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| 2. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Powers forming the digitized teacher subjectivity: Self-technologies and algorithmic powers
- 2016
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Ingår i: Foucault at 90, University of West Scotland, Ayr campus. June 22-23 2016, Scotland..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores how social media sites, exemplified by activities within a large Facebook group of teachers with an interest in IT in the classroom, are part of forming a certain desirable teacher subjectivity, which can be defined as digitally present, competent and networking. Rather than presupposing or idealising social media activities, we are interested in how the teacher subjectivity is shaped by both social and technological powers. Empirically, we draw on material produced by collecting the interactions within a Facebook group with over 13,000 members between 2012 and 2015. This group is focused on ‘flipped classrooms,’ often described as a grass-roots movement of teachers interested in changing classroom practice by engaging students in pre-class activities through social media, user-generated content and online educational resources. This ‘movement’ is thereby heavily imbued with how social media operates and the ideals of a digitally competent, networked and self-managing teacher subjectivity. Our aim is to theorize and problematize the subjectivity formed in and by social media activities in the group. In particular, we want to address algorithmic powers (Beer, 2009), i.e. various filtering and sorting computational actions that shape what subjects encounters online. These actions are dependent on the data input of subjects, who thereby produce their own algorithmic profile. With this approach, we stress the user’s function as provider of profiled marketable data rather than solely as content provider (van Dijck, 2009). The questions raised concern how subjects conduct themselves and how social media surveillance mechanisms like algorithmic profiling co-constitute the subjectivity? We examine three distinct but intertwined aspects of how the Facebook group activities give shape to the subjectivity we call the ‘digitized teacher.’ Firstly, ways technologies of the self (Foucault, 1988) operate as teacher subjects are modifying and operating upon ‘digital selves’ by posting, commenting and liking. Secondly, ways Facebook algorithms individually curate and profile feeds and content based on algorithmic surveillance of user behaviour and input data within and outside the group. Lastly, we problematize how we as researchers co-produce social media surveillance and the subjectivity formation of the digitized teacher based on the methodology used. Beyond adding to educational research on emerging practices of liberal self-conducted powers shaping the digitized teacher subjectivity, the main contribution of this paper is to address questions of how self-powers are fuelled by surveillance powers, for example, as the notion of algorithmic powers seem to become incorporated in subjects’ own conduct of themselves. References Beer, D. (2009). Power through the algorithm? Participatory web cultures and the technological unconscious. New Media & Society 11(6), 985–1002. Foucault, M. (1988). Technologies of the self. In: L. H. Martin, H. Gutman and P. H. Hutton (Eds.). Technologies of the self. (pp. 16–49). Amherst: University of Massachusetts Press. Van Dijck, J. (2009). Users like you? Theorizing agency in user-generated content. Media, Culture & Society, 31(1), 41–58.
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- Hillman, Thomas, 1978, et al.
(författare)
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Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership
- 2021
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Ingår i: Computers and Education. - : Elsevier BV. - 0360-1315. ; 168
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Tidskriftsartikel (refereegranskat)abstract
- The role that moderation plays in the effective functioning of online communities is relatively well studied in relation to both general free-time social media groups and discussion groups that are part of formal educational and professional learning initiatives. However, at the intersection of these domains, there are a growing number of large-scale informally-developed professional-learning groups. While this kind of group has been studied more generally, little attention has been paid to the particular moderation concerns at play in these hybrid online spaces. In this study, we examine moderation over a three-year period in a teacher-professional Facebook group with over 13,000 members. Maintaining an interpretivist stance while drawing on an exploratory statistical analysis of trace data to identify critical instances in the activity of the group, we adopt a Goffmanian approach to examine how moderation is performed. Based on this analysis, we find that moderation in the case group involved a particular balance of three different moderation concerns. In addition to the facilitation role that moderators are often described as having in groups associated with formal educational and professional learning initiatives, our findings show that moderation can also involve the monitoring of group norms more commonly associated with general free-time social media groups and the third moderation concern of acting as an expert member.
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| 5. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Developing a model for teacher professional digital competence
- 2019
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Ingår i: The 18th Biennial EARLI Conference, 12-16 August 2019, Aachen, Germany. Book of abstracts, s. 409.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Thinking Tomorrow's Education: Learning from the past, in the present and for the future" - Aachen, Germany
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| 7. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Sharing repertoires in a teacher professional Facebook group
- 2017
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 15, s. 44-55
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Tidskriftsartikel (refereegranskat)abstract
- This study explores participation in a teacher self-organised profession-based Facebook group discussing the Flipped Classroom (FC) approach. Methodologically our findings are based on computational content analysis of group activity and accompanying in-depth analysis of the communication in selected discussion threads. The findings show that sharing of material and social exchange becomes intertwined and that three double-edged participatory themes emerge: (1) requesting and giving tips, (2) asking for and providing concrete instructional examples, and (3) questioning and justifying the FC approach. In instances where the established repertoires are challenged, critical discussions emerge that nurture collegial learning and stimulate reflections on teaching practices.
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| 8. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency
- 2022
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35
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Tidskriftsartikel (refereegranskat)abstract
- This study explores teachers’ reflections on the competences that come into play in technology-mediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers’ envisioned or enacted transformative agency.
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| 9. |
- Lundin, Mona, 1976, et al.
(författare)
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Higher education dominance and siloed knowledge: a systematic review of flipped classroom research
- 2018
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Ingår i: International Journal of Educational Technology in Higher Education. - : Springer Science and Business Media LLC. - 2365-9440. ; 15
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Forskningsöversikt (refereegranskat)abstract
- This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources (‘flips’) followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.
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