be the purpose of the school, what should be taught and assessed in compulsory schools, how and why? What counts as legitimate knowledge and competence, and how should we administer and organise compulsory education?

The working process of the course consists of lectures, field-related assignments, and critical discussion through seminars and group assignments

The course aims to provide students with a comprehensive understanding of the developmental changes that occur from birth through adolescence.

Content:
The course will cover a broad range of developmental changes across different phases of childhood and adolescence, as well as theories that describe and explain them. Theories of cognitive, emotional, and social development, self-development, and moral development will be discussed. The approaches of behaviourism and ecological theory will also be highlighted. The origins and nature of individual differences, the continuity and discontinuity of development, and the plasticity of development will be discussed. The interaction between development and learning, motivation, parenting practices, culture, and different social environments will be addressed. A strong emphasis will be placed on understanding child development when working with children in applied settings.

Procedure:
The course will consist of lectures and recitations. Students will have a chance to discuss the course topics and deepen their understanding of the age group they plan to focus on during their studies and work.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

In the course, students will be introduced to the theories and tools that support cultivating creativity and innovation in the classroom. The course empowers participants to apply teaching methods that encourage curiosity, creativity and design thinking in their students. The basics of innovation education, design thinking, and challenge-based learning, will be discussed, as well as how these theories and methods can be used when teaching various age groups in diverse fields, e.g. related to art, technology and social studies. The course will review methods to promote entrepreneurial thinking, promote resilience, and encourage collaboration and teamwork in the classroom. The course will help participants gain an understanding of how innovation can become a central part of creative education.

Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.

Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.

Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.

Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.

The course covers the following aspects:

• Learning in cyberspace. Special emphasis is placed on open online courses intended for self-study (MOOCs). The main types of such courses are presented. Their status and development, distribution channels, teaching systems and the pedagogical basis on which they are based are examined.
• Open educational material (OER). Research, ideas and culture on open learning are presented. It examines how remixing, free authorship and large material collections with open educational material can change learning and teaching and access to learning and knowledge.
• Cloud-based solutions. The focus is on what happens when the framework of learning and teaching is moved to a web-based environment, into the cloud, what tools and solutions are suitable, and how teachers, schools and school communities can organise learning processes and teaching in such an environment.
• Blended teaching (e.g. flipped teaching). Research and development regarding blended teaching and working methods for recording and sharing such material are discussed. Students make recordings that could be used in flipped teaching and gain experience of teaching with online conferencing equipment/real-time broadcasts in teaching.

Would you like to know firsthand how information and technology education is implemented in primary schools and how information technology is used in a creative way? Where are exciting projects going on in schools where tablets or other mobile technology are involved? Where are good examples of digital content acquisition, dissemination, imagery, and creativity? Where are examples of interesting communication between students and collaboration between teachers where digital media is in focus? How is it sought to promote information and media literacy, multifaceted media, digital communication and social participation?

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with special emphasis on the latter part. They have sometimes had the opportunity to visit selected schools or have enjoyed collaboration with development work under the auspices of both the City of Reykjavík and NýMennt on the selection and implementation of subjects. They are introduced to practical aspects related to the organisation of teaching, where technology and input are linked on a pedagogical basis. Particular attention is paid to digital media, not least sound and live video, which can be wrestled with and used in various ways in various contexts of learning and teaching.

The course is part of a program on primary school teaching with an emphasis on information technology, innovation and communication, where students get to test tools and teaching methods with primary school students after consultation with the course's tutor, possible partners mentioned here and guidance teachers in the field. Students on other paths are also welcome, and students may work together across fields of study on teaching projects where digital media plays a role. Fieldwork in this course can also be linked to fieldwork in another field of study. In addition, it may be possible to organise field experiences in other ways than traditional field studies in primary schools, engage in distance teaching or development work on teaching methods and interesting equipment.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Students learn about programming and how to incorporate programming and work in makerspaces (fab labs) into their studies. Programming teaching in schools, ideas and theories about programming in school education and connections to technological development and industry will be discussed. Emphasis will be placed on the use of generative artificial intelligence for coding and the use of such code to program controllers (e.g. micro:bit or Arduino) and learning tools for working with such programming will be introduced. Students do not need to know programming, but a foundation in programming will be introduced so that students can use generative AI in a constructive way.

We will look to the future and look at the development when the digital world and the control of things merge (IoT, Internet of Things). Work will be done on ideas for workshops and study spaces that are suitable for student-centered learning where students create and work with digital design and processing of ideas.

Ideology and theories and social discourse regarding "maker culture" will be discussed. Changes in production techniques to person-centered production, remote-controlled and self-directed tools and the possibilities of such tools in education and teaching are examined.

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with a special emphasis on programming and construction with computer controls. Fieldwork in this course can possibly take place in conjunction with a Fab lab or other workshops where students have the opportunity to work with students on digital topics. In this way, students are introduced to practical aspects related to the organisation of teaching and project work, where technology and input are linked on a pedagogical basis.

The course is designed to expose students to two main perspectives on educational research. On the one hand, methodology related to data collection and data analysis, on the other hand, reading and discussing educational research conducted by others. In all sections of the course, an emphasis is placed on understanding and applying concepts and ideas from academic research; students read about them, discuss them, and apply them in tasks connected to quantitative, qualitative, and mixed research methods. They also discuss and apply concepts related to action research.

The course comprises lectures, discourse, student presentations and field-related assignments.

The B.Ed. thesis in teachingis a 10 ECTS credit written thesis completed under supervision of a faculty member.

The course focuses on play and creative work with children involving digital devices and technology. Students review and discuss different sources on creative work digital technologies at the preschool and premium school level. They get acquainted with demonstrative examples of practice in selected schools and look for fruitful ways to apply information technologies and digital media in educational activities with young pupils. Students wrestle with animation, drawing and creative editing of photos with digital tools in relation to digital storytelling. Pioneers in programming designed for children are introduced as well as tools to create simple materials, stories and games with visual programming systems designed for young users. Students also get to try out a selection of digital devices and pedagogical technology sets designed for the young. Some of these activities involve making and artistic expressions in different materials. Students get to design and draw objects for laser cutting and 3-dimensional printing, as well reflect on entrepreneurship and inventive learning as pedagogial focus areas in education. They describe their efforts and experimental work with technical sets and equipment in pictures, videos and texts displayed on websites set up with templates of their own choice.

Would you like to know firsthand how information and technology education is implemented in primary schools and how information technology is used in a creative way? Where are exciting projects going on in schools where tablets or other mobile technology are involved? Where are good examples of digital content acquisition, dissemination, imagery, and creativity? Where are examples of interesting communication between students and collaboration between teachers where digital media is in focus? How is it sought to promote information and media literacy, multifaceted media, digital communication and social participation?

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with special emphasis on the latter part. They have sometimes had the opportunity to visit selected schools or have enjoyed collaboration with development work under the auspices of both the City of Reykjavík and NýMennt on the selection and implementation of subjects. They are introduced to practical aspects related to the organisation of teaching, where technology and input are linked on a pedagogical basis. Particular attention is paid to digital media, not least sound and live video, which can be wrestled with and used in various ways in various contexts of learning and teaching.

The course is part of a program on primary school teaching with an emphasis on information technology, innovation and communication, where students get to test tools and teaching methods with primary school students after consultation with the course's tutor, possible partners mentioned here and guidance teachers in the field. Students on other paths are also welcome, and students may work together across fields of study on teaching projects where digital media plays a role. Fieldwork in this course can also be linked to fieldwork in another field of study. In addition, it may be possible to organise field experiences in other ways than traditional field studies in primary schools, engage in distance teaching or development work on teaching methods and interesting equipment.

The course covers the following aspects:

• Learning in cyberspace. Special emphasis is placed on open online courses intended for self-study (MOOCs). The main types of such courses are presented. Their status and development, distribution channels, teaching systems and the pedagogical basis on which they are based are examined.
• Open educational material (OER). Research, ideas and culture on open learning are presented. It examines how remixing, free authorship and large material collections with open educational material can change learning and teaching and access to learning and knowledge.
• Cloud-based solutions. The focus is on what happens when the framework of learning and teaching is moved to a web-based environment, into the cloud, what tools and solutions are suitable, and how teachers, schools and school communities can organise learning processes and teaching in such an environment.
• Blended teaching (e.g. flipped teaching). Research and development regarding blended teaching and working methods for recording and sharing such material are discussed. Students make recordings that could be used in flipped teaching and gain experience of teaching with online conferencing equipment/real-time broadcasts in teaching.

Thematic learning is a learning method in which students acquire certain knowledge and skills by working together, usually interdisciplinarily, on a specific project for a longer period of time than is generally the case in schools, where knowledge and skills are drawn from more than one subject. They seek answers to a complex question, find a solution to a problem (problem based learning), create or create something that tests their abilities and ingenuity. In this context, the learning environment, procedures and tools in thematic studies, teaching methods, such as consensus studies and democratic teaching, the organisation of thematic projects and students' project work are discussed. Various ways to arouse students' interest and work in a creative way in school work will be presented, e.g. in creative workshops, with computer games and game creation, or with the involvement of museums, and other educational and cultural institutions. The course discusses the integration of subjects and methods for integrating subjects through the use of information and communication technology, the role of teachers and students, the development of learning objectives, and their relationship to academic performance and assessment in integrated schooling.

Participants in this course plan the projects to be undertaken, how they organise their work and make lesson plans, and discuss how they use information and communication technology to gather, process and communicate it. It is imperative that participants are very interested in seeking answers each time, consider it important to solve a specific problem or create an original work.

Projects of this kind put a lot of pressure on collaboration, initiative, problem-solving and an open or multifaceted approach. At the same time, critical and creative thinking are very important. The projects that will be created could be, for example, a short film, a radio play, a film, a video game production, a web or a musical, and will be made available to the Icelandic public or, as the case may be, to netizens wherever they live.

Two projects will be carried out. Work on the first lasts for one to one and a half months, while the second lasts for two and a half to three months.

Computer games in education and teaching will be discussed, with a special emphasis on gaming worlds and online games and open online playgrounds and the connection of such games to education and leisure activities. Game culture will be examined, classification systems and characteristics of computer games, their importance in leisure culture and their connection to social issues. In particular, gender equality perspectives in video games and video game culture will be examined, as well as various issues, for example related to gender, addiction and/or gambling addiction. Tools will be used to build educational games/educational games and the possibilities of gamification in education will be discussed. Learning games in various types of computer environments will be discussed, such as 3D worlds on the Internet and games that use smart computers or phones.

Students learn about programming and how to incorporate programming and work in makerspaces (fab labs) into their studies. Programming teaching in schools, ideas and theories about programming in school education and connections to technological development and industry will be discussed. Emphasis will be placed on the use of generative artificial intelligence for coding and the use of such code to program controllers (e.g. micro:bit or Arduino) and learning tools for working with such programming will be introduced. Students do not need to know programming, but a foundation in programming will be introduced so that students can use generative AI in a constructive way.

We will look to the future and look at the development when the digital world and the control of things merge (IoT, Internet of Things). Work will be done on ideas for workshops and study spaces that are suitable for student-centered learning where students create and work with digital design and processing of ideas.

Ideology and theories and social discourse regarding "maker culture" will be discussed. Changes in production techniques to person-centered production, remote-controlled and self-directed tools and the possibilities of such tools in education and teaching are examined.

Students in this course spend the equivalent of two credits on field studies related to information technology, innovation and digital media, with a special emphasis on programming and construction with computer controls. Fieldwork in this course can possibly take place in conjunction with a Fab lab or other workshops where students have the opportunity to work with students on digital topics. In this way, students are introduced to practical aspects related to the organisation of teaching and project work, where technology and input are linked on a pedagogical basis.