| 1. |
- Arkenback-Sundström, Charlotte, 1962
(författare)
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A Postdigital Perspective on Service Work: Salespeople’s Service Encounters in the Connected Store
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4, s. 422-446
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Tidskriftsartikel (refereegranskat)abstract
- Covid-19 has disrupted global markets, accelerated the digital transformation of frontline service, and changed how service organisations, frontline service employees, and consumers interact. This article explores how digitalisation is changing retail service work from a postdigital perspective. The article draws on an ethnography of salespeople’s service encounters in speciality chain stores between July 2015 and August 2021. Using a practice theory framework (the theory of practice architectures), the article explores what conditions form salespeople’s service encounters in connected stores and how retail organisations’ digitalisation of frontline service changes salespeople’s practice of service encounters. The contributions of this article to the ongoing debate over the digitalisation of service work are twofold. On the theoretical plane, the article provides an alternative framework to labour process theory for exploring and describing service work organised around digital technologies. Secondly, it uncovers the conditions that are changing salespeople’s practice of service encounters, along with attributes associated with service work and emotional labour skills. The research shows that the connected service encounter is characterised by postdigital dialogue that involves new roles and skills in frontline service work. Overall, the findings contribute to a better understanding of how digitalisation changes action and interaction in service encounters from an employee perspective.
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| 2. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Automating Teacher Work? : A History of the Politics of Automation and Artificial Intelligence in Education
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Nature. - 2524-485X .- 2524-4868.
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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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| 3. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Platformized Teacher Work – Obstacles and Diffractions in Assessment Work Practices
- 2024
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Ingår i: In A. Buch, Y. Lindberg & T. Cerratto Pargman (Eds.) Framing Futures in Postdigital Education Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices. - Cham : Springer Nature Switzerland AG. - 2524-485X .- 2524-4868. - 9783031586217
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Bokkapitel (refereegranskat)abstract
- This study critically examines how the ongoing platformization of education materializes in teachers’ work. The issues raised are how teachers’ work is affected by the socio-material arrangements of assessment work practices in which digital platforms are entangled and, in particular, how obstacles and breakdowns produce patterns of diffraction that effect teachers’ work. Based on ethnographic material produced in four different schools, teachers’ work was traced through observations, logs, interviews, and digital walkthroughs. Here, we use diffractive analysis to explore how teachers’ work is interrupted, repaired, maintained and coordinated through different events, discourses, human and non-human labor, platforms, and devices. The analysis contributes to identifying three interrelated diffraction patterns that are important for understanding platformized teacher work: how new space-time orderings occur through socio-material entanglements that distribute, intensify and individualize work; how work is extended and maintained through a new regularity of assessing and surveilling students; and how calendar devices and time management discourses coordinate assessment work practices in schools.
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| 4. |
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| 5. |
- Cerratto-Pargman, Teresa, 1968-, et al.
(författare)
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Automation Is Coming! Exploring Future(s)-Oriented Methods in Education
- 2023
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 5:1, s. 171-194
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Tidskriftsartikel (refereegranskat)abstract
- Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do researchers explore sociotechnical practices that are in the making? Guided by these questions, we investigate the increasing adoption of ADM in teachers’ assessment practices. This constitutes a case in point for reflecting on the research methods applied to address the future of assessment in education. In this context, we distinguish between representational methods oriented to recounting past experiences and future(s) methods oriented to making futures. Studying the literature on speculative methods in digital education, we illustrate four categories of future(s)-oriented methods and reflect on their characteristics through a backcasting workshop conducted with teachers. We conclude by discussing the need to reconsider the methodological choices made for studying emerging technologies in critical assessment practices and generate new knowledge on methods able to contribute to alternative imaginaries of automation in education.
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| 6. |
- Cerratto-Pargman, Teresa
(författare)
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Review of Lesley Gourlay and Martin Oliver (2018). Student Engagement in the Digital University: Sociomaterial Assemblages
- 2020
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Ingår i: Postdigital science and education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X.
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Lesley Gourlay and Martin Oliver’s Student Engagement in the Digital University: Sociomaterial Assemblages (2018) is a welcome and critical contribution to the study of how students actually engage with the digital university in everyday practice. Inspired by scholars in New Literacy Studies (NLS), Science and Technology Studies (STS), and by Actor-Network Theory (ANT), Gourlay and Oliver argue for a sociomaterial understanding of students’ digital engagement by adopting assemblages (Latour 2005; Fenwick et al. 2015; Bennett 2010) as a conceptual lens. The authors make their case through the study of ‘students’ day-to-day practices of studying’ (62) in the digital university and develop their argument in 12 compelling chapters that read as a liberating narrative from the non-stop messianic ‘tech-talk’ in education (Selwyn 2016: ix). In this context, Gourlay and Oliver (2018) unpack complex issues like: How do current discourses and ideologies position students, teachers, scholarship, and the university in relation to the digital in higher education? How does research in education approach students’ agency in the digital university? What kind of revolution follows the use of digital technology in universities―if any? What can (or cannot) we as researchers perceive when applying models and frameworks on empirical student data?
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| 7. |
- Fuentes Martinez, Ana, 1975-
(författare)
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Memoirs of an Old Teacher
- 2023
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Ingår i: Postdigital Science and Education. - : Springer Nature. - 2524-485X .- 2524-4868. ; 5, s. 556-557
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Tidskriftsartikel (refereegranskat)
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| 8. |
- Ghita, Cristina, PhD, 1986-
(författare)
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Through the Looking Screen: Exploring Familiar Places Through Google Maps Street View
- 2024
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Ingår i: Postdigital Science and Education. - : Springer Nature. - 2524-485X .- 2524-4868.
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Tidskriftsartikel (refereegranskat)abstract
- The widespread of digitalization and its consequent adoption of digital navigation tools has led to an increased digitally mediated wayfinding of unknown and known places. In this study, the focus was placed on the latter, namely the exploration of familiar places through Google Maps. This study aimed to understand how familiar places are digitally revisited through the use of the popular Google Maps Street View. By employing digital go-along interviews, participants were invited to choose a known place which they have not physically visited in a significant amount of time and guide a digital walk.By adopting an agential realist theoretical perspective, Google Maps Street View is articulated as a more-than-digital tool. The main emerging themes consisted of the experienced disruptive elements leading to workarounds, the existent spatiotemporal shifts, and the visibility of present and absent matter emerging from the intra-actions of human and non-human actors.The work illustrates how digital places are understood and engaged with, and how meaning is ascribed to such digital worlds which come into being through an entanglement of memories, physicality, and digital elements. The paper contributes to an understanding of digital place, being of relevance to future directions in the development of similar navigational technologies, and to policy and legislation being formulated in this area.
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| 9. |
- Hrastinski, Stefan, Professor, 1980-
(författare)
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Characteristics of Education Fiction
- 2023
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Ingår i: Postdigital Science and Education. - : Springer Nature. - 2524-485X .- 2524-4868. ; 5:3, s. 516-522
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Tidskriftsartikel (refereegranskat)
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| 10. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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