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1.	Wallerstedt, Cecilia, 1976, et al. (författare) Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education 2022 Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23 Tidskriftsartikel (refereegranskat)abstract Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
2.	Lundin, Mona, 1976, et al. (författare) Learning the discourse of quality assurance: a case of workplace learning in online in-service training. 2016 Ingår i: Journal of Workplace Learning. - 1366-5626. ; 28:3, s. 98-114 Tidskriftsartikel (refereegranskat)abstract Purpose – In this study, online in-service training for people employed in the food production industry is scrutinized. The purpose of this study is to analyse how the participants adapt to such online environments in terms of the kind of discussions they establish. The more specific interest relates to how the participants discuss current work experiences in relation to the contents of quality assurance they are expected to learn. Design/methodology/approach – The data analyzed are Web discussions in forms of chat log files from ten courses. Findings – The results show that, on the one hand, general principles have to be substantiated in the form of concrete examples to actually function as principles and, on the other hand, concrete examples are made interesting only if they have a bearing on a more general issue. Another interesting finding is that the course participants gradually take over the vocabulary of quality assurance; they more frequently write about their work in terms of, e.g. criteria, relevance, estimations and hazards. The conclusion is that Web discussions as part of in-service training constitute a new arena for reflection in and on practice. Originality/value – This is interesting to explore, as it is designed to meet the needs of employers and employees to learn the new set of rules and procedures, which regulate the European food industry. In this respect, the training activities are of direct relevance to daily work practices. Simultaneously, online environments seem to offer flexibility and thus constitute a solution for training in a dispersed industry
3.	Nilsen, Malin, 1974, et al. (författare) Evolving and re-mediated activities when preschool children play analogue and digital Memory games 2021 Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 41:2-3, s. 232-247 Tidskriftsartikel (refereegranskat)abstract The use of apps in preschool has increased considerably during the last few years. Studies have shown that digital technologies are sometimes used to replace analogue artefacts in educational settings. This calls for studies on how the use of apps transforms preschool activities. This study empirically investigates how preschool children play Memory games in both digital and analogue form and how the artefacts mediate and re-mediate the children’s engagement. The findings show that two types of Memory games evolved into distinctively different kinds of activities. Our results indicate that it is a complex matter to predict learning outcomes from specific games and calls for a more nuanced discussion on how digital artefacts can mediate and re-mediate activities.
4.	Nilsen, Malin, 1974, et al. (författare) The tablet computer as a mediational means in a preschool art activity 2015 Ingår i: Understanding Digital Technologies and Young Children: An international perspective. - London : Routledge. - 9781138804418 ; , s. 139-154 Bokkapitel (refereegranskat)abstract In this chapter we will study what happens when a new technology in the form of a tablet computer enters into a well-established early childhood education practice: an art activity. Whether, and if so how, the use of this technology transforms this practice, what challenges it poses to the participants (child and teacher) and how they take on these, are analysed. Sociocultural theory is used to analyse the evolving activities and the participants’ projects. In the studied activity, one child (four-year-old Vera) is to use a biology app to locate a bug that will serve as a template for her art-making activity where she tries to construct a butterfly. The results show that the hardware and software of the technology delimit her project and that she and the teacher have difficulties establishing intersubjectivity due to them being engaged in partly different projects. The technology is used in accordance with an established tradition rather than engendering a new kind of art activity.
5.	Algers, Anne, 1961, et al. (författare) “Planning, planning and planning”: the case of Swedish medical students’ perception of wellbeing and success" 2019 Ingår i: HERDSA 2019 Next Generation, Higher Education: Challenges, Changes and Opportunities. 2-5 July 2019. Auckland, New Zealand. Konferensbidrag (refereegranskat)abstract Overview Students in medical education sometimes delay their studies due to circumstances such as background, entry qualifications and psychological variables. Few studies have focused on the relationship between educational organisation and teaching practices for academic achievement. Recent development in society such as the introduction of digital technologies in medical schools and increased need for critical thinking give further arguments for such a study. The aim of this study is to map medical students’ self-reported reasons for delay of studies, measured as not passing exams the first time, with the focus on teaching practices, grit and self-regulated learning (SRL). This cross-sectional study is based on two cohorts of students, in total 239 students (response rate 96,4%) in a Swedish medical school. The students voluntarily replied online surveys after one term of study. The survey focused on students’ perceptions of studies, well-being, their academic struggling measured on a grit-scale and their autonomy and control by directing and regulating their own actions toward their learning goals, measured on a SRL-scale. The results show that high achievement is related to high self-reported grit and autonomy related to individual learning. Further, the retention rate is higher when students collaborate with other students. Fourteen percent of the students had problems with wellbeing and pointed at social arrangements in their studies as important for their wellbeing. The results also show that the only predictors of delay of studies was that native speakers and students with high entry qualifications had a better retention rate, confirming results from previous research. The problems are addressed from a higher education pedagogy perspective. Changing higher education curricula in order to make it more relevant, focusing on student agency and critical thinking, making use of digital resources, and increasing collaborative activities are discussed to improve academic achievement and wellbeing in medical education. References Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087–1101. Hovdhaugen, E. (2009). Transfer and dropout: Different forms of student departure in Norway. Studies in Higher Education, 34(1), 1-17. Jouhari, Z., Haghani, F., & Changiz, T. (2016). Assessment of medical students’ learning and study strategies in self-regulated learning. Journal of advances in medical education & professionalism, 4(2), 72. O’Neill, L. D., Wallstedt, B., Eika, B., & Hartvigsen, J. (2011). Factors associated with dropout in medical education: a literature review. Medical Education, 45(5), 440–454.
6.	Arkenback, Charlotte, et al. (författare) A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters 2023 Ingår i: Journal of Workplace Learning. - 1366-5626. ; 35:8, s. 752-778 Tidskriftsartikel (refereegranskat)abstract Purpose: This paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras. Design/methodology/approach: Online video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021. Findings: Cashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills. Practical implications: The findings indicate a need for transforming training for service work in the connected service encounter. Originality/value: The relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.
7.	Bengtsson, Ulrika, et al. (författare) Patient contributions during primary care consultations for hypertension after self-reporting via a mobile phone self-management support system. 2018 Ingår i: Scandinavian Journal of Primary Health Care. - : Informa UK Limited. - 0281-3432 .- 1502-7724. ; 36:1, s. 70-79 Tidskriftsartikel (refereegranskat)abstract This paper reports on how the clinical consultation in primary care is performed under the new premises of patients’ daily self-reporting and self-generation of data. The aim was to explore and describe the structure, topic initiation and patients’ contributions in follow-up consultations after eight weeks of self-reporting through a mobile phone-based hypertension self-management support system. A qualitative, explorative study design was used, examining 20 audio- (n=10) and video-recorded (n=10) follow-up consultations in primary care hypertension management, through interaction analysis. Clinical trials registry: ClinicalTrials.gov NCT01510301. The consultations comprised three phases: opening, examination and closing. The most common topic was blood pressure (BP) put in relation to self-reported variables, for example, physical activity and stress. Topic initiation was distributed symmetrically between parties and BP talk was lifestyle-centered. The patients’ contributed to the interpretation of BP values by connecting them to specific occasions, providing insights to the link between BP measurements and everyday life activities. Patients’ contribution through interpretations of BP values to specific situations in their own lives brought on consultations where the patient as a person in context became salient. Further, the patients’ and health care professionals’ equal contribution during the consultations showed actively involved patients. The mobile phone-based self-management support system can thus be used to support patient involvement in consultations with a person-centered approach in primary care hypertension management
8.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) A “situated ethics” for researching teacher professionals’ emerging Facebook group discussions 2019 Ingår i: Designs for Experimentation and Inquiry: Approaching Learning and Knowing in Digital Transformation. Åsa Mäkitalo, Todd E. Nicewonger, Mark Elam (red.). - New York : Routledge. - 9781138592711 ; , s. 197-214 Bokkapitel (refereegranskat)
9.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Critically Examining Education Digitalisation – Nordic Empirical, Conceptual and Methodological Contributions 2023 Ingår i: Symposium for the Nordic Education Research Association Conference, "Digitalization and Technologies in Education Opportunities and Challenges", 15-17 March 2023, Oslo Norway. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Symposium participants: Discussant(s): Neil Selwyn - Monash University, Australia 1 ‘We just have to trust them’ - Professional Responsibility in Digital Practices - Ida Martinez Lunde, University of Oslo 2 Lost in Digital Transformations? - Cathrine Tømte, University of Agder 3 Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools - Annika Bergviken Rensfeldt, Catarina Player-Koro, Thomas Hillman & Mona Lundin, University of Gothenburg 4 The Desires of Privatization in Ed-Tech Assemblages - Antti Paakkari, Anna Siippainen 5 Speculative Fiction of Digital Futures in Higher Education, Hanna Teräs, Marko Teräs & Juho Suoranta, Tampere University This symposium aims to draw together researchers engaged in research on education digitalisation in the Nordic countries who share an interest in critically examining how digital technologies are integrated into education systems, policies, institutions and practices. The overall question raised is: What are the critical issues on education digitalisation raised from the Nordic countries, and how can they be examined empirically, conceptually and methodologically? There are two important starting points for this symposium. Firstly, that the politico-economic push for education digitalisation is a decades-long process both on a global scale and within the Nordic countries. The ongoing push has had wide-ranging consequences for the power relations between public education, educational practices and actors as new alignments with private ed-tech businesses and digital platforms have been established. Secondly, that research on the topic is fruitfully based on the premise that many education practices nowadays are deeply interwoven with digital technologies and that new forms of inequalities and power imbalances appear. As the boundaries between digital and non-digital practices are blurring, this suggests that we re-think concepts and methods in line with the transformations referred to as the “postdigital turn” (Jandrić & Knox, 2022). The critical approaches often used in Nordic research on education digitalisation share interests in seeing digital technologies as mutually shaped with social practices, and education digitalisation as a dynamic and complex matter, played out socially, politically, economically and culturally. The research to be presented in this symposium includes, but is not limited to, explorations of concepts like relationality, processuality, network, assemblage, socio-materialism, and performativity (c.f. Castaneda & Williamson, 2021). As a part of this, a commonly shared interest is how different forms of education policy processes, regulations and discourses on digitalisation are enacted, translated and re-shaping education and educational practices. The research presented draws on ongoing discussions within critical and digital research in education, and on discussion of what the relevant contributions from the Nordic contexts are whether they be empirical, conceptual or methodological. The research to be discussed will include themes such as: –Platformisation, datafication and AI –Digital and non-digital inequalities and new power imbalances –Sustainable (post-)digital education work and futures The aim of the symposium is to address the NERA 2023 theme by: –providing empirical, conceptual and methodological contributions from scholars critically investigating opportunities and challenges related to the digitalisation of education. –identifying and discussing the critical questions and issues on the digitalisation of education that must be raised in the Nordic countries to create sustainable education systems that can contribute to the common good for both individuals and society.
10.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Digitally inclusive public services via e-IDs? Exclusions produced in the governing of Nordic ’digital first’ policies 2023 Ingår i: Paper for the Nordic STS Conference "Disruption and repair in and beyond STS", Oslo 7-9 June 2023. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Digital identifiers such as electronic identifications (e-IDs) for accessing digitalized public services have become a main policy issue in Europe and globally. Several policies are underway to create standards and interoperable digital infrastructures to facilitate their establishment (European Commission, 2019; The Global Government Forum, 2022). In this paper we aim to problematize how e-IDs currently receive status as the main means to get access and participate in (the digital) society (Whitley & Shoemaker, 2022). In particular, we aim to examine the intersecting exclusionary aspects for citizens in the encounter with digital public services, produced as part of public sector digitalization policies and e-ID technologies. We draw on examples from Sweden, Denmark and Norway, countries that are reported to be at the forefront as digitalized public services (Digital Economy and Society Index, 2022). In the Nordic countries, banks, often in collaboration with governments provide the e-ID technologies. Technically, e-IDs are only compatible with certain devices and software, and sociotechnically certain individual requirements are needed (e.g. having a social security number, being over a certain age, having a permanent address, being a bank customer). Without an approved e-ID, access to public services can be very cumbersome and difficult for some inhabitants, the reliance on proxy internet use increase (Selwyn et al., 2016) and it becomes more difficult to get qualified service. Our findings demonstrate how the ‘digital first’ policies and e-ID technologies are part of sociotechnical arrangements that needs to be examined with the intersections of ’partially digital’ and ‘non-digital’ citizens in mind. References Digital Economy and Society Index (2022). Digital Economy and Society Index 2022. European Commission. https://digital-strategy.ec.europa.eu/en/policies/desi European Commission (2019, 7 Nov). National eIDs of six countries available for the EU citizens to use cross-border. https://digital-strategy.ec.europa.eu/en/news/national-eids-six-countries-available-eu-citizens-use-cross-border The Global Government Forum (2022, 28 Feb). Eight countries set out principles for the future of digital ID. https://www.globalgovernmentforum.com/eight-countries-set-out-principles-for-the-future-of-digital-id/ Selwyn, N., Johnson N., Nemorin S., Knight E. (2016). Going online on behalf of others: An investigation of 'proxy' internet consumers. Australian Communications Consumer Action Network. Whitley, E., & Schoemaker, E. (2022). On the sociopolitical configurations of digital identity principles. Data & Policy, 4, E38.
11.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) “I log in to several systems then I flip between them”: Teachers’ work in digital platform infrastructures. 2021 Ingår i: Paper for Nordic Educational Research Association (NERA), Odense, Denmark, 3-5 Nov 2021.. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract School teachers’ work in the Nordics and elsewhere has become deeply affected by the ongoing school digitalization, through digital platform investments, digitalization reforms, and the pandemic situation. By focusing on how teachers’ work currently is shaped by emerging digital platform infrastructures, and how teachers’ themselves shape their digital work, this study aims to critically explore the implications of new platform ecologies. By drawing on a Swedish case project funded by Forte, we exemplify of how global commercial platform infrastructures have been integrated into and added to a highly marketized school system. While earlier studies critically approached school platform infrastructures mainly as managerial modes of governance, recent research has revealed its wider democratic implications for the public sector, e.g. the creating of technical lock-ins (Kerssens & van Dijck 2021). Based on a sociotechnical understanding of teachers’ digital work, digital platforms are not seen as simply ‘enablers’, but as agentic and carrying certain values alongside prescribed institutional uses that together regulate teacher work. Methodologically, trace and policy ethnography were used. First, we traced the digital work of four upper secondary school teachers (two men, two women) from two schools (one public municipal school, and one private consortia-owned school) via self-reported work activity time logs, followed up by focus group interviews, as well as a “go-along method”, for observing teachers’ online work. Lastly, we ‘moved out’ to trace the school and wider platform infrastructure from a national and international policy infrastructural perspective. Our preliminary results show how teachers operate within an institutional logic of bureaucratic, market and professional concerns (Friedson 2001) in their digital work, resulting in problems like work intensification and work-life imbalances. One related finding is also that different platform ecologies emerge across different private and public school forms. The dependence of global platform infrastructures in schools is currently increasing. This study hopefully can add a needed Nordic and critical dimension to how this affects teachers’ digital work. References Freidson, E. (2001). Professionalism, the third logic: On the practice of knowledge. Uni of Chicago Press. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology 46(3), 250-263. DOI: 10.1080/17439884.2021.1876725
12.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Powers forming the digitized teacher subjectivity: Self-technologies and algorithmic powers 2016 Ingår i: Foucault at 90, University of West Scotland, Ayr campus. June 22-23 2016, Scotland.. 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.
13.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Pressed for Time? : How Platform Infrastructures and Professional Demands condition Teachers’ Digital Work 2021 Ingår i: European Conference on Educational Research. Konferensbidrag (refereegranskat)abstract What had often been praised by techno-enthusiasts as “disruption” and “innovation” became more of a harsh reality during 2020 with the fast reorganization to online learning due to the pandemic. With a short timeframe, schools were forced to prepare for distance education and teachers had to adapt, creating online teaching activities while at the same time making sure students were well-cared for educationally, socially, emotionally, and technologically. With the fast reorganization to online learning during the pandemic, the global platform market received more influence and further reached into the core of schools’ everyday work (Williamson & Hogan, 2020). In this sense, fast digitalization has not only made the political economy of school digitalization more apparent, but also highlights how digital work is conditioned by time and the socio-technical coordination of people and technologies (Wajcman, 2015). This paper focus on how teachers regulate and are regulated by digital platform work and in particular, how digital work is regulated by time in different ways. Our interest is both the kind of work done by teachers on digital platforms and how platform infrastructures condition and challenge teachers’ work and work time. The purpose is to explore and problematize the temporal governance of digital work, inscribed in the uses and logics of digital platforms, and forms of governing powers where productivity is considered core value. Analytically, instances where there are pronounced tensions in terms of temporal issues, between the demands of digital infrastructures or professional performance, and school teachers’ everyday work priorities and regulated work hours is of particular interest. The study builds on analyses of already identified tensions in relation to school reforms more generally as existing between the regulating principles of market efficiency governance and the teaching profession’s work conditions (Anderson & Cohen, 2015; Ball, 2003; Lundström & Parding, 2011). The political economy that pushes for school digitization was already strong in Europe and many other parts of the world before the pandemic began. Platform infrastructures, commonly provided by global platform businesses like Google and Microsoft and through Learning Management Systems are not exotic anymore, but are instead everyday technologies in workplaces like schools. Even so, platform technology provided by for example Google increasingly has taken the role of an infrastructure, sociotechnically connecting clouds, software, people, data (Plantin et al., 2018). This “platformization” comes with the business logic of platform capitalism (Srnicek, 2017), profiting on the individuals’ data production with the arguments of making public sector workplaces more efficient and streamlined, and of facilitating teachers’ pedagogical and administrative work. Questions around workload and the intensification of teachers’ work have once again risen up the political agenda (c.f. Fitzgerald et al., 2019). However, research on how school teachers’ work and work situations are changing in relation to digitalization still is relatively scarce (Bergviken Rensfeldt, Hillman, Selwyn, 2018; Selwyn, 2020; Selwyn, Nemorin & Johnson, 2017; Shulte, 2019). We draw on a Swedish project case, in collaboration with and extending an Australian project (e.g. Selwyn, Nemorin & Johnson, 2017). Empirical material was collected in and connected to the digital work of teachers in two upper secondary school forms, two school forms that characterize the Swedish marketized education system, namely, one public school and one independent for-profit school. Methodologically, the ethnographical approach used is policy and infrastructure ethnography, combined with trace ethnography of teachers’ online and offline work. Methodology, Methods, Research Instruments or Sources Used For conducting the policy ethnography, we firstly examined the policies and infrastructures implicated in teachers’ work, combining analyses of policies and platform technologies (Kitchen & Laurialt, 2014). Policy material from the regional municipality or school consortia organizations of the two schools, including extensions to national and European or international levels, e.g. strategies, guidelines, agreements on work time, digital work and platform infrastructure implementation, maintenance and support, was combined with analyses of the digital platforms and applications used in the school organizations of the participating teachers in the study. Further information from stakeholders like IT management or external platform provider companies on decisions, regulations and functionality on these different levels of platform use or data platform infrastructures, e.g. classifications of work activities in data platform standards was also collected via policy documents and interviews. Starting from the schools in the selection of policies and moving out from them, have resulted in a variety of policies that can be considered influencing digital work. In line with this, rather than regarding policies as archival documents, we aimed at selecting policies that were in use, “at work” and perhaps contested in the school workplaces in different ways. The trace ethnography started with four teachers (one man and one woman from each school) self-reporting their own activity logs on digital work based on three selected work days, followed up by a form of online focus group interview which was based on the logs and questions raised from the researchers and focus of the study. The teachers were then also involved in identifying and documenting their own data production and the traces they leave on different digital platforms via a digital self-tracking application capturing time-based screen activity. Conducting digital trace ethnography raise ethical concerns around private integrity which we have tried to counteract by involving the teacher participants themselves in self-tracking of their digital activities of work and by providing tools (self-reported activity logs included) allowing self-reflection of when and where their digital work takes place. The integrative trace ethnography approach (Geiger & Ribes, 2011) used, hence include both ethnographic and computational social science methods. These methods are themselves characterized by temporal categories, timelines, etc. but invites for making visible different temporalities in the ethnographic material. Conclusions, Expected Outcomes or Findings Digital work was analyzed based on tensions between temporalities that could be both static and dynamic but nonetheless were shaping teachers’ work (c.f. Thompson & Cook, 2017). The temporalities were understood as constructs and intertwined with spatialities of school teachers’ digital work. A preliminary finding is that digital work of online learning follows the assigned task and rhythms of schooling, but also extends more widely with the global time of digital platforms and the different temporalities produced in such environments, expanding, fragmentarizing and interrupting work in different ways. In line with Alirezabeigi, Masschelein & Decuypere (2020, p. 203), the digital work activities “not only follow the school time-table and the script of the teacher, but it equally follows the global time”. For example, the analyses included the teacher’s officially-regulated working hours in terms of classroom and workplace time, their self-regulated work time (“förtroendearbetstid”) as well as non-regularized time, all governed by certain ideals of performativity (c.f. Ball, 2003). Similarly, such entities were also translated into platforms datafication classifications of standard school activities (mainly teaching, examining and “other activities”). Hence, digital work temporalities were co-created with the operating tasks prompted by commercial platforms and activities inscribed in the systems, and the overall life cycles of platform infrastructures (updates, procurements, etc). Furthermore, the pandemic situation from March 2020 made certain temporalities around digital work visible, describing a “before-during-after Corona”, with transformed digital work experiences around attending to students and fulfilling new work tasks, implicating work intensification, strategies for work-life balance and coping with presence bleed. In sum, different temporalities and concerns in teachers’ digital work are at work, co-shaped by professional concerns, and the political economy and governance of platform infrastructures, which further add to the aforementioned research which identified tensions of market governance and teachers’ work conditions and professional concerns. References Alhadeff-Jones, M. (2018). Time and the Rhythms of Emancipatory Education Rethinking the temporal complexity of self and society. Routledge. Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2020). Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school, Learning, Media and Technology, 45(2), 193-207. Anderson, G., & Cohen, M I. (2015). Redesigning for identities of teachers and leader: A framework for studying new professionalism and educator resistance. Education Policy Archives, 23(85), 1-25. Ball, S. J. (2003) “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18(2), 215-228. Bergviken Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Journal of Education Research, 44(2), 230-250. Decuypere, M. & Vanden Broeck, P. (2020). Time and educational (re-)forms: Inquiring the temporal dimension of education, Educational Philosophy and Theory, 52(6), 602-612. Fitzgerald, S., McGrath-Champ, S., Stacey, M., Wilson, R. & Gavin, M. (2019). Intensification of teachers’ work under devolution:
14.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Self-tracking as a Method for Exploring Teacher Digital Work 2023 Ingår i: Paper for ReNEW Nordic Challenges conference 24-26 May, Oslo. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Recurrently it is reported on worsened teacher work conditions (Education International, 2020) with increased workload and work intensification. Digitalization is often raised both as an opportunity for counteracting time pressure and work more effectively, but it is also seen as a challenge, extending work in time-space also beyond labour safeguards. The question is, how can digital work and work time be investigated and better understood? In this paper, we will discuss the methodological considerations made during the Swedish worklife-funded project Balanced, focusing on teacher digital work (im)balances. We exemplify the challenges of taking an integrative trace ethnographic and computational social science method approach (Geiger & Ribes, 2011), to monitor and using “self-tracking” digital methods to map teacher digital work on platforms, and the deselections of certain methods. The chosen methods allowed the move from ‘the inside out’, by engaging teachers in self-reported activity logs, paired reflexive trace interviews and data visualisation generations, complemented by digital walkthroughs methods, and moves out to infrastructural mappings and policies. The issue raised is what the implications are of inviting teachers to self-track and reflect on the possibilities and constraints of their digital work in terms of improving and developing the understanding and conditions of Swedish teachers’ digital work. The issue raised connects to the emerging debate on monitoring work in more detail (Ball, 2021) through trace data computations, both in work-life and in research, made in the name of improving work conditions, but which nontheless might provide new work-related problems, e.g. of data privacy harms (Hakami et al., 2021), or control loss and distrust experiences (Berstrom & Svare, 2017). References Ball, K. (2021). Electronic Monitoring and Surveillance in the Workplace. Literature review and policy recommendations. European Commission. Berstrom, V.H., & Svare, H. (2017). Significance of monitoring and control for employees’ felt trust, motivation and mastery. Nordic Journal of Working Life Studies 7(4), 29-49. Geiger, R. S., & Ribes, D. (2011). Trace ethnography: Following coordination through documentary practices. In 2011 44th Hawaii international conference on system sciences (pp. 1-10). IEEE. Hakimi, L., Eynon, R., & Murphy, V. A. (2021). The ethics of using digital trace data in education: A thematic review of the research landscape. Review of Educational Research, 91(5), 671–717. Thompson, G. (2021). Global Report on the Status of Teachers. Education International.
15.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Teachers’ (future) digital work within platform infrastructures 2021 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.. 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
16.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) The ‘politics of sharing’ in a large teacher professional Facebook group: Links, topics and discourses entangled with policy 2016 Ingår i: Internet, policy and politics 2016, Theme “The platform Society” 22-23 Sept, 2016, University of Oxford, UK.. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
17.	Bergviken Rensfeldt, Annika, 1969, et al. (författare) Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools 2023 Ingår i: Paper for The Nordic Education Research Association Conference "Digitalization and Technologies in Education Opportunities and Challenges" 15-17 March 2023, Oslo Norway. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract The research critically examining the platformisation and integration of global Big Tech - Google (Alphabet), Apple, Facebook (Meta), Amazon, and Microsoft - into education has grown considerably, as shown in recent special-issued and thematic journals (Decuypere et al., 2021; Nichols & Garcia, 2022). One critical question raised in the research is how the integration of platforms have created infrastructural lock-in effects as part of its business model (Kerssens & van Dijck, 2021). Therefore, as education institutions procure platform-compatible hardware, systems and apps, they not only buy into specific platform infrastructural ecosystems, they also need to accept their data extraction, automated synchronisations and algorithmic orderings of content. Based on a working life-funded research project study, we aim to show how the global platformisation is co-shaped by local edtech market governance and public procurement regulations within a domestic setting. This, we argue, creates different digital ecosystems and work conditions for schools and teachers. For investigating platformisation’s local establishments and consequences, we have ethnographically traced teachers’ work relating to platforms in the Swedish setting based on its two school ownership forms, public and private schools. This has been done from within, by shadowing teacher work and engaging them in reflective interviews, and out to policy ethnographies on platformisation regulations.The latter included that we infrastructurally traced the digital ecosystems of public and private schools by scraping techniques that mapped service providers that form their platform infrastructures respectively. We were able to match the service providers active in the Swedish edtech-market (visible in ‘the Edtech-map’, edtechkartan.se) with their school-clients. Even if there are many similarities in how education institutions and teacher work are conditioned by platformisation, significant differences appear. In contrast to private education who can set up their platform infrastructures more freely, public institutions are regularly required to perform labour-intensive public procurements of platforms and devices. These processes cause interruptions that require extra work and repairs. The study follows up on the forced acceleration of platformisation due to the pandemic in the Nordic and European countries (Cone et al., 2021). In particular, it should contribute methodologically and empirically to show the powers of platformisation are played out in local settings and affect the work and labour of teachers differently and unequally. The paper raises questions on how more sustainable work situations for teachers are possible as schools are platformised. References Decuypere, M., Grimaldi, E., & Landri, P. (2021). Introduction: Critical studies of digital education platforms. Critical Studies in Education, 62(1), 1-16. Nichols, T.P., & Garcia, A. (2022). Platform Studies in Education. Harvard Educational Review 92(2), 209-230. https://doi.org/10.17763/1943-5045-92.2.209 Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi, E., Hartong, S., Hillman, T., Ideland, M., Landri, P., van de Oudeweetering, K., Player-Koro, C., Bergviken Rensfeldt, A., Ronnberg, L., Taglietti, D., Vanermen, L. (2021). Pandemic acceleration: COVID-19 and the emergency digitalization of European education. European Educational Research Journal 21(5), 845–868.
18.	Dimenäs, Sandra L., 1989, et al. (författare) Adolescents' experiences of a theory-based behavioural intervention for improved oral hygiene: A qualitative interview study 2022 Ingår i: International journal of dental hygiene. - : Wiley. - 1601-5029 .- 1601-5037. ; 20:4, s. 609-619 Tidskriftsartikel (refereegranskat)abstract Objectives Adequate oral hygiene, that is self-performed infection control, is crucial to prevent periodontal disease. Epidemiological studies reveal poor oral hygiene conditions among Swedish adolescents and indicate a need for more effective prevention programs. The aim of the current study was to analyse adolescents' experiences of a person-centred, theory-based, oral health education program for improved oral hygiene. Methods Data were obtained by interviewing 19 adolescents treated by dental hygienists in accord with the person-centred education program in a preceding clinical field study ( NCT02906098). Study participants were selected to reflect a variation of male and female adolescents, treated at clinics in areas with various socio-demographic profiles within Region Vastra Gotaland, Sweden. Interviews were audio-taped, transcribed verbatim and analysed with qualitative content analysis. Results A main theme was identified: 'Adolescents on a guided and challenging journey towards beneficial oral hygiene behavior'. The results elucidate the importance of a person-centred approach in therapy. The adolescents described insight on a personal level about the importance of improved oral hygiene as fundamental for behavioural change. Planning and monitoring of the behaviour, with guidance and support by the dental hygienist, was considered to facilitate change and encouraged further behavioural efforts. However, the adolescents expressed a need of reminders and support to keep up oral hygiene routines over time. Conclusions The study brings knowledge on factors of importance in educational interventions to increase beneficial health behaviours among adolescents and emphasize areas for further improvements of such interventions.
19.	Dimenäs, Sandra L., 1989, et al. (författare) Changing from disease-centred to person-centred – Swedish dental hygienists' views on a theory-based behavioural intervention for improved oral hygiene among adolescents 2024 Ingår i: International Journal of Dental Hygiene. - 1601-5029 .- 1601-5037. Tidskriftsartikel (refereegranskat)abstract Objectives: To explore dental hygienists' (DHs') views on (i) a person-centred, theory-based, behavioural intervention for improving oral hygiene among adolescents and (ii) professional and organizational factors to consider in the implementation of such an intervention in daily dental practice. Methods: Semi-structured interviews were conducted with 13 DHs who had applied the person-centred, theory-based, behavioural intervention directed at adolescents with poor oral hygiene in a field study within the Public Dental Service, Region Västra Götaland, Sweden. The interviews were audio-taped, transcribed verbatim and analysed using qualitative content analysis. Results: The main theme ‘From individual experts to partners – DHs changing direction from a disease-centred towards a person-centred approach’ illustrated a changed professional approach among DHs, from exerting their roles as experts to encouraging partnership in treatment by supporting the adolescents in taking health behavioural decisions and responsibility for their oral health. The DHs considered the changed approach as challenging, but also more enjoyable, compared to conventional information/instruction. Adequate knowledge and skills, personal interest and willingness for a change as well as support from colleagues and clinic management were identified as prerequisites for implementing the person-centred, theory-based, behavioural intervention in daily practice, while the expenditure of time needed in relation to economic demands in care were seen as barriers. Conclusions: The findings elucidate that DHs considered the application of a person-centred, theory-based, behavioural intervention to be challenging but also enjoyable. For such an intervention to be implemented in daily practice, prerequisites and barriers need to be considered on both personal/professional and organizational levels.
20.	Elsayed, Hadil, et al. (författare) School Based Health Promotion in Sweden- Policy Discourses as Social Functions 2023 Ingår i: ECER conference 2023, Glasgow, UK. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Health promotion (HP) is linked to democratic and social values including equity and societal cohesion (Akerman et al., 2019). Health literacy, the critical and empowering component of HP, has beenacknowledged as a health determinant across the life span (Carlsson, 2015; WHO, 2013). Schools are key arenas for HP (Paakkari & George, 2018). Apart from having positive implications for studentwellbeing and academic performance, HP in schools can be operationalized to address some social issues such as the humanely problematic health divide (Braveman et al., 2011; Cerda et al., 2021;Mannix-McNamara & Simovska, 2015). This study explores the articulation of school-based HP in Swedish education policies, in relation to democratic and social values (e.g., autonomy, empowerment, andequity). The study also investigates how far this articulation acknowledges health literacy as a core element in HP work. School-based HP can be a contested domain where different agendas compete. For example, some health discourses may encroach on personal autonomy, while others may depoliticize health (Malmberg& Urbas, 2019; Paakkari & George, 2018; Petersen, 1996). HP work in schools has been repeatedly problematized from moral and social perspectives including inquiries into how far it adheres to democratictenets and how well it fosters autonomy and empowerment (Danielsen et al., 2017; Jensen, 1997; Paakkari & George, 2018). It is informative to explore school-based HP from a sociological perspective to elucidate the links between ideologies, social values, and behaviors at the individual, group, and institutional levels. Scholars have repeatedly highlighted the relations between policy discourses and health-related activities or outcomes in schools (e.g., Danielsen et al., 2017; Wolpert et al., 2015), suggesting that educational policy discourses co-shape the manner in which health issues are addressed in school contexts. Swedish schools incorporate HP in the legally mandated student health services governed by local student health plans at both the municipal and school levels. However, there is a national guide that outlines the general aims, responsibilities, and potential areas for action across the whole country (Swedish National board of Health and welfare and Swedish National Agency for Education, 2017). In this study, four education policies were analyzed, the national guide for student health services in Sweden and three municipal student health plans. The analysis was informed by Fairclough’s (1992) model of critical discourse analysis. The findings indicate that policy articulations in the analyzed documents exhibit an awareness of the democratic and social dimensions of HP. However, tensions wereidentified between different discourses deployed in the documents including ethical, public health, biomedical and governance discourses. For example, there was a tension between the biomedical and public health discourses, where the former frequently focused on risk factors and framed students as passive recipients of care, while the more socially oriented public health discourse acknowledged the meaningfulness of the social determinants of health and the value of student empowerment. While the local policies mostly recapitulated the national guideline, they occasionally negotiated and recontextualized parts of the national discourse. This recontextualization was sometimes beneficial in the sense that it concretized key social values such as student participation. However, local discursive representations could also inadvertently undermine the democratic dimension of HP. For example, one municipal health plan used the floating term “norm-breaking behavior” which is potentially open to uncritical interpretations at the school level with possibly unfavorable implications for student autonomy as well as for equity. The differences between the three municipal documents may be related to differential interpretations of the national document but can also represent a local adaptation to the sociodemographic context in which the policy is to be deployed. The policies acknowledged health literacy in spirit rather than semantics
21.	Elsayed, Hadil, et al. (författare) Social and democratic values in school-based health promotion: A critical policy analysis 2023 Ingår i: Cogent Education. - 2331-186X. ; 10:2 Tidskriftsartikel (refereegranskat)abstract Schools are recognised as key arenas for health promotion (HP). The development of health literacy (HL) is one of the cornerstones of HP. HP is closely linked to democratic principles and social values. School-based HP may best be understood within the context of the socio-political spectrum in which it is embedded. This study explores how school-based HP is articulated in Swedish education policies, particularly in relation to democratic and social values, and whether that articulation acknowledges and fosters HL as a core element of HP work. Four education policies were analysed. The analysis was informed by Fairclough’s model of critical discourse analysis. The findings indicate that policy articulations exhibit an awareness of the democratic and social dimensions of HP. However, these dimensions may have been undermined by an occasional biomedical hegemony, coupled with a subtle deployment of governance discourse. The policies acknowledged HL in spirit rather than semantics and did not fully exploit teachers’ capacities as active agents in HP. Several interdiscursive tensions were observed that may have short as well as long-term social and democratic implications, particularly in terms of fostering student autonomy, empowerment and inclusion.
22.	Elsayed, Hadil, et al. (författare) Social media in the context of school- based health promotion: school professionals’ perspectives 2023 Ingår i: NERA conference 2023. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Aim This study explores how school professionals perceive students’ social media (SM) activity in relation to their health promotion work and responsibilities. Theory Data analysis was informed by actor network theory which allowed for exploring non-human agencies including those inherent in SM platforms as well as understanding tensions and multiplicities in the institutional context of the school (Fenwick & Edwards, 2010). Methodology The primary empirical data was produced from seventeen interviews with various school professionals and complemented by secondary material, including documents and SM resources. Findings School professionals perceived SM to represent opportunities as well as challenges for their work. In terms of opportunities, SM was employed as a resource in health promotion contexts in and outside the classroom thus theoretically acting as active agencies co-shaping meaning making. On the other hand, students’ use of SM was perceived as a challenge to health promotion work in several ways. For example, SM was perceived as a youth culture where students needed to exhibit extended availability for fear of social exclusion thereby subjecting them to unwarranted stress. Moreover, SM interactions were perceived as agentic in perpetuating cyberbullying where students engaged in more offensive interactions than in real life whereas school professionals’ opportunities for mediating behavior were restricted by several SM attributes including the anonymity that these platforms can provide. Furthermore, school professionals experienced confusions about their responsibility domains considering the multiplicity of SM networks and their ill-defined spatiotemporal boundaries. Finally, SM was perceived as agentic in shaping students’ health related perceptions such as those of body image. Relevance to Nordic educational research The findings provide insights into how SM use has changed students’ socialization patterns, a current scholarly interest in Nordic countries, particularly in relation to health-related experiences (Hjetland et al., 2021; Luomanen & Alasuutari, 2022). Professionals’ accounts also shed light on the positive and negative implications of SM use for their work, as well as on factors implicated in cyberbullying, an ongoing concern in Nordic contexts especially in relation to student mental health (Arnarsson et al., 2020; Hamal et al., 2020).
23.	Engström, Annika, 1964-, et al. (författare) Personalvetenskapliga perspektiv på kommunikation 2018 Bok (övrigt vetenskapligt/konstnärligt)
24.	Hakkarainen, Kai, et al. (författare) Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering. 2015 Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598 Konferensbidrag (refereegranskat)abstract The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
25.	Hallberg, Inger, 1956, et al. (författare) Phases in development of an interactive mobile phone-based system to support self-management of hypertension 2014 Ingår i: Integrated blood pressure control. - : Dove Medical Press. - 1178-7104. ; 7, s. 19-28 Tidskriftsartikel (refereegranskat)abstract Hypertension is a significant risk factor for heart disease and stroke worldwide. Effective treatment regimens exist; however, treatment adherence rates are poor (30%–50%). Improving self-management may be a way to increase adherence to treatment. The purpose of this paper is to describe the phases in the development and preliminary evaluation of an interactive mobile phone-based system aimed at supporting patients in self-managing their hypertension. A person-centered and participatory framework emphasizing patient involvement was used. An interdisciplinary group of researchers, patients with hypertension, and health care professionals who were specialized in hypertension care designed and developed a set of questions and motivational messages for use in an interactive mobile phone-based system. Guided by the US Food and Drug Administration framework for the development of patient-reported outcome measures, the development and evaluation process comprised three major development phases (1, defining; 2, adjusting; 3, confirming the conceptual framework and delivery system) and two evaluation and refinement phases (4, collecting, analyzing, interpreting data; 5, evaluating the self-management system in clinical practice). Evaluation of new mobile health systems in a structured manner is important to understand how various factors affect the development process from both a technical and human perspective. Forthcoming analyses will evaluate the effectiveness and utility of the mobile phone-based system in supporting the self-management of hypertension.
26.	Hillman, Thomas, 1978, et al. (författare) Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership 2021 Ingår i: Computers and Education. - : Elsevier BV. - 0360-1315. ; 168 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.
27.	Lantz-Andersson, Annika, 1961, et al. (författare) Developing a model for teacher professional digital competence 2019 Ingår i: The 18th Biennial EARLI Conference, 12-16 August 2019, Aachen, Germany. Book of abstracts, s. 409. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract "Thinking Tomorrow's Education: Learning from the past, in the present and for the future" - Aachen, Germany
28.	Lantz-Andersson, Annika, 1961, et al. (författare) Lärares samarbete i sociala mediegrupper. 2019 Ingår i: Digital kompetens för lärare. Anna-Lena Godhe, Sylvana Sofkova Hashemi (red.). - Malmö : Gleerups. - 9781138592711 ; , s. 177-187 Bokkapitel (refereegranskat)abstract Den pågående digitaliseringen av samhället har givetvis konsekvenser för diskussionen om hur skola och utbildning bör organiseras. Digitala teknologiers möjligheter och de arbetssätt de inbjuder till är dock på många sätt annorlunda än den undervisning som utbildning traditionellt har byggt på. Detta gör att lärares sätt att organisera undervisning på nu utsätts för ett tydligt förändringstryck som fodrar att lärare får stöd för att utveckla professionell digital kompetens. Begreppet professionell digital kompetens (PDK) innefattar både kunskap om hur digitala teknologier kan användas och kunskap i att skapa lärandeaktiviteter med dessa teknologier. Eftersom mer lärarfortbildning under lång tid har efterfrågats, men inte tillräckligt tillhandahållits, har informella nätverk varit en viktig del i lärares professionella utveckling (Vangrieken et al., 2017). I takt med att digitala teknologier blivit en alltmer central del av lärares arbete har även karaktären av dessa informella nätverk förändrats. Idag använder sig lärare av en rad olika arenor för professionell utveckling online, på allt från specifika webbplatser, till Facebook, Twitter, Youtube och bloggar (Beach, 2017). På liknande sätt som för andra yrkesgrupper, såsom exempelvis läkare (McGovan m. fl., 2012), har sociala medier blivit viktiga plattformar för lärares professionella utveckling. Lärares professionella deltagande i dessa sociala plattformar innebär att nya frågor väcks: Vilka typer av arbete gör lärare online? Vad innebär deras deltagande i olika grupper för deras arbete i undervisningen? (Bergviken Rensfeldt, Hillman, & Selwyn, 2018; Kelly & Antonio, 2016; Lantz-Andersson, Lundin & Selwyn, 2018; Macia & Garcia, 2016). Det finns också all anledning att fråga sig vad lärare får ut av att delta i dessa grupper och vad det innebär för utvecklingen av lärarprofessionen mer generellt. I detta kapitel redogörs för forskningsläget avseende lärares deltagande i sociala medier med ett specifikt fokus på lärares professionella digitala kompetens.
29.	Lantz-Andersson, Annika, 1961, et al. (författare) Sharing repertoires and sharing apps - Norms for participation in a teacher profession-based social media group 2016 Ingår i: Paper for EARLI – SIG 10, 21 and 25 conference 28-29 August, 2016, Tartu, Estonia. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
30.	Lantz-Andersson, Annika, 1961, et al. (författare) Sharing repertoires in a teacher professional Facebook group 2017 Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 15, s. 44-55 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.
31.	Lantz-Andersson, Annika, 1961, et al. (författare) Social media groups as arenas for teachers’ collaborative learning through sharing of ideas and engaging in pedagogical discussions 2018 Ingår i: NERA2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
32.	Lantz-Andersson, Annika, 1961, et al. (författare) Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency 2022 Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35 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.
33.	Lantz-Andersson, Annika, 1961, et al. (författare) Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups 2018 Ingår i: Teaching and Teacher Education : An International Journal of Research and Studies. - : Elsevier BV. - 0742-051X. ; 75, s. 302-315 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.
34.	Lundin, Mona, 1976, et al. (författare) Co-designing technologies in the context of hypertension care: Negotiating participation and technology use in design meetings. 2017 Ingår i: Informatics for Health and Social Care. - : Informa UK Limited. - 1753-8157 .- 1753-8165. ; 42:1, s. 18-31 Tidskriftsartikel (refereegranskat)abstract Research Interest: In this article, we take an interest in the new kind of relation that has been claimed to be urgently required between health services and patients. Co-production of health services implies fundamental changes in the ways medical care is organized and delivered. Usually, technologies are put forth as potential solutions to problems that might occur when establishing such new relations. Aims: The aim of this study is to scrutinize how different perspectives were brought into the discussions as the concrete design and use of a mobile phone application were introduced, and how participants anticipated and negotiated their own participation in the design project. Methods: This article reports results from an explorative study of a co-design project in hypertension care wherein health professionals and patients were invited to co-design some features of the application they were later to use. Results/Conclusions: The study shows that new practices of self-treatment are not likely to take place without the cooperation of patients, since they are to provide the observational data necessary for the professionals' work. The negotiations are needed to balance patients' concerns of being monitored by technology and their needs of being in control of their everyday lives and activities.
35.	Lundin, Mona, 1976 (författare) Getting to know a new protocol in hypertension care: Nurses’ use of patients’ self-generated graphical data in follow-up consultations 2019 Ingår i: Communication & Medicine. An Interdisciplinary Journal of Healthcare, Ethics and Society. - : Equinox Publishing. - 1612-1783 .- 1613-3625. ; 16:1, s. 27-39 Tidskriftsartikel (refereegranskat)abstract This study explores the use of a new protocol in hypertension care, in which continuous patient-generated data reported through digital technology are presented in graphical form and discussed in follow-up consultations with nurses. This protocol is part of an infrastructure design project in which patients and medical professionals are co-designers. The approach used for the study was interaction analysis, which rendered possible detailed in situ examination of local variations in how nurses relate to the protocol. The findings show three distinct engagements: (1) teasing out an average blood pressure, (2) working around the protocol and graph data and (3) delivering an analysis. It was discovered that the graphical representations structured the consultations to a great extent, and that nurses mostly referred to graphs that showed blood pressure values, which is a measurement central to the medical discourse of hypertension. However, it was also found that analysis of the data alone was not sufficient to engage patients: nurses' invisible and inclusion work through eliciting patients' narratives played an important role here. A conclusion of the study is that nurses and patients both need to be more thoroughly introduced to using protocols based on graphs for more productive consultations to be established.
36.	Lundin, Mona, 1976, et al. (författare) Higher education dominance and siloed knowledge: a systematic review of flipped classroom research 2018 Ingår i: International Journal of Educational Technology in Higher Education. - : Springer Science and Business Media LLC. - 2365-9440. ; 15 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.
37.	Lundin, Mona, 1976, et al. (författare) Lärare tar ansvar själva för sin professionsutveckling på sociala medier 2020 Ingår i: Skolverket - Forskningsbevakning som en del av ett Skolverksuppdrag att bevaka forskning om digitalisering i skolan.. Annan publikation (övrigt vetenskapligt/konstnärligt)abstract Sociala medier erbjuder nya möjligheter för lärare att dela erfarenheter och diskutera frågor som rör deras professionella arbete med kollegor i hela landet. Viktigt för lärares deltagande i grupper i sociala medier är kontinuitet, tillgänglighet och möjlighet att själv kunna styra innehållet. Den här artikeln presenterar resultat av forskning. Texten är framtagen vid ett universitet eller högskola på uppdrag av Skolverket. Refererade forskare svarar självständigt för innehållet. Läs om hur vi sammanställer och sprider kunskap om resultat av forskning Den allmänna bilden av forskningsläget hittills är att lärares deltagande i grupper i sociala medier ger möjligheter att föra kollegiala diskussioner, dela undervisningsupplägg, tipsa om appar, samt ge och få stöd, såväl professionellt som emotionellt. I några nyligen publicerade forskningsstudier lyfts en fördjupad förståelse av lärares engagemang som går bortom en förenklad syn på delnings- och stödpraktikerna och vittnar om värdet av sådana onlinemiljöer för lärarnas arbete och yrkesidentitet. Nedan lyfter vi ett antal viktiga aspekter som pekar på hur lärare genom sitt deltagande i de professionella sociala medie–grupperna tar ansvar för sin egen professionsutveckling.
38.	Lundin, Mona, 1976, et al. (författare) Social Media As Arenas For Teacher Professional Development 2017 Ingår i: Konferens bidrag: ECER 2017 Copenhagen - The European Conference on Educational Research. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
39.	Lundin, Mona, 1976, et al. (författare) Teachers' reshaping of professional identity in a thematic FB-group 2017 Ingår i: QWERTY (Open and Interdisciplinary Journal of Technology, Culture and Education). - 2240-2950. ; 12:2, s. 12-29 Tidskriftsartikel (refereegranskat)abstract The background of this study is teachers’ increasing use of social media for professional learning. Swedish teachers often use thematic Facebook groups to discuss the subjects they teach, their approaches, methods and assessment. Although previous research has shown that teachers’ participation in social media has a positive impact on teachers’ professional learning, the interaction is described as relatively straightforward and superficial. In this study, we use computational approaches to identify 79 in-depth discussion threads that help uncover the norms of teachers’ social media groups. These threads are analysed in detail using the concept of professional identity work (Goffman, 1959). The findings show that the discussion threads were formulated as questions or requests, and reveal ways teachers engage in extensive professional identity work by drawing on established norms to position themselves as legitimate Facebook group members and as professional teachers.
40.	Mäkitalo, Åsa, 1966, et al. (författare) Changing Relations? Participation, interaction and accountability in hypertension care 2014 Ingår i: Paper presented at International Conference ICIP14 on Interactional competences in institutional practices. November 21-22, 2014 at the University of Neuchâtel, Switzerland. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
41.	Mäkitalo, Åsa, 1966, et al. (författare) Knowledge translation, professional communication and learning in the context of chronic illness. 2017 Ingår i: Symposia presentation on Researching professional learning in changing epistemic environments. 17th Biennal EARLI Conference, August 29 – September 2, Tampere, Finland.. Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract Abstract The epistemic work among professionals in the health sector is under transformation. Chronic diseases constitute a primary challenge for the sector and treatment of these call for technologies that can support a new relation with patients based on self-treatment and patient-generated data. In this study the aim was to analyse the implications of such self-treatment for professional epistemic work in hypertension care consultations. The data consists of 10 video-recorded consultations with professionals and patients after 8 weeks of self-treatment and reports through a mobile phone based system. Based on sociocultural and dialogical traditions the analysis focused on the in situ interaction with a focus on what epistemic orientations that emerged in the consultations as the data was visually displayed through graphs on the screen. Three orientations are reported: The system as a knowledge object, the system as a coordination device and the system as support in mediating professional and patient perspectives.
42.	Nilsen, Malin, 1974, et al. (författare) Guns and dolls: preschool children’s (im)material Christmas list activities 2022 Ingår i: Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education. - New York : Routledge. - 9780367702526 ; , s. 105-116 Bokkapitel (refereegranskat)abstract This chapter focuses on children’s digital literacy events in a Swedish preschool setting. The empirical material consists of video observations of children making digital Christmas wish list collages. As a theoretical point of departure, the (im)materiality of literacy framework is used in which the concepts of space, mediation, stuff, and embodiment are used as analytical concepts (Burnett et al., 2014). The results show that the children move between digital and non-digital spaces and that there is a confluence between the material and the immaterial. This shows that it is not possible to separate between different forms of literacy in early childhood education.
43.	Peterson, Louise, 1965, et al. (författare) “Going on Trial”: Teachers’ team performance in social media groups when facing problematic work-related issues 2019 Ingår i: Virtual Learning Sites as Languaging Spaces - Critical Issues on Languaging Research in Changing Eduscapes. - Cham, Switzerland : Palgrave Macmillan. - 9783030269296 ; , s. 241-268 Bokkapitel (refereegranskat)abstract This study examines how a problematic work-related issue is raised in a large self-organized thematic professional Facebook group and how the topic is continued in the discussion that follows. Based on big data from a large corpus assembled through the Facebook Application Programming Interface, a unique case thread is selected for in-depth analysis. The aim is to analyse how social support is performed through professional identity work in moment-by-moment online interactions. The findings illustrate how the performance of social support in a thread includes both supportive and remedial interchanges that reveal emergent impression management and a mutually shaped professional teacher identity. Further, the findings indicate that member performance, generally relatively neutral in non-critical discussion threads, changes in relation to the problematic work-related issue in the post that challenges the collective identity of the group. This means that the interaction engenders cooperative and supportive interchanges that motivate members to perform as a team and cooperate as supportive team members.
44.	Peterson, Louise, 1965, et al. (författare) Professional identity management in a thematic Facebook group 2017 Ingår i: European Association for Research on Learning and Instruction conference, EARLI. 29 August – 2 September, University of Tampere, Tampere, Finland.. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
45.	Sellberg, Charlott, 1974, et al. (författare) Assessment in the zone of proximal development: simulator-based competence tests and the dynamic evaluation of knowledge-in-action 2022 Ingår i: Classroom Discourse. - : Informa UK Limited. - 1946-3014 .- 1946-3022. ; 13:4, s. 365-385 Tidskriftsartikel (refereegranskat)abstract The background of this article is an interest in analysing how assessment of professional skills is conducted in higher education contexts, drawing on video data from a course on maritime navigation. The empirical study focuses on a) how students working in a bridge simulator are able to display their knowledge about how to calculate the relation between rate of turn, turn rate and speed when navigating, and b) how their performance is evaluated. The results show that the dynamics of the assessment situation and the interaction between the student and the assessor are decisive in how well students manage the task. When analysing assessment of a professional skill as a concrete practice, knowledge emerges through joint work and cannot be ascribed to the student only. At one level, this may be seen as a threat to the validity of the testing situation, but from a different perspective, the display of knowledge-in-action is always responsive to what happens in the exercise of a professional skill.
46.	Sellberg, Charlott, 1974, et al. (författare) Certifying Navigational Skills: A Video-based Study on Assessments in Simulated Environments 2019 Ingår i: TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation. - : Faculty of Navigation. - 2083-6473 .- 2083-6481. ; 13:4, s. 881-886 Tidskriftsartikel (refereegranskat)abstract In Maritime Education and Training (MET) where students are trained for professions with high standards of safety, the use of simulators is taken to provide opportunities for safe and cost-effective training. Although the use of simulators for training and certifying technical proficiency and so-called non-technical skills is well established and regulated by international standards, previous research suggests that simulator-based assessment has been poorly implemented in the MET system. Now the challenge is to contribute with knowledge about how to conduct consistent, unbiased, and transparent assessments of navigational skills and competencies. However, in current research it is not evident how training of non-technical skills in simulated environments should be assessed. The aim of this study is to explore the pedagogical challenges instructors face when assessing students’ navigational skills and competencies in a simulated environment. The study is based on video-recorded data from the certification part in a navigation course for second year master mariner students. A situated approach to cognition and learning is employed to analyze the co-construction of assessment in the simulated exercises by means of instructors’ questions and students’ answers. Results reveal an assessment practice where the students are still developing their navigational skills with instructional support from examiners whilst being certified on using Radar equipment in accordance to COLREG.
47.	Sellberg, Charlott, 1974, et al. (författare) Demonstrating professional intersubjectivity: The instructor's work in simulator-based learning environments 2017 Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 13, s. 60-74 Tidskriftsartikel (refereegranskat)abstract Maritime traffic, like most traffic, is rule-governed. In situations in which multiple vessels traffic the same waters, anti-collision regulations enable bridge teams to coordinate their actions with those of other vessels. In maritime education, simulators provide a safe environment for students to begin practicing the application of anti-collision regulations to different traffic situations. This study explores how aspects of rule appliance, analytically understood as professional vision and professional intersubjectivity, are trained in a simulator environment by analyses of a video-recorded episode from a navigation course. The results show how instructions during the scenario are continuous achievements that build on an instructor's ability to recognize the fit between learning objectives and on-going activities in the simulator as they unfold. These embedded assessments and their subsequent demonstrations draw on several social and material resources in the simulator environment. In the simulator, the instructor demonstrates the rule system as a dialogical practice where one interprets each other in line with the rules in negotiations between vessels. This interpretation requires a level of professional intersubjectivity that goes beyond merely following rules, towards seeing oneself through the eyes of others with regard to the intentions projected in one's manoeuvring actions.
48.	Sellberg, Charlott, 1974, et al. (författare) Instructions-in-action: Matters of temporality in simulator-based maritime training 2017 Ingår i: International Institute for Ethnomethodology and Conversation Analysis Conference, Otterbein University, Ohio, USA, July 10-13. Konferensbidrag (övrigt vetenskapligt/konstnärligt)
49.	Sellberg, Charlott, 1974, et al. (författare) Tasks and instructions on the simulated bridge: Discourses of temporality in maritime training 2018 Ingår i: Discourse Studies. - : SAGE Publications. - 1461-4456 .- 1461-7080. ; 20:2, s. 289-305 Tidskriftsartikel (refereegranskat)abstract In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students? understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training. AB - In higher education programs that train students for professions with high standards of safety, such as aviation, shipping and healthcare, exercises in simulated environments provide opportunities for training in educational settings. This study explores the use of simulators in maritime education, taking an interest in how navigation training is achieved by using simulated environments. By conducting an interaction analysis of video data, the study examines how training students to coordinate with other vessels in traffic is topicalized in simulator exercises, focusing on discourses of temporality in instructions. The results show how instruction during simulations is a continuous interactional achievement built on the ability to assess the fit between the assessment criteria at work in the specifics of the situation and the ongoing tasks as they unfold. During simulations temporality becomes a matter for instruction, both when assessing how to develop the students? understanding and as a topic in its own right. The results highlight tightly coupled relationships among tasks, instruction and technology. The implications for simulator-based training call for refocusing on training tasks rather than specific skills, and emphasize the importance of professional guidance in order to guide the students toward the discourses of maritime work practice in simulator-based training.
50.	Selwyn, Neil, et al. (författare) Med digital arbetskraft i klassrummet : Digital Labour Meets The Classroom 2020 Ingår i: Bloggpost Medium. Annan publikation (övrigt vetenskapligt/konstnärligt)abstract Digital teknologi associeras ofta med olika samhällstrender, som förändringar i arbets- och anställningsformer. Även i vissa traditionella högstatusyrken (som revisor-, advokat- och läkaryrket) tränger sig såväl digitalisering som automatisering in i det vardagliga arbetet. Nya former av digitalt arbete har uppstått som för tio år sedan skulle ha varit otänkbara. De flesta känner nog till den typ av tjänster och arbetsformer som Uber, Foodora, Yepstr, Tiptap och TaskRunner erbjuder i Sverige idag. Det är kanske inte lika känt att liknande former av digital arbetskraft nu börjat komma in i skolans värld och undervisningen. Dessa inslag i skolan menar vi kräver särskild och noggrann uppmärksamhet från såväl lärarprofessionen själv och lärarfackliga organisationer som andra skolaktörer och forskarsamhället kring skola och utbildning.

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