| 1. |
- Bentley, Michael J., et al.
(författare)
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A community-based geological reconstruction of Antarctic Ice Sheet deglaciation since the Last Glacial Maximum
- 2014
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Ingår i: Quaternary Science Reviews. - : Elsevier BV. - 0277-3791 .- 1873-457X. ; 100, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- A robust understanding of Antarctic Ice Sheet deglacial history since the Last Glacial Maximum is important in order to constrain ice sheet and glacial-isostatic adjustment models, and to explore the forcing mechanisms responsible for ice sheet retreat. Such understanding can be derived from a broad range of geological and glaciological datasets and recent decades have seen an upsurge in such data gathering around the continent and Sub-Antarctic islands. Here, we report a new synthesis of those datasets, based on an accompanying series of reviews of the geological data, organised by sector. We present a series of timeslice maps for 20 ka, 15 ka, 10 ka and 5 ka, including grounding line position and ice sheet thickness changes, along with a clear assessment of levels of confidence. The reconstruction shows that the Antarctic Ice sheet did not everywhere reach the continental shelf edge at its maximum, that initial retreat was asynchronous, and that the spatial pattern of deglaciation was highly variable, particularly on the inner shelf. The deglacial reconstruction is consistent with a moderate overall excess ice volume and with a relatively small Antarctic contribution to meltwater pulse la. We discuss key areas of uncertainty both around the continent and by time interval, and we highlight potential priorities for future work. The synthesis is intended to be a resource for the modelling and glacial geological community.
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| 2. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Education policy-making networks: the case of the digitization of schools
- 2017
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Ingår i: Nordic Educational Research Association 2017, Copenhagen. March 23-25, 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: As in many other parts around the world, the Nordic countries have undergone a radical marketization and neo-liberal restructuring of the public sector. As a part of these changes, policy-making networks are now a current feature of government, connecting public and private interests, and local and global actors. Similar to the UK, the changes within Nordic countries have become particularly evident in the educational sector and in relation to the digitalisation of schools (cf. Williamson, 2015). In Sweden, this has meant that the so-called edu-business, with IT consultants, technology and infrastructure suppliers, are key players in shaping public IT education policy at the same time as they displaying strong links to global policy networks (Player Koro & Beach 2014). Theoretical frameworks: The contributions within the symposia all consider policy networks as conceptual tools and central part of current education policy formations (Ball, 2016) as they mobilize and connect actors, technologies as well as ideas and discourses. Theoretically, critical and dynamic approaches to how such policy networks are formed have been a starting point, however based on different approaches to aspects of how policy networks take form, e.g. through policy events and fast policy discourses, processes that have ‘real effects’ and therefore are possible to act upon and change. These kinds of policy processes make new centers, or dislocations of policy possible. Methodology/research design: The symposia will provide a critical commentary of policy network formations both from the Nordic and European context and by the use of for example networked ethnography and documentary analyses. –Abstract 1 Selling technology to teachers: education trade shows as a policy network event –Abstract 2 Fast policy networks, digital citizenship and computing in the curriculum –Abstract 3 Methodological considerations when researching IT education policy networks Expected conclusions/Findings: The changing political landscape where private and public sector now ‘work together’ has meant that the boundary between the private and the public sector as parts of the society has been weakened. The consequences for the school, the students and for those working in the school sector – as for the education system as a whole – are many, profound and serious. The aim with this symposium is to address these consequences by: –Providing empirical, conceptual and methodological contributions from scholars investigating the emergence of trans-national spaces of policy-making and their relation to intra national spaces of policy. –Discussing the consequences these occurrences will have for policy formation as an enactment and central arena of educational policy-making. In particular, we are drawing on the case of the digitization of schools and exemplify how this is played out in Nordic education contexts. Relevance for Nordic Educational Research: Marked-based reforms in education and the formation of policy networks have reworked the nature of public education in Norway, Sweden and Denmark as well as in UK. To research, explore, and analyse the consequences of this is both necessary and relevant, not least in relation to issues of democracy and in discussion about the purpose and function of the education system for individuals and society.
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| 3. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers’ (future) digital work within platform infrastructures
- 2021
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Ingår i: Paper for "The Future of Work" - examining discourses and social practices. International and interdisciplinary conference, Sorbonne University, Paris, France November 25-26, 2021..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper focuses on the inscribed uses and imaginaries of teachers’ digital work, currently formed through school platform infrastructures. Based on Swedish and Australian project cases, where the public education sector has experienced a substantial marketization and deep penetration of commercial platform infrastructures, we explore current imaginaries and driving forces of digital work. Our ethnographical material is teacher and management interviews, platform studies, activity logs and infrastructural policies. Theoretically, we approach digital work as constituted by socio-technical assemblages, made from social practices and technology inscriptions within cross-platform infrastructures (Plantin et al 2018), that prescribe particular forms of digital work, which make the existing and future work of teachers visible, thinkable and actionable in particular ways. From our two cases superficial differences appear but ultimately the same logics are evident; a highly visible discourse of the teacher professional, in charge of the platform work and simply supported or augmented in their professional judgements. One example is how platform providers and policies promote interoperability and automation across platforms (cf. Perotta et al 2021). In reality and in combination with the business logic of educational platforms (Kerssens & van Dijck 2021), the discourse is highly questionable. It positions teachers as rentieers (Komljenovic 2021), expected to manage digital work seamlessly regardless of platform provider or accompanied by a (robot) colleague or application (Selwyn 2021). Concurrently, teachers are expected to act as creators of school data production for providing school results (Foucault 1975) on platforms where data exploitation however is rule and data ownership unregulated. At least three powerful forces elevate the digital work; 1) disruptive situations, such as the COVID-19 pandemic where teachers are to solve the situation, 2) public sector reform, exposing teachers to increased public accountability, and 3) teacher care for students to provide social support and compensating for structural inequalities. References: Foucault, M. (1975). Surveiller et punir. Gallimard. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology. DOI: 10.1080/17439884.2021.1876725 Komljenovic, J. (2021). The rise of education rentiers: digital platforms, digital data and rents, Learning, Media and Technology, DOI: 10.1080/17439884.2021.1891422 Perotta, C., Gulson K.N., Wiliamson, B., and Witzenberger K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1): 97- 113. https://doi.org/10.1080/17508487.2020.1855597 Plantin, J.-C., Lagoze, C., Edwards, P. N., & Sandvig, C. (2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media & Society, 20(1), 293-310. Selwyn, N. (2021). Digital labor meets the classroom. Research Intelligence, 145. http://der.monash.edu/wp-content/uploads/2021/01/Research-Intelligence-DEC-2020.pdf
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| 4. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers ‘liking’ their work? Exploring the digital labor of networked professional publics.
- 2017
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Ingår i: Selected Papers of #AoIR2017: The 18th Annual Conference of the Association of Internet Researchers, 18-21 October 2017, Tartu, Estonia... - : Tartu, Estonia: AoIR..
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Konferensbidrag (refereegranskat)abstract
- Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of organized ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are usually celebrated as a welcome means of professional learning and support, the paper explores the extent to which teacher Facebook groups might be understood as ‘work’. Drawing on a detailed examination of a Swedish thematic teacher Facebook group of over 13,000 members, the paper first considers aspects of the online community that could be seen as professionally beneficial and/or valuable – particularly in terms of information exchange and identity-work. Yet while perceived as a relatively beneficial and uncontroversial aspect of teachers’ working lives, the research highlights a number of (largely unrecognized) aspects of the Facebook group that did appear to constitute disadvantaging, exploitative and/or disempowering forms of digital labor. In these terms, the findings highlight tensions between what appears to ‘work’ for individual teachers in the short-term and likely longer-term implications that these practices might have for diminished professionalism and expertise of teaching publics.
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| 5. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Teachers 'liking' their work? Exploring the realities of teacher Facebook groups
- 2018
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Ingår i: British Educational Research Journal. - : Wiley. - 0141-1926 .- 1469-3518. ; 44:2, s. 230-250
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Tidskriftsartikel (refereegranskat)abstract
- Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass 'teacher groups' and 'teacher communities' on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of 'digital labour', commercialisation of exchanges and predominance of individualised reputation-driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable-particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to 'work' for individual teachers in the short term and likely longer-term implications that these practices might have for diminished professionalism and expertise of teachers.
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| 6. |
- Godhe, Anna-Lena, et al.
(författare)
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Making sense of making : Critical issues in the integration of maker education into schools
- 2019
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Ingår i: Technology, Pedagogy and Education. - London, UK : Taylor & Francis. - 1475-939X .- 1747-5139. ; 28:3, s. 317-328
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Tidskriftsartikel (refereegranskat)abstract
- This article considers growing calls for the integration of so-called ‘maker technologies’ and associated ‘maker’ practices into schools and other formal education settings. Moving on from the largely celebratory literature in this area, the article seeks to further explore the tensions between the educational potential of maker technology and the realities of its use in school and classroom contexts. In particular, the article focuses on fundamental – but so far little acknowledged – tensions surrounding the social, cultural, political contexts of maker education, alongside the epistemological and pedagogical characteristics of maker technologies as tools for learning. It is concluded that maker education must not be seen as a ready fit with formal schooling. Instead, teachers and schools are likely to require sustained support to make the most of maker technologies within the demands and constraints of contemporary school contexts. © 2019 Association for Information Technology in Teacher Education.
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| 7. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups
- 2018
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Ingår i: Teaching and Teacher Education : An International Journal of Research and Studies. - : Elsevier BV. - 0742-051X. ; 75, s. 302-315
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Forskningsöversikt (refereegranskat)abstract
- This paper presents a systematic review of 52 empirical studies of formally-organized and informally developed online teacher communities from the early 2000s to the present time. Focusing on the social as well as technological aspects of online participation, the review explores how teacher communities are shaped by broader contexts of teaching. The review shows that while formally-organized and informally-developed communities address different needs amongst teachers and support different outcomes, they also share several common characteristics. Indeed, regardless of type, online communities can be a valuable means of developing supportive and collegial professional practices. That said, more evidence is required on the specific collaborative merits of teachers' online interactions.
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| 8. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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Selling tech to teachers : Education trade shows as policy events.
- 2018
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Ingår i: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 33:5, s. 682-703
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Tidskriftsartikel (refereegranskat)abstract
- Digital technology is an expanding area of education policy. There is growing interest, therefore, in how networks of corporate and state policy actors implicit in the formation of (inter)national education technology agendas intersect with local school systems and teachers. In particular, this paper explores the significant policy work that takes place outside schools and classrooms through education trade shows. Based on an in-depth ‘event ethnography’ of one large Scandinavian educational technology show, the paper details how these events function as sites of policy interpretation – ‘sharing’ (or more accurately ‘selling’) global ideas and imperatives to local schools and teachers. These findings highlight the role of trade shows in consolidating policy networks, subsuming public education interests into corporate concerns, and differentiating teacher subjectivities and encouraging teacher entrepreneurship. The paper problematizes the ways in which teacher agency is shaped and controlled by the discursive, material and affective dimensions of such events.
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| 9. |
- Raptopoulou, Anthemis, 1991-
(författare)
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Politics of Contemporary Education Policy : The case of programming in the Swedish curriculum
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, computer programming has been introduced into school curricula in several national education systems across the world making it a key issue on the education policy agenda. In March 2017, the Swedish Government announced their decision to introduce programming as a mandatory teaching element as of the first grade of primary school. This doctoral thesis investigates the processes behind this recent change in the Swedish curriculum and aims to clarify the addition of programming in schools. The research is focused on the actors and actions that brought about this change and on how the addition of programming was argued for in policy texts, nationally and internationally.The methods employed in this thesis are those of network ethnography and critical discourse analysis. Network ethnography enables a mapping of relationships between the actors involved, while critical discourse analysis can provide further insights on discourse, social context, and the underlying power-relations. The empirical material is comprised of online links and texts regarding and by the actors involved in the policy agenda on programming, interviews with key policy actors, as well as national and international policy texts on the introduction of programming in schools.According to the findings, the processes resulting in the introduction of programming in the Swedish schools have been both complex and dynamic engaging a wide range of actors including governmental and inter-governmental agencies, national and multinational companies, for- and non-for-profit organizations and educational institutions. One of the findings is that external actors both influenced and participated in these policy-making processes. The policy agenda on programming was shared in mixed policy arenas extending beyond national and institutional spaces and towards international and private ones. The analysis of the policy texts indicates that the teaching of programming in schools was promoted as the answer to a number of economic and societal needs, while the public discourse was dominated by economic motives and ideologies.In this thesis, the addition of programming in schools is perceived as an example of contemporary education policy- making. The findings demonstrate that the development of contemporary education policy no longer is confined within national borders, but takes place across borders and sectors involving a variety of actors. Emphasis is placed on the influence of external interests on education policy. In addition, this thesis highlights the importance of out-of-the-parliament processes both locally and internationally, and their capacity to influence policy-making. This study underscores the increasing complexity which characterizes education policy in a globalized context, especially in the area of education technology.
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| 10. |
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