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The fading of f(AI)th: Tracing the technological promises of a wellbeing app 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
2024 (English)In: Methodologies and Intelligent Systems for Technology Enhanced Learning, 14th International Conference MIS4TEL 2024 / [ed] Christothea Herodotou, Sofia Papavlasopoulou, Carlos Santos, Marcelo Milrad, Nuno Otero, Pierpaolo Vittorini, Rosella Gennari, Tania Di Mascio, Marco Temperini, Fernando De la Prieta, Springer, 2024, p. 103-115Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores the implementation of a wellbeing app in a Swedish Upper Secondary School. The aim is to understand how ideas of data driven school improvement underpinned by promises of artificial intelligence (AI) and learning analytics (LA) change the work of teachers. The study draws on video-ethnography from 17 meetings between five teachers/form tutors. The produced data is analysed using actor-network theory to focus on the various stages of the implementation process and the interactions between the learning analytics dashboard (LAD) and the teachers. To capture the complexity of the data, the empirical material is presented through cartoon-inspired illustrations grounded in a Thinking through Cartoons methodology. Findings show how teachers took on new roles and responsibilities in relation to the wellbeing app, most notably the role of collecting data from students. Teachers came to act as data analysts which imposed constant negotiations and uncertainties. To address the declining engagement of students over time, a student-facing LAD was intro-duced. The teachers shifted their focus to motivate students to engage with their own data in different ways. Despite no improvements in students’ response rates teachers remained committed to the app, trusting that new AI and LA function-alities would compensate unsatisfactory outcomes. In conclusion, instead of im-proving teachers’ capacity to identify at-risk students, the wellbeing app in-creased teachers’ workload and led to different dilemmas related to teacher-stu-dent relations and teachers’ professional judgement.

Place, publisher, year, edition, pages
Springer, 2024. p. 103-115
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370, E-ISSN 2367-3389 ; 1171
Keywords [en]
Artificial Intelligence, K12, data-driven schooling, actor-network theory (ANT), learning analytics, EdTech, socio-materiality, PERMA-model
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-210088DOI: 10.1007/978-3-031-73538-7_10ISBN: 978-3-031-73538-7 (electronic)ISBN: 978-3-031-73537-0 (print)OAI: oai:DiVA.org:liu-210088DiVA, id: diva2:1916461
Conference
14th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning,Jun 26-28, 2024, Salamanca, Spain
Available from: 2024-11-27 Created: 2024-11-27 Last updated: 2025-01-20
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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The full text will be freely available from 2025-12-28 00:02
Available from 2025-12-28 00:02

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Sperling, Katarina

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