Cyberbullying is commonly measured by either an inventory of manifest variables (i.e. cyber harassment) or the use of global items covering cyberbullying in general. This study aimed to compare these two approaches in terms of how they predict academic achievement. Structural equation modelling (SEM) was used to build recursive models including variables of academic achievement, traditional and cyber harassment, cyberbullying, socio-economic status, perceived quality of life at school, and sex. Our findings reveal an impact of cyberbullying and cyber harassment on academic skills, and furthermore suggest that the choice of method (manifest variables vs. global items) is of less importance in this regard. Furthermore, the impact of cyberbullying and cyber harassment on academic achievement appears to be mainly mediated through the victims' perceived quality of life at school.

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Research on bullying and harassment in Scandinavia has been going on for several decades, and is appearing in new frameworks and forms since the new categories of "cyber harassment" or "cyberbullying" has been introduced. Bullying is a phenomenon of great importance, as it seems to affect persons negatively in their everyday functioning. We designed a questionnaire on cyber harassment, which was answered by pupils, at five schools in Tromsø (N=878). This questionnaire included a section of questions concerning traditional forms of harassment and bullying, as well as a set of quality of life (QoL) questions. The main questions asked here are: 1) What is the prevalence in percentages of classical bullying and cyberbullying; 2) Are there gender and/or age differences; 3) What percentage of children bullied classically were also cyber-bullied; 4) In what way was the quality of life affected for those that were classically bullied or cyber-bullied? Our main finding is that students who report being cyber-harassed or cyber-bullied, report a significantly lower QoL-score than their non-harassed peers, and thus share the same negative characteristics in relation to quality of life as classical harassment and bullying. Cyberbullying is less common than classical bullying, but it now affects some 3.5% of the pupils, and nearly half of the cyberbullying comes in addition to traditional bullying.

Monitor 2011 is the fifth quantitative survey in a series of studies on the use of digital tools in schools, teachers', and learners' digital competence, as well as the digital priorities of school principals. The quantitative surveys have been conducted every other year since 2003 in order to provide information on the digital condition in schools. The respondents are school principals, teachers, seventh and ninth grade learners, and upper secondary school learners (second year).

In this paper, we examine findings on the pedagogical use of interactive whiteboards and tablets in schools, gathered over the last five years. The findings reveal how challenging it can be to utilise the opportunities provided by interactive technology. The paper then introduces two case studies focusing on how teachers prepare when beginning to use interactive technologies. Both cases show how teachers develop new ways of using the technology in a pedagogical setting, but also how they face challenges in terms of continuous professional development and implementation of technology in practice.