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Behind the Scenes of Co-designing AI and LA in K-12 Education
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0003-0664-3640
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-3115-9060
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-3979-1343
Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0002-9595-2471
2023 (English)In: Postdigital Science and Education, ISSN 2524-485X, Vol. 6, p. 321-341Article in journal (Refereed) Published
Abstract [en]

This article explores the complex challenges of co-designing an AI- and learning analytics (LA)-integrated learning management system (LMS). While co-design has been proposed as a human-centred design approach for scaling AI and LA adoption, our understanding of how these design processes play out in real-life settings remains limited. This study is based on ethnographic fieldwork in primary and secondary schools and employs a relational materialist approach to trace, visualise, and analyse the increasingly complex and transformative relations between a growing number of actors. The findings shed light on the intricate ecosystem in which AI and LA are being introduced and on the marketisation of K-12 education. Instead of following a rational and sequential approach that can be easily executed, the co-design process emerged as a series of events, shifting from solely generating ideas with teachers to integrating and commercialising the LMS into a school market with an already high prevalence of educational technology (EdTech). AI and LA in education, co-design and data-driven schooling served as negotiating ideas, boundary objects, which maintained connectivity between actors, despite limited AI and LA implementation and the development of a stand-alone app. Even though teachers and students were actively involved in the design decisions, the co-design process did not lead to extensive adoption of the LMS nor did it sufficiently address the ethical issues related to the unrestricted collection of student data.

Place, publisher, year, edition, pages
2023. Vol. 6, p. 321-341
Keywords [en]
Actor-network theory · AI in K-12 · Boundary objects · Co-design · Human-centred design · Learning analytics · Networks · Relationism
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-197678DOI: 10.1007/s42438-023-00417-5OAI: oai:DiVA.org:liu-197678DiVA, id: diva2:1794883
Funder
Linköpings universitetAvailable from: 2023-09-06 Created: 2023-09-06 Last updated: 2024-12-17
In thesis
1. BEYOND F(AI)TH: The introduction and materialisation of artificial intelligence in schools
Open this publication in new window or tab >>BEYOND F(AI)TH: The introduction and materialisation of artificial intelligence in schools
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
BEYOND F(AI)TH : Hur artificiell intelligens introduceras och materialiseras i skolan
Abstract [en]

The development of artificial intelligence (AI) in education has been underway for over half a century. It is only in the past decade that commercial AI-based technologies have been introduced into classrooms, with the promise of improving and transforming teachers’ work. This compilation thesis aims to generate an improved understanding of the implications of AI for the teaching profession. It does so by exploring the ways in which AI is being introduced in school settings, how AI comes into being—how it is materialised—and what this materialisation implies. Actor-Network Theory is applied as a methodological approach and analytical lens to explore the enactments between humans and three different AI technologies, where technology plays an active role.

The thesis comprises five papers. Paper I is a literature review examining teachers' professional knowledge related to AI. Papers II-V are based on three fieldwork studies conducted in Swedish primary and secondary schools between 2020-2023. AI is introduced and materialised on the one hand as an emergent yet implicitly defined form of professional knowledge that teachers are expected to acquire and integrate into their practice. On the other hand, AI comes into being as different data-driven technologies in the making, strongly underpinned by ideas of automating and augmenting teachers’ work. The findings also show how teachers adapted to the technology and compensated for its shortcomings in different ways, even when the technology acted to undermine their professional expertise.

Taken together, the thesis proposes that AI, as related to the teaching profession, is far from a settled affair. AI has still to deliver on its claimed promises. In this context, teachers’ ethical judgement (phronesis) can play an important role in the future making of AI, a making that moves beyond f(ai)th.

Abstract [sv]

Utvecklingen av artificiell intelligens (AI) inom utbildning har pågått i minst ett halvt sekel. Det är först under det senaste decenniet som kommersiella AI-baserade teknologier har introducerats i klassrum, med löften om att förbättra och förändra lärares arbete. Denna avhandling syftar till att generera en ökad förståelse om hur AI-baserade utbildningsteknologier påverkar läraryrket. Här studeras hur AI introduceras i skolmiljöer, hur AI görs ‒ materialiseras ‒ och de konsekvenser som följer. Aktör-Nätverksteori (ANT) används som en metodologisk utgångspunkt och som ett analytiskt raster för att undersöka vad som uppstår i interaktionerna mellan människor och tre olika AI-teknologier och där tekniken får en aktiv roll.

Avhandlingen inkluderar fem artiklar. Artikel I är en litteraturöversikt om lärares professionella kunskap relaterad till AI. Artikel II-V bygger på tre fältarbeten i svenska grund- och gymnasieskolor genomförda mellan 2020 och 2023.

AI introduceras och materialiseras som en framväxande, men implicit definierad form av kunskap som lärare förväntas förvärva och integrera i sin praktik och som olika typer av datadrivna teknologier. Dessa teknologier är i ständig förändring och genomsyras av idéer om att automatisera och förstärka lärarens arbete. Resultaten visar hur lärare anpassade sig till teknologin och kompenserade för dess tillkortakommanden på olika sätt, även i de fall då den underminerade lärares professionella kunnande. Samtidigt som studierna pekar på att teknologierna ännu inte lever upp till löftena, är AI:s roll i relation till läraryrket långt ifrån är bestämd. I det avseendet kan lärarnas etiska omdöme (phronesis) spela en viktig roll i framtida utveckling av AI i framtiden, en utveckling som går bortom AI-tron - f(ai)th.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2024. p. 127
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 45Linköping studies in education and social sciences, ISSN 2004-2787, E-ISSN 2004-2795 ; 22
Keywords
AI in K-12, AI literacy, Learning Analytics, Data-driven schooling, Actor-Network Theory, Multi-sited Ethnography, Teaching Profession, Science and Technology Studies, AI och skola, AI-litteracitet, Lärandeanalys, Datadriven skolförbättring, Aktör-nätverksteori, Multi-situerad etnografi, Lärarprofession, Teknik och vetenskapsstudier
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-210497 (URN)10.3384/9789180759052 (DOI)9789180759045 (ISBN)9789180759052 (ISBN)
Public defence
2025-01-31, K4, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (English)
Opponent
Supervisors
Available from: 2024-12-16 Created: 2024-12-16 Last updated: 2024-12-17Bibliographically approved

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Sperling, KatarinaStenliden, LinnéaNissen, JörgenHeintz, Fredrik

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