| 1. |
- Ferrante, Patricia, et al.
(författare)
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In/equalities in digital education policy – sociotechnical imaginaries from three world regions
- 2024
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Ingår i: Learning, Media & Technology. - 1743-9884 .- 1743-9892. ; 49:1, s. 122-132
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Tidskriftsartikel (refereegranskat)abstract
- The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a ‘problem’ that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions – Latin America, Africa and Europe – studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial–temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.
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| 2. |
- Forsler, Ingrid, 1980-, et al.
(författare)
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Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation
- 2023
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892.
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary education in Sweden is characterized by two parallel processes: the implementation of digital tools in the classroom, on the one hand, and an increased emphasis on brain-based learning, on the other. Proponents of the latter strand of 'neuroeducation' claim that digital media might have harmful effects on learning and cognitive development. How do they then deal with school digitalization? By examining popular science books by influential neuroscience actors in the Swedish educational context, this study identifies two diverging discourses where digital technologies are discussed both as distractions in the classroom and as promising tools for personalized and self-optimizing learning. This ambiguity reflects a cautious criticism against school digitalization as overhastly, a critique that is also emphasized in recent policy changes in the Swedish school system. The article concludes that the impact of brain-based perspectives on educational digitalization policy have positioned neuroscience actors as a new kind of digital experts.
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| 3. |
- Forsman, Michael, Docent, 1959-, et al.
(författare)
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Future classrooms and ed-tech imaginaries. Notes from the Estonian pavilion at EXPO 2020 and beyond
- 2024
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 49:1, s. 133-146
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Estonia has since the liberation from the Soviet Union in 1991 successfully branded itself as a digital society and an education nation. This transformation builds on a sociotechnical imaginary where the progression of learning and the advancement of future citizens is postulated by a restructuring of the classroom through digital solutions. In this case study, we look at a prototype of a future classroom that was set up at the Estonian pavilion at the world fair EXPO 2020 in Dubai, as part of a nation branding process, promoting the nation's educational system and prosperous ed-tech sector. The future classroom was promoted using slogans and futuristic visuals that targeted foreign investors and policy makers, in a way that suggested that the anticipated digital future already exists in Estonia, and therefore, is available for foreign investment, while at the same time connecting to a national and historical narrative of Estonia as part of the European cultural sphere.
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| 4. |
- Hillman, Thomas, 1978, et al.
(författare)
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Brave new platforms: a possible platform future for highly decentralised schoolin
- 2020
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 45:1, s. 7-16
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has one of the most marketised and decentralised school systems in the world while also ranking amongst countries with the highest levels of access to technology in classrooms. Considering the increasingly central role that digital platforms play in the practices of schooling, this article speculates on what might happen during the 2020s in highly decentralised school systems like Sweden’s. Based on current trends in education, directions indicated by platformisation in other contexts and taking a critical speculative approach, it offers a discussion of what could happen to the practices of schooling and the public mission of education. This discussion is intended to raise important questions for researchers, educators and policy makers to consider as the platformisation of schooling unfolds.
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| 5. |
- Ideland, Malin, 1970-
(författare)
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Google and the end of the teacher? : How a figuration of the teacher is produced through an ed-tech discourse
- 2021
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Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 46:1, s. 33-46
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Tidskriftsartikel (refereegranskat)abstract
- This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment) are believed to be taken over by technology. The teacher should be the one promising fun and creativity in order to educate dreamers for the future and workers in a knowledge economy. With help from Castells’ theory of the network society, the study illuminates and discuss what this means for how we can think of school in terms of teacher authority, place and time. It also claims that a commercialized, neoliberal rationale is made possible in schools through the platforms.
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| 6. |
- Landahl, Joakim, 1974-
(författare)
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'The punched cards were sent yesterday, we hope they arrive undamaged.' Computers and international large-scale assessments during the 1960s and 1970s
- 2024
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Ingår i: Learning, Media & Technology. - 1743-9884 .- 1743-9892. ; 49:1, s. 93-108
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the history of digital testing technology. Using an organisation that pioneered the use of international large-scale assessments - the International Association for the Evaluation of Educational Achievement (IEA) - I discuss the role of computers, punched cards, answer cards and scanning machines as an example of transnational collaboration in the social sciences. In doing so, I particularly look into temporal and spatial dimensions of collaboration. The temporal dimension had to do with ideals of speed and durability, whereas the spatial dimension had to do with questions of where data processing should occur and how data could travel across boundaries. The analysis goes beyond simplistic assumptions where digital technology is seen merely as a tool that facilitates data processing. Instead, I stress the complexity of using computers and emphasize the materiality of digital technology, essential for understanding how data moved around in an era before the World Wide Web.
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| 7. |
- Melander Bowden, Helen, Docent, 1967-, et al.
(författare)
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Designing and assessing digital games in a classroom : an emerging culture of critique
- 2020
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 45:4, s. 376-394
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Tidskriftsartikel (refereegranskat)abstract
- This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of game design critique is examined, focusing on how the participants make relevant norms and values concerning what constitutes a ‘good’ game. The results of the study show that the children and teacher orient to different themes that concern aesthetic, functional, and ethical aspects of the games and the design process, at the same time as a moral order in and for the conduct of design critique is accomplished in interaction. The study sheds light on the emergence of a local culture of critique as the children learn to formulate and respond to peer feedback, thus negotiating and developing digital literacy.
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| 8. |
- Mörtsell, Sara
(författare)
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Sociomaterial explorations of attendance practices in ‘schooling without schools’
- 2022
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 47:4, s. 512-523
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Tidskriftsartikel (refereegranskat)abstract
- Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa.
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| 9. |
- Rahm, Lina, 1973-
(författare)
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Education, automation and AI : a genealogy of alternative futures
- 2021
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- The relationship between technical development and education is a reciprocal one, where education always stands in relation to those skills, competencies, and techniques that are anticipated as necessary in a technological future. At the same time, skills and competencies are also necessary to drive innovation and technical development for the progressive creation of desirable futures. Jumping back to the 1950s, this article illustrates how automation and AI have been anticipated as both problems and solutions in society, and how education has been used to solve these problems or realize these solutions. That is, computerization debates have concentrated on both the growing opportunities and the increasing risks, but almost always also on the need for corresponding education. The article uses a genealogical approach to show how, from the 1950s and up until today, education has been mobilized as an important tool for governance in computer policies.
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| 10. |
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| 11. |
- Siljebo, Josef
(författare)
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'We have- we had a digital debt' : a case of digitalized school leadership practice
- 2024
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The article adopts a critical approach regarding the political ambition of educational technologies (edtech) in schools. The focus of the article is to understand how school digitalization policy works on people in schools through meaning-making objects for thinking and acting towards digitalization in schools. A case of Swedish principals working with digitalization in schools was investigated in their municipal context of school development, where they were guided by a policy instrument of the Swedish National Agency for Education. Policy documents, from the agency’s instrument, transcribed interviews with principals, and principals ‘development plans’ (local policy), were analyzed with a focus on what objects seem to guide the thinking and actions of the principals. Specifically, the focus of the analysis regards what meaning digitalization school policy may be conveying to principals in schools, what meanings they attribute to edtech, and how they orient their and teachers’ work towards objects of digitalization in schools.
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| 12. |
- Wickström, Anette, 1959-, et al.
(författare)
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Relatability, consumerism, and legitimated advice: Mental health talk by female social media influencers
- 2024
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Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892.
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Tidskriftsartikel (refereegranskat)abstract
- Social media influencers (SMIs) who publish content on mental health play a vital role in the lives of teenage girls. To examine what kind of mental health advice SMIs give, we interviewed teenage girls and identified SMIs that regularly post content on mental health. The indexing of their YouTube videos (n=234) shows that the advice includes calls to self-improvement; work on the body; and seeking help. Our analysis demonstrates that working strategically to uphold their fame, the SMIs balance the roles of expert and friend; turn consumption into mental health advice; and gain legitimacy via collaborations with health organisations. The logic specific to social media requires an additional layer in the interpretation of mental health content in SMI videos. While reciprocity and support between SMI and follower are enabled, the inclusion of such content is also strategically beneficial for the SMI as it contributes to increase her perceived authenticity.
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| 13. |
- Wikström, Peter, Fil dr, 1986-, et al.
(författare)
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Smartphones in the Swedish upper-secondary classroom : A policy enactment perspective
- 2024
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Ingår i: Learning, Media & Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 49:2, s. 230-243
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses normative orientations to smartphone use in Swedish upper-secondary classrooms. We present a Nexus Analysis from a policy enactment perspective of a material comprising ethnographic interviews, classroom video observations, and smartphone screen capture, investigating how a cultural conception of the smartphone as a source of disturbance is negotiated in discursive and embodied social action. Three groups of policy actors – head teachers, teachers, and students – balance competing agendas such as digitalization strategies, popular media narratives, and student autonomy and peer relationship maintenance. There is a tension between orientations to the smartphone as a legitimate resource for socialization and learning in the digitalized classroom, but also as an exception to desired digitalization – a potential threat to the social and disciplinary order of the classroom. Notably, the students display considerable awareness of such tensions, in reflective comments made in interviews and in displayed strategies for managing their smartphones in class.
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