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Breaking the Magic of Automation and Augmentation in Swedish Classrooms
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: 0000-0003-0664-3640
2024 (English)In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 10, no 1, p. 15-32Article in journal (Refereed) Published
Abstract [en]

This paper provides a critical examination of the domain of artificial intelligence (AI) in education, with a focus on the expectations and practical implications accompanying its integration into teaching. The expectations have been propelled by two interconnected concepts: (1) the potential for AI to automate pedagogical processes, replacing teachers in certain scenarios; and (2) the notion that teachers’ insights can be augmented through AI-based analysis. Drawing on two ethnographic studies in Swedish primary and secondary schools, this paper explores the enactments of pupils, teachers and two AI-based educational technologies. The aim is to demonstrate how automation and augmentation can emerge in teachers’ practice. Utilizing inspiration from a relational epistemological problematisation of socio-technical phenomena, the paper demonstrates how rather than automation and augmentation, AI in education is an act of symmation in which automation and augmentation is co-produced by the technology and teachers’ different hidden work, in this paper conceptualised as adaptations, experimentations, compensations and confirmations. The paper suggests that the study of symmation in relation to the teaching profession can be productive in further exploring the yet limited understanding of AI in educational practice.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2024. Vol. 10, no 1, p. 15-32
Keywords [en]
AI in education, ethnography, K-12 school, learning analytics, sociomateriality, symmation
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-210032DOI: 10.23865/ntpk.v10.6174OAI: oai:DiVA.org:liu-210032DiVA, id: diva2:1916245
Available from: 2024-11-27 Created: 2024-11-27 Last updated: 2024-12-16
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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Stenliden, LinnéaSperling, Katarina

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