| 1. |
- Hipkiss, Anna Maria, et al.
(author)
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Teaching in Flexible Spatial and Digital Conditions
- 2021
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In: EARLI 2021. ; , s. 314-314
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Conference paper (peer-reviewed)abstract
- This study explores the opportunities and challenges of teaching under flexible spatial and digital conditions of the learning environment of a newly build school, analyzing how teaching is organized and what curricular genres can be discerned, what resources and practices are offered to stimulate students meaningmaking and what framing, relations and accessibility can be distinguished by the flexibility of furniture and classroom space. The analyses of a teacher team’s planning and teaching of the thematic work project on Space in years 2-3 (ages 8 to 9) and another teacher team’s thematic work project onCommunication in years 4-7 (ages10 to12) reveal varied teaching strategies between teacher-led and student-centered forms offering students linguistic, visual and audiovisual resources to make meaning of shared content in different school subjects. The young students practice reading comprehension, both of written texts and films, that also serves their knowledge-building about space. The older students display skills relating to different subjects through different technological and digital resources.
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| 2. |
- Leino Lindell, Tiina, 1973, et al.
(author)
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Empowering School Staff: Designing AI-systems for achieving fairness in education
- 2023
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In: European Conference on Information Systems (ECIS 2023), June 11th –16th, 2003, Kristiansand, Norway.
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Conference paper (other academic/artistic)abstract
- Currently, schools are facing challenges due to rapid advancements in technology. Artificial intelligence (AI) is now integrated into many tools that schools use, such as learning management systems, scheduling programs, and textbooks. However, the problem is that these technologies are not specifically designed to meet local needs, but rather for addressing generic issues (Selbst, 2019). This pose challenges for schools whose mission is to provide just and fair education for all students, as AI systems may not be easily adaptable to local requirements (Utterberg Modén et al., 2021). Our research aims to advance the understanding of empowering school staff in designing AI systems for fairness in education. Specifically, we investigate how participants envision designing an AI system that meets their requirements for providing individualized support to students. We will identify and highlight the recurring conflicts that become visible during the design process and explore how they are resolved. The aim of the research is explored through the following research questions: •What conflict of motives do participants express while designing an AI- system for offering individualized support to students in the context of fair education? •How can participants be stimulated to address these conflicts during the design process? In this study, we combine Cultural Historical Activity Theory (CHAT) interventions with the Meta-design framework (Fischer & Scharff, 2000). We assume that not all potential uses and issues related to AI-systems can be fully anticipated during design and development (design time). Users often discover mismatches between their needs and the actual functionality of the technology only after implementation (use time). Meta-Design overcomes this limitation by allowing teachers to contribute to functionalities, meanings, and contents of AI-systems, as they cannot be definitively defined during design time. The data is drawn from seven workshops involving in total 40 participants, including students, teachers, principals, and school developers in Sweden. Our findings indicate a contradiction betweenabstracted fairness and situated fairness. This refers to, on the one hand, fairness as a property of the AI system itself and, on the other hand, fairness as an ongoing process that takes place within the environment where the AI system is used. This was manifested in conflict of motives, such as, how to handle individual student needs within a class framed as collective endeavor, the division of labor between teachers and students, and how to exercise authority to control and adjust various functions of the AI-system in order to ensure fairness. During the process, the participants were stimulated by provotypes (Boer & Donovan, 2012) to develop shared visions on how to address the conflicts they encountered. They designed concrete proposals of how AI systems could transform their current activities and provide individualized support for students. Furthermore, participants highlighted that the design process of the AI system sparked new insights on how schools could reorganize for learning beyond the traditional class-based structure. In the workshop, we will share examples from our findings and discuss the advantages and disadvantages of adopting meta-design in CHAT.
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| 3. |
- Lindström, Berner, 1947, et al.
(author)
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Kunskapsbildning om IKT och lärande
- 2012
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In: Framtidens lärande 2012, invited address.. - Nacka Strand, Stockholm.
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Conference paper (other academic/artistic)
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| 4. |
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| 5. |
- Player-Koro, Catarina, et al.
(author)
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One Laptop on Each Desk: Teaching Methods in Technology Rich Classrooms.
- 2015
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In: Seminar.net : Media, technology and lifelong learning. - 1504-4831. ; 11:3
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Journal article (peer-reviewed)abstract
- This article takes its point of departure from the main findings from research in four upper secondary schools in a 1:1 initiative (one laptop per student) and reports on a deeper analysis of four classrooms that are part of the empirical study. This study aims to investigate how teaching and learning in technology-rich classrooms are structured and thus contribute to the development of knowledge about the impact of technology on the structuring of teaching and learning in educational practices.Bernstein’s theoretical concept of the pedagogic discourse is used to make visible how the main incentive for teaching methods is the evaluation system that recontextualises traditional discourses about teaching and learning. The conclusion is that fundamental transformations of education is less about technology and more about the changing of the structures and discourses concerningteaching, learning and education.
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| 6. |
- Player-Koro, Catarina, et al.
(author)
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Traditional teaching with digital technology.
- 2014
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In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014. - Waynesville : Association for the Advancement of Computing in Education. - 9781939797070 ; , s. 947-951
-
Conference paper (peer-reviewed)abstract
- This paper is based on data produced in upper secondary school in a municipality that has an on-going effort to provide every teacher and student with a laptop computer, a so called one-to-one project. The results indicate that teachers and students use ICT and that fundamental elements of contemporary teaching and learning have remained largely untouched. Findings like these have over again been described in research as failures. This is often done in relation to a preconvention that ICT-based teaching and learning will inevitable change and innovate education. Our point is that this argumentation is too simplistic and need to be challenged. Change and transformation should be viewed upon as changes that takes place in the frame of traditional schooling and need to be analysed and understood in relation to the complex web of policy demands, different expectations and requirements that teachers must relate and that also constrains what is possible to do.
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| 7. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(author)
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Tema, rum och digitalisering i ny skolverksamhet : Slutrapport från projektet Digiflex Didaktisk Design i Samverkan
- 2023
-
Reports (other academic/artistic)abstract
- Sveriges befolkning ökar och med det följer om- och nybyggnation av skolor med förväntningar på innovativa skolmiljöer som erbjuder god arbetsmiljö för elever och lärare och främjar en modern, elevcentrerad och elevaktiv pedagogik. Detta projekt var baserat i en sådan nybyggd skola som erbjuder flexibilitet i variation av rum och öppna ytor, flyttbara möbler och digital teknologi i sin utformning.Syftet med projektet har varit att utveckla förståelse för den nybyggda skolans lärmiljö och studera hur skolans flexibla rumsliga och digitala ramar påverkar lärares undervisning och elevers kunskapsutveckling med utgångspunkt i följande frågeställningar:1. Hur används skolans fysiska och digitala rum i lärares undervisningsdesign?2. Hur kan elevers kunskapsutveckling stöttas genom rumslig och digital undervisningsdesign?3. Hur utnyttjas fysiska och digitala rum för att lyckas med det kompensatoriska uppdraget?Projektets har tillämpat co-design metoder, en kombination av aktionsforskning och design-baserad forskning, där lärare och forskare systematiskt och tillsammans studerat förändring och utveckling av undervisning i skolans lärmiljö över tid. Projektet har fokuserat på lärares didaktiska planering, undervisning och reflektion, möblering och rörelse i och mellan rummen, användning av digitala resurser, anpassning till elever samt ledarskapets roll. I utvecklingen av undervisningsdesign ingick kollegial planering, uppföljning, reflektion och re-design av undervisning i workshopsformat utifrån en tidigare utvecklad meta-tänkande modell för didaktisk design kallad Tanketärningar. Undervisningsdesignen har prövats i småskaliga interventioner och studerats genom observationer av lärares och elevers praktiker. En återkommande enkät har använts för att fånga lärarnas individuella röster. Dessutom genomfördes samtal och intervjuer med lärare och ledare på skolan.Resultaten visar på att skolans flexibla rumsliga och digitala lärmiljö ställer nya krav på lärare att tänka organisatoriskt runt elevflöden och digitala resurser i undervisningen. Lärares varierande rumsliga inramningar av undervisningen mellan fri rörlighet och statiska arrangemang ger möjligheter till olika relationsbyggande. Skolans goda digitala infrastruktur erbjuder lärarna ett multimodalt planeringsstöd och flexibilitet i feedback och anpassning av innehåll till eleverna. Dock kan den digitala undervisningen även framkalla hårt paketerad och ”klicka-sig-fram” undervisning som minskar lärares handlingsutrymme och elevinflytande. Lärare skolar in elever till en strukturerad flexibilitet för att hantera rumslig och digital variation som uppfattas även ge utrymme att möta eleverna individuellt när andra elever i gruppen arbetar mer självständigt. Samtidigt är inte lärmiljön anpassad för elever som kräver en högre grad av didaktiskt ledarskap.Samverkansambitioner har utmanats under projektets gång av coronapandemin men också oregelbundenheten i möten utöver workshoppar. Personalomsättning har påverkat relationsbygget mellan lärare och forskare över tid. Verksamhetens kollegiala arbete i lärarlag och ämnesövergripande undervisning utifrån ett fokus på tematiskt arbete har visat sig utmana lärarrollen, främst i de högre årskurserna. Projektets resultat pekar tydligt på vikten av kollegial samsyn och ledarskapets roll i det pedagogiska arbetet. Flexibiliteten behöver tolkas och kräver omfattande kollektiv planering i lärarlag som behöver ges tid och handlingsutrymme.Projektets resultat har spridits kontinuerligt genom skolans webbsida, vetenskapliga publikationer, presentationer och workshoppar på forskningskonferenser, föredrag i Göteborgs stad som listas i slutet på rapporten. En film har samproducerats om arbetet med tanketärningsmodellen. Under projektets gång producerades sex examensarbeten på lärarutbildningarna och en masteruppsats inom informatik. Masteruppsatsen skrevs om till ett vetenskapligt prisbelönt bidrag.
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| 8. |
- Sofkova Hashemi, Sylvana, 1969, et al.
(author)
-
Tema, rum och digitalisering i ny skolverksamhet. Slutrapport från ULF-projektet DigiFLEX: Didaktisk design i samverkan
- 2023
-
Reports (other academic/artistic)abstract
- Sveriges befolkning ökar och med det följer om- och nybyggnation av skolor med förväntningar på innovativa skolmiljöer som erbjuder god arbetsmiljö för elever och lärare och främjar en modern, elevcentrerad och elevaktiv pedagogik. Detta projekt var baserat i en sådan nybyggd skola som erbjuder flexibilitet i variation av rum och öppna ytor, flyttbara möbler och digital teknologi i sin utformning. Syftet med projektet har varit att utveckla förståelse för den nybyggda skolans lärmiljö och studera hur skolans flexibla rumsliga och digitala ramar påverkar lärares undervisning och elevers kunskapsutveckling med utgångspunkt i följande frågeställningar: 1. Hur används skolans fysiska och digitala rum i lärares undervisningsdesign? 2. Hur kan elevers kunskapsutveckling stöttas genom rumslig och digital undervisningsdesign? 3. Hur utnyttjas fysiska och digitala rum för att lyckas med det kompensatoriska uppdraget? Projektets har tillämpat co-design metoder, en kombination av aktionsforskning och design-baserad forskning, där lärare och forskare systematiskt och tillsammans studerat förändring och utveckling av undervisning i skolans lärmiljö över tid. Projektet har fokuserat på lärares didaktiska planering, undervisning och reflektion, möblering och rörelse i och mellan rummen, användning av digitala resurser, anpassning till elever samt ledarskapets roll. I utvecklingen av undervisningsdesign ingick kollegial planering, uppföljning, reflektion och re-design av undervisning i workshopsformat utifrån en tidigare utvecklad meta-tänkande modell för didaktisk design kallad Tanketärningar. Undervisningsdesignen har prövats i småskaliga interventioner och studerats genom observationer av lärares och elevers praktiker. En återkommande enkät har använts för att fånga lärarnas individuella röster. Dessutom genomfördes samtal och intervjuer med lärare och ledare på skolan. Resultaten visar på att skolans flexibla rumsliga och digitala lärmiljö ställer nya krav på lärare att tänka organisatoriskt runt elevflöden och digitala resurser i undervisningen. Lärares varierande rumsliga inramningar av undervisningen mellan fri rörlighet och statiska arrangemang ger möjligheter till olika relationsbyggande. Skolans goda digitala infrastruktur erbjuder lärarna ett multimodalt planeringsstöd och flexibilitet i feedback och anpassning av innehåll till eleverna. Dock kan den digitala undervisningen även framkalla hårt paketerad och ”klicka-sig-fram” undervisning som minskar lärares handlingsutrymme och elevinflytande. Lärare skolar in elever till en strukturerad flexibilitet för att hantera rumslig och digital variation som uppfattas även ge utrymme att möta eleverna individuellt när andra elever i gruppen arbetar mer självständigt. Samtidigt är inte lärmiljön anpassad för elever som kräver en högre grad av didaktiskt ledarskap. Samverkansambitioner har utmanats under projektets gång av coronapandemin men också oregelbundenheten i möten utöver workshoppar. Personalomsättning har påverkat relationsbygget mellan lärare och forskare över tid. Verksamhetens kollegiala arbete i lärarlag och ämnesövergripande undervisning utifrån ett fokus på tematiskt arbete har visat sig utmana lärarrollen, främst i de högre årskurserna. Projektets resultat pekar tydligt på vikten av kollegial samsyn och ledarskapets roll i det pedagogiska arbetet. Flexibiliteten behöver tolkas och kräver omfattande kollektiv planering i lärarlag som behöver ges tid och handlingsutrymme. Projektets resultat har spridits kontinuerligt genom skolans webbsida, vetenskapliga publikationer, presentationer och workshoppar på forskningskonferenser, föredrag i Göteborgs stad som listas i slutet på rapporten. En film har samproducerats om arbetet med tanketärningsmodellen. Under projektets gång producerades sex examensarbeten på lärarutbildningarna och en masteruppsats inom informatik. Masteruppsatsen skrevs om till ett vetenskapligt prisbelönt bidrag. Mer information om projektet: www.gu.se/forskning/digiflex
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| 9. |
- Tallvid, Martin, 1956
(author)
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1:1 i klassrummet - analyser av en pedagogisk praktik i förändring
- 2015
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Doctoral thesis (other academic/artistic)abstract
- I denna avhandling analyseras resultaten från två utvärderingsprojekt av 1:1-införande som genomförts på två gymnasieskolor (2007-2011) och fyra gymnasieskolor (2012-2014) i Sverige. Data från enkäter, intervjuer och observationer har analyserats för att svara på frågeställningar om hur olika aspekter av den pågående digitaliseringen påverkar verksamheten i skolan. Den teoretiska utgångspunkten tas i ett sociokulturellt perspektiv på skola som verksamhet, på teknologi som medierande redskap och på utveckling och lärande som socialt grundade. För att beskriva komplexiteten i läraruppdraget används det teoretiska ramverket TPACK. Ramverket beskriver integrationen mellan de teknologiska, pedagogiska och innehållsliga kunskapsdomäner som tillsammans bildar kärnan i en lärares kompetens i en digitaliserad skola. Resultaten visar att det krävs kunskap om och förståelse för praktikens förutsättningar för att kunna avgöra huruvida digitalisering och 1:1-satsningar påverkar. Ur ett makroperspektiv förefaller klassrumsaktiviteterna vara i stort sett opåverkade av 1:1-införandet. Undervisningen tycks pågå som tidigare och förefaller i huvudsak traditionell och kontrollerad av en reglerande diskurs. Å andra sidan, när skolan studeras ur ett meso-perspektiv är det möjligt att urskilja ett antal väsentliga förändringar av verksamheten. Teknologin påverkar verksamheten, men det innebär inte automatiskt en förändring av den övergripande strukturen för hur utbildningen praktiseras. Ett 1:1-införande leder först till förändringar på praktiknivå med utmaningar av lärares och elevers verksamhet. Delstudierna i avhandlingen visar att digitaliseringen påverkar lärares lektionsplanering, och att elevers användning av de digitala redskapen förändras över tid. Dessutom diskuteras lärares argument för att inte integrera digitala verktyg i den pedagogiska praktiken. Avhandlingen har konsekvenser för praktikfältet genom att den identifierar och diskuterar några av följderna av digitaliseringen av skolan. De klassrumsnära studierna visar att IT-användningen är varierande och ojämn, och att införandet av 1:1 är en komplicerad process som utmanar verksamheten i skolan på flera nivåer.
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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Tallvid, Martin, 1956, et al.
(author)
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Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom
- 2015
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In: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 18:1, s. 237-249
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Journal article (peer-reviewed)abstract
- The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.
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| 14. |
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| 15. |
- Tallvid, Martin, 1956, et al.
(author)
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ONE-TO-ONE - A model for transformation of ICT-use in Swedish schools
- 2010
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In: CITE Research Symposium 2010- e-Lerning Design and Designs for Learning, Hong Kong, 4-6 March, 2010.
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Conference paper (peer-reviewed)abstract
- During the last years there has been an emphasis on the notion of “One-to-One” - one laptop for each student - as a foundation for school development. In this paper we will present a two-year study of such a project in two secondary schools in Sweden. We will present the context and ideas behind the project and examples of how teachers appropriate ICT in their school practices. These examples show how ICT has become a tool that is integrated into the school’s infrastructure for learning; how ICT has transformed the classroom activities; and how teachers has developed what Koehler and Mishra has termed TPACK.
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| 16. |
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| 17. |
- Tallvid, Martin, 1956
(author)
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Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom
- 2016
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In: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 21, s. 503-519
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Journal article (peer-reviewed)abstract
- © 2014, Springer Science+Business Media New York. During the last decade, several one laptop per student-initiatives (1:1) have emerged as a solution to the recurrent disappointments with the pace of transformation of teaching methods in schools. However, an increasing number of research studies indicates, that despite major expenditure, increased access and improved technical equipment, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This article explores teachers’ reluctance towards the pedagogical use of personal laptops in secondary schools. A case study approach is used in a follow-up study of a 3-year 1:1-implementation initiative, investigating a period of in-service training for teachers in a secondary school. The teachers’ arguments for not using the laptops for teaching are of particular interest. Five different, but overlapping, patterns in the explanations for their reluctance have been discovered: lack of technical competence, not worth the effort, insufficient material, diminishing control and lack of time. The teachers’ arguments exposed technical, pedagogical, and content concerns. This qualitative study of teachers’ reluctance, as studied in situ, adds nuance and additional perspectives to previously presented explanations.
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| 18. |
- Tallvid, Martin, 1956, et al.
(author)
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Using TPACK for Analysing Teachers’ Task Design – Understanding Change in a 1:1-Laptop Setting
- 2012
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In: SITE2012. - Austin, Tx, USA.
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Conference paper (peer-reviewed)abstract
- This paper investigates one aspect from a longitudinal study concerning a 1:1-project in two secondary schools in Sweden. The paper has three aims; firstly, to investigate if the educational tasks in a 1:1-classroom are recontextualized to reflect the new conditions of the practice, secondly, to test the TPACK-framework as a potentially useful lens for analysing teachers’ work with task design and finally to offer guidelines for designing tasks in a 1:1 setting. The design of this study proved valuable for testing TPACK as a lens as well as exploring how teacher competencies have effect on educational activities within a 1:1 laptop setting. The paper also contributes to the practice field as it gives guidelines for task design in a 1:1 setting.
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| 19. |
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| 20. |
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| 21. |
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| 22. |
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| 23. |
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| 24. |
- Utterberg, Marie, et al.
(author)
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Intelligent Tutoring Systems: Why Teachers Abandoned a Technology Aimed at Automating Teaching Processes
- 2021
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In: Proceedings of the Annual Hawaii International Conference on System Sciences. - 1530-1605. - 9780998133140
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Conference paper (peer-reviewed)abstract
- Expectations that technology will improve and streamline education are high. However, technology often introduces new problems. This study aims to explore the challenges mathematics teachers encounter when they implement a digital mathematics textbook with an integrated intelligent tutoring system. A formative intervention was conducted in a two-year project with 16 secondary school teachers. The method was based on activity theory and required the teachers to collaborate with researchers in analyzing their work activity when the new teaching tool was introduced. In this paper, we show that an intelligent tutoring system created systemic contradictions for the teachers. Those contradictions involved predictability, division of labor, individual versus collective learning, accountability, and expectations versus experience. The teachers all tried to resolve the contradictions, but eventually felt compelled to abandon the intelligent tutoring system. The findings contribute to a better understanding of teachers’ responses to a technology aimed at automating teaching processes
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| 25. |
- Utterberg, Marie, et al.
(author)
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TEACHERS' ATTITUDE TO AND USE OF A DIGITAL MATHEMATICS TEXTBOOK
- 2019
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In: 13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019). - 9788409086191
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Conference paper (peer-reviewed)abstract
- It is demanding for teachers in mathematics to adapt their instructions and teaching material to each student's need. One idea with digital textbooks is that they can solve this issue and provide personalized support to each student. However, mathematics education is based on a strong historical tradition, both in terms of content, teaching and tools and it seems difficult to integrate digital tools in the already existing culture. The general aim of this study is to explore teachers' attitude to and use of a digital mathematics textbook. More specifically: how teachers use a digital textbook to adapt their teaching to student's individual differences. A survey was distributed to teachers in Sweden that have subscribed for a licence to a digital mathematics textbook for classes 1-9. Descriptive analysis and crosstabs were used in analysing data, consisted of answers from 159 teachers. The result indicates that teachers who perceive the digital textbook as appropriate for high-achieving students use it to adapt to each student's need and use the adaptivity tool within it. Teachers who perceive the digital textbook as appropriate for low-achieving students, appear to use real-time data to be informed about students' work during lessons. Teachers who perceive the digital textbook as appropriate for low-achieving students report that the digital textbook has not supported them in giving feedback to the students and has not changed how they give feedback to students.
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| 26. |
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| 27. |
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| 28. |
- Utterberg Modén, Marie, et al.
(author)
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Exploring the role of digital textbooks in education
- 2023
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In: Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice. - London : Routledge. - 9781003355694
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Book chapter (peer-reviewed)abstract
- It is hardly possible to overestimate how important teaching and learning materials are for teachers’ work and students’ learning. Decades of research point to how textbooks are central to students’ opportunities to develop new knowledge. This is the case all over the world, particularly in countries such as Sweden, where the national curriculum leaves much space for teachers to plan and develop their own teaching. This independence makes the enacted curriculum strongly influenced by local contextual conditions and highly supported by textbooks. As in all professional practices, certain tools and artifacts have a more prominent and supporting role, and it is without a doubt that textbooks are one of the most important tools in education. This chapter focuses on the ongoing transition from printed textbooks to digital textbooks and is based on observations from a two-year research project undertaken by the authors. The project was conducted in collaboration with 16 secondary school teachers to co-facilitate teaching with digital textbooks and develop scientific knowledge within the field. The intention is to contribute to a comprehension of how digital textbooks are integrated with instruction, as well as to mirror this in relation to four transformations affecting classrooms and teachers’ roles.
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| 29. |
- Utterberg Modén, Marie, et al.
(author)
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Involving teachers in meta-design of AI to ensure situated fairness
- 2022
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In: Proceedings of CoPDA2022 - Sixth International Workshop on Cultures of Participation in the Digital Age: AI for Humans or Humans for AI? June 7, 2022, Frascati (RM), Italy. - : CEUR. - 1613-0073.
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Conference paper (other academic/artistic)abstract
- In this paper we propose a number of approaches to using formative design interventions to enable secondary school teachers to inform future design of artificial intelligence. The aim is to provide them with increased control, responsibility, and accountability for the deployment of AI-based applications in education to ensure fairness. The motivation for this project draws on results from our prior research on adaptive digital textbooks with AI-based technology. Participatory design has been recognized as a way of exploring workers' knowledge and gaining knowledge of workplaces to improve system design when building new tools. However, we argue that applying PD methods in the design of AI-based applications is somewhat different. Our intention with this paper is to introduce a discussion of methods and techniques for user involvement in the design of AI, as well as to propose a possible remedy i.e., meta-design.
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| 30. |
- Utterberg Modén, Marie, et al.
(author)
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When fairness is an abstraction: equity and AI in Swedish compulsory education
- 2024
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In: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Journal article (peer-reviewed)abstract
- The paper emphasises the need to consider the social, political, and economic contexts within which educational systems operate and use Artificial Intelligence (AI). Focused on Swedish compulsory education, this study explores whether the use of AI envisioned by national authorities and educational technology companies contributes to unfairness. Through qualitative content analysis of Swedish policy documents and educational company reports, the study employs the concept of Relevant Social Groups to assess how diverse stakeholders perceive the risks and benefits of using AI in education regarding fairness. Three distinct groups are identified, each prioritising different forms of “efficiency” as a key value—economic, pedagogical, and accessibility-related. In conclusion, this study sheds light on the intricate interplay between fairness and the use of AI in the Swedish educational system. It also questions the concept of fairness revolving around formal equality of opportunities that separates fairness from the broader context of social justice.
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| 31. |
- Åkerfeldt, Anna, et al.
(author)
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"Fridolin backar in i framtiden om digitala läromedel"
- 2021
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In: Dagens Nyheter. - 1101-2447. ; :2021-12-16
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Journal article (pop. science, debate, etc.)abstract
- Ingress: 23 forskare inom it- och utbildningsområdet: Regeringens utredare borde inte lyfta fram läsning på skärm som något negativt.Forskning visar att både tryckta och digitala läromedel behövs i skolan.
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| 32. |
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| 33. |
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