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Sökning: AMNE:(SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogik) > Kungliga Tekniska Högskolan

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1.
  • Doyle, Andrew, 1992- (författare)
  • Consolidating concepts of technology education : From rhetoric towards a potential reality
  • 2020
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. As the intermediary between rhetoric and reality, the technology teachers and ways of understanding their enacted practices are the focus of this work. The thesis is based on four research articles which adopt theoretical and empirical approaches to investigating the technology teacher as mediator of enacted practice. In Article I, technology education in the Irish national context is investigated through technology teachers’ reflections on enacted practice. In response to a variety of situational- and systemic- factors which impede classroom practice being identified, Article II and III theorise approaches to investigating enacted practice in technology. In acknowledging the epistemological basis of technology as depicted in the extant literature, a reconceptualisation of how to utilise pedagogical content knowledge research in explaining enacted practice is put forward. Article IV returns to the technology teacher in a transnational context, whereby teachers from the Republic of Ireland, Sweden and New Zealand are interviewed in constructing a grounded theory of teachers’ purposes for teaching technology. The contributions of the research are twofold. Firstly, following the identification of evidence to support the existence of rhetoric-reality tensions in technology education, an ecologically situated framework of enacted practice is put forward. The framework acknowledges how subject matter is treated in technology education in striving for more comprehensive ways of investigating enacted practice. Secondly, in taking a preliminary step toward understanding enacted practices, a grounded theory of teachers’ purposes for teaching technology is put forward. This grounded theory offers a unified model for articulating the purposes of teaching technology that prevail in classroom realities today.
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2.
  • Doyle, Andrew, 1992-, et al. (författare)
  • Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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4.
  • MacKenzie, Alison, et al. (författare)
  • Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
  • 2022
  • Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; , s. 271-329
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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5.
  • McGrath, Cormac, et al. (författare)
  • The Ebb and Flow of Educational Change : Change Agents as Negotiators of Change
  • 2016
  • Ingår i: Teaching and Learning Inquiry. - : International Society for the Scholarship of Teaching and Learning. - 2167-4779 .- 2167-4787. ; 4:2
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper, we are concerned with how change agents go about and experience change implementation in higher education. We identified change agents and interviewed them about how they implement change. Empirical data was analysed using a theoretical framework of change. The findings suggest that change in the university is enacted through a process of negotiation. The findings of this study may offer academic developers, pedagogical leaders, and change agents insight into the complex nature of the change process and inform change agents as to the complex nature and importance of their role.
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6.
  • Skågeby, Jörgen, 1972-, et al. (författare)
  • Making Change : Produsing Hybrid Learning Products
  • 2014
  • Ingår i: Hybrid Pedagogy - a digital journal of learning, teaching and technology. - Madison, WI : Instructure/Hybrid pedagogy. - 2332-2098.
  • Tidskriftsartikel (refereegranskat)abstract
    • Too often, we demand from our students written proof of learning in the form of academic text. This is perhaps especially true within the humanities and the social sciences. We have, however, previously argued for the importance of installing an agency for change in students. For us, this agency seems unlikely to come only from producing a text that will at worst only be read by an examiner and at best also by a few classmates. This feeling of agency and efficacy (the capacity to produce an effect) rather comes with produsing hybrid learning products belonging to new/other genres than the ’pure’ critically reflecting text (or hardcore exams). We do not oppose critical reflection as being a foundation stone of any education, but as Laurillard, we argue that further inspiration could be taken from engineering, architecture, computer science and medicine in encouraging more of a ”design thinking” in (digital) humanities students. On a more general scale this is an approach that would combine critical reflection and experiential learning, and imbue students with an agency to make change and, quite literally, push things forward.
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7.
  • Bergviken Rensfeldt, Annika, 1969, et al. (författare)
  • Automating Teacher Work? : A History of the Politics of Automation and Artificial Intelligence in Education
  • 2022
  • Ingår i: Postdigital Science and Education. - : Springer Nature. - 2524-485X .- 2524-4868.
  • Tidskriftsartikel (refereegranskat)abstract
    • The debate on automation in education is also a debate on teachers’ work. Throughout history, promises of labor-saving and efficient automation technologies have been repeatedly promoted, while research at the same time has rather argued that automations will always depend on extensive human labor. In this study, we historicize how automation in education has been related to teachers’ work and with what implications. Based on Sweden’s long history of educational technology, we have drawn on digital and archival materials published from 1957 to the present. By contrasting the policy elements on automation and artificial intelligence (AI) across the past several decades, we show how debates and technologies are dynamically established and naturalized over time, which also risk silencing the critical debates on what the politics of automation and AI means for teachers’ work and for public education. We conclude not only that the automation debate aligns with familiar ‘techno-solutionist’ educational technology histories, including forms of resistance on the technological uptake in education and society, but also that the scale and impact of automation are shifting with the technologies for automation and global platform infrastructures integrated into education. Consequently, one of the main questions is how the critical debate on automating teacher work and education is made possible even under such circumstances. 
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8.
  • Günter, Katerina P., Dr. 1989-, et al. (författare)
  • "Quite ironic that even I became a natural scientist" : Students' imagined identity trajectories in the Figured World of Higher Education Biology
  • 2021
  • Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 105:5, s. 837-854
  • Tidskriftsartikel (refereegranskat)abstract
    • Studying biology entails negotiating knowledges, identities, and what paths, more or less well-trodden, to follow. Knowledges, identities, and paths within the very practices of science are fundamentally gendered and it is, therefore, critical to recognize when exploring students' learning and participation in natural sciences. Even though students' numbers in undergraduate Higher Education Biology are female-biased, it does not mean that gendered processes are absent. In this study, we focus on early undergraduate biology students' identity work at a Swedish university, analyzing 55 study motivation texts discursively. Embedded in a Figured Worlds framework, we explore how students imagined and authored themselves in(to) the Figured World of Higher Education Biology along two imagined identity trajectories, the Straight Biology Path and the Backpacking Biology Path. While the first and numerically dominant imagined trajectory entails typical stories of a scientific child striving toward a research career, the latter recognizes broad interests and biology competences to be collected in a backpack for transdisciplinary use. Students imagining the Backpacking Biology Path authored themselves in relation to and explicitly not as having a linear trajectory, which positions the Straight Biology Path as dominant and culturally recognized. Our findings reveal gendered myths about science practices present in Higher Education Biology, yet also contested through alternative imaginaries. We, thereby, show that it is crucial for Higher Biology and Science Education to be aware of how students imagine their trajectories and how they negotiate masculine norms of science to create spaces for diverse and alternative identity trajectories.
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9.
  • Networked Learning Editorial Collective, (NLEC), et al. (författare)
  • Networked Learning in 2021: A Community Definition
  • 2021
  • Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3, s. 326-369
  • Tidskriftsartikel (refereegranskat)abstract
    • Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'.It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment.In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades.Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community’s theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development.The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors.Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building.
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10.
  • Fejes, Andreas, 1977-, et al. (författare)
  • Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
  • 2018
  • Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?
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