We live in a time of "epistemic uncertainty" (Kay & King 2020) and where home schooling and remote teaching as a consequence of COVID-19 has become a global phenomenon in recent months. By 19 March 2020, 102 countries globally had shut all schools, affecting almost 900 million children and youth (UNESCO 2020, OECD 2020). Further school shutdowns have continued from 19 March up to June 2020, involving more countries and regions and impacting over 60% of the world's student population (UNESCO 2020). And UNESCO "is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning" (p. 1). Since WHO (2020) states that we will probably experience similar pandemics as COVID-19 in the future, there is reason to believe that home schooling and remote teaching will affect and partly change education in the years to come. We therefore need to build on the current state of knowledge, examining "how teachers teach and learners learn" in this extraordinary coronavirus situation as well as how this affects pupils' digital Bildung journey.

Implementation of tablets in Norwegian schools has become quite common, but we still have too little research knowledge about the learning outcome from these implementation measures. To achieve more knowledge about the topic, this trailing research examines the first cohort of Baerum municipality's implementation of tablets in primary school. The outcome measures in the study are external for the intervention, and are recorded data from National Tests (National reading, arithmetic and English Tests, Classes 5, 8 and 9, National Mapping Tests for reading and arithmetic, Classes 1-3, and the 2014-2016 National Pupil Survey). The whole study (N=15,708) relies on an explanatory, sequentially mixed-methods design (Fetters, Curry and Creswell (2013), and in this study we examine the quantitative effects of this implementation. The results stemming from the general focus areas, that is, spelling, reading, comprehension and arithmetic in the National Mapping Tests for reading for Classes 1-3, we find that there is no significant impact on pupil learning 1 with respect to Classes 1 and 2 at the Pilot 1 schools in 2015 and 2016, compared with the results obtained for the other Baerum schools. The same applies to Class 3, with the exception of arithmetic, where we see negative results as a consequence of being a pilot school and having used tablets. This differs to what we see in the results of the National Tests for Class 5 in 2015 and 2016, where we note significant positive outcomes with respect to arithmetic and English among boys at the pilot schools, compared with Class 5 boys at the other Baerum schools. The findings is only based on the first nine months from the implementation of tablets and therefore a second cohort of 1. In other words, the percentage above the limit for concern with respect to the expected level of learning in this context.

This case study examines face-to-face and remote teaching in a doctoral education course and ask if flipped classroom, formative assessment and remote teaching increase the teaching quality of a literature review course. To be able to answer the research question, design-based research (DBRC, 2003) and case study (Yin, 2009) were used as a research-pedagogical design and methodological framework. The selection of informants is based on purposeful selection (Maxwell, 2005) where one group of PhD candidates (n = 24) situated at the University of Bergen and one group of PhD candidates (n = 12) situated at Volda University College, were selected. The study indicates that the PhD candidates enhanced their understanding of literature review throughout the PhD course, they appreciated the course design, and the quality of their academic papers and their survey feedback indicated that they had a good learning outcome from the course. Despite some methodological limitations, this study shows that advanced video conferencing systems in combination with a well-prepared teaching design have several positive outcomes and can be used as a starting point for a more large-scale study. The study shows, despite former

At the time of writing this editorial, we are in the middle of a global crisis because of the coronavirus -this is a very special and serious situation. Due to the coronavirus, we are being told to avoid human contact and physical face-to-face meetings as much as possible, and to stay in our homes. In many ways, such incidents of such epidemics have ontological implications since they have a severe impact on our basic need for human contact and other human aspects of life, as well as our basic view of being in the world. In such situations, it is of course of greatest importance to protect the health of all of us and to show solidarity, and we have all a collective responsibility to do this.At the same time, life must go on, and for the coming weeks and months we are being told to perform our teaching and research from our homes since schools and universities are closed; pupils and student must study from home, and so in these circumstances digital tools and remote teaching will have to be applied. This will be a new situation for the majority of us and in many ways we can see that digital technology can help us, making it possible to keep pupils and students involved in learning, even in a global crisis such as this. But this disruptive situation requires us also to reconsider "how teachers teach and students learn" as distance learning, virtual learning and remote teaching dominate in the following weeks and months. This implies that we keep in mind the pro and the cons of physical face-to-face meetings versus virtual meetings, which in many ways have ontological aspects we should be aware of. Emmanuel Lévinas states that physical face-to-face meetings have strong ethical aspects grounded in human nature, which calls for empathy, human touch and understanding (Morgan 2011). The sociologist Zygmunt Bauman (2007) has followed up the ethics of Lévinas, also taking the physical face-to-face meeting as his point of departure. Bauman is particularly concerned about social structures that do away with "face meetings", only to be replaced by virtual communication through social media (in addition to being anonymous). Nevertheless, with this awareness in mind, the coronavirus situation calls for immediate action and we might say that this adds a new layer to our perception of physical face-to-face meetings versus virtual meetings, where we are now not only forbidden from having physical contact (with anyone other than immediate family), but also have to deal with it as best we can in this global crisis.And since this very special situation obviously has ontological implications, now might be the right time to take an ontological and epistemological step back regarding the pro and the cons of educational technology on a more general basis. We might ask ourselves how we per-