Together with my colleague Cormac Mc Grath (CEUL/SU) we are conducting a project on Ethical and Moral issues related to the use of Big Data and Learning Analytics in Higher Education. please read about the project here ( in Swedish).
Together with wonderful Isa Jahnke we are thrilled to introduce: Emergent Practices and Material Conditions in Teaching and Learning with Technologies. An edited book published by Springer.
Acknowledgments. The anthology originated in two workshops held at CSCL in 2015 and 2017. We thank the scientific committees of these conferences for supporting the topic and scope of our workshops. We also thank all the workshop participants, especially those whose contributions did not find their way into this volume. We are particularly grateful to Crina Damşa, who contributed to tightening the arguments of the workshop proposal held at CSCL2017. The production of this volume would not have been possible without the support of our academic homes, the Department of Computer and Systems Sciences at Stockholm University and the College of Education at the University of Missouri-Columbia.
Abstract. Our volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology- enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.
Here is the table of content of the book that soon will be available online!
Don’t hesitate to contact me if you have any questions. firstname.lastname@example.org
Table of Contents
Part 1 – Conceptual Views on Practices and Materiality in Education
Chapter 2. Materiality, Learning and Cognitive Practices – Artefacts as Instruments of Thinking. Roger Säljö
Chapter 3. Unpacking Emergent Teaching Practices with Digital Technology. Teresa Cerratto-Pargman
Chapter 4. Exploring Representations of Classroom Practices Mediated by Information Communication Technologies (ICTs). Mariana Landau
Part 2 – Understanding Emergent School Practices and their Inherent Materiality
Chapter 5. Exploring the Final Phase of a 1:1 Laptop Initiative From the Teacher Perspective. Marcia Håkansson-Lindqvist
Chapter 7. WhatsApp With Science? Emergent CrossactionSpaces for Communication and Collaboration Practices in the Urban Science Classroom. Jennifer D. Adams
Part 3: Discerning Material Conditions in Informal, Outdoor learning and Learning in the Wild
Chapter 11. The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in a Summer Club. Eleni A. Kyza & Yiannis Georgiou
Chapter 12. Repertoires of Digital literacy Practices in a Student-generated Virtual Museum: Emergent Digital Multiliteracy Practices at the Core of the Museum-school Partnership. Stephania Savva
Chapter 14. Socio-material Configurations and Resources Supporting Observations in Outdoor Learning: Results from Multiple Iterations of the Tree Investigator Project. Heather Toomey Zimmerman & Susan M. Land
Part 4 – Moving Forward
Chapter 15. Encoding the Practice of Teaching and Learning With Technologies – Implications for Deep Learning. Isa Jahnke
The Embassy of the Republic of Korea together with the Korea Education Research and Information Service (KERIS) and Stockholm University – organised last Friday the “2018 Stockholm Forum” under the theme of “Fourth Industrial Revolution and Competencies in the 21st Century.”
The forum was an excellent venue for discussing issues that revolve around education and technology in Korea and Sweden. Particular attention was paid to questions such as: how to develop suitable educational programs for leaners to face the Fourth Industrial Revolution, and what is the role of ICT in the Fourth Industrial Revolution?
Take a look at the program
Rapid technological development has altered the obligation of educational systems to prepare learners to become competent in the era of the Fourth Industrial Revolution. In contrast to the previous Industrial Revolutions, the Fourth Revolution is characterized by the emergence of ‘intelligent’ technologies that contributes to creating immeasurable changes to various aspects of society.As a result, the prospects of job markets and economic status have vastly transformed which brought the need for modifications in education.In order to keep up with the inevitable changes of society, it is necessary to define tools and skills need to prepare individuals for this era. The work forms the base for ‘education curricula’ and by building proper curricula, it is possible to develop necessary tools and skills. The construction of an educational curriculum that ensures “quality and relevance to context”is one of the indicative strategies of the UN’s Sustainable Development Goal no. 4 which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.With the objective of achieving this, the Education 2030 Incheon declaration calls to the importance of “ flexible skills and competencies [people] need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven world”.In addition, according to the UNESCO’s International Bureau of Education, defining a learner’s competencies is important in formulating a curriculum that is “learner-centered and adaptive to the changing needs of students, teachers, and society.”
In accordance to this, the international goal of educational innovation has now shifted its paradigm from implementing the “3Rs” (Reading, Writing, Arithmetic), which governed the educational curricula for decades, to a new set of “Soft Skills.” Soft Skills are defined by UNESCO as being“intangible personal qualities, habits, traits, attributes, and attitudes that can be broadly applied in different types of jobs,”such as computational thinking, creativity, social skills, decision making and more.However, due to the recency of this shift, many countries are still only at the early stages of applying soft skills to educational policies, curricula, and teaching-learning practices.
With the above in consideration, it is essential to have a platform where ideas and experiences can be shared to advance the educational systems. Hence, Korea Education Research and Information Service (KERIS) and Stockholm University, two leading organizations that facilitate education innovation with ICT in Education, are hosting “2018 Stockholm Forum,” held under the theme, “Fourth Industrial Revolution and Competencies in the 21st Century.”This Forum will aid in understanding how to facilitate learners to grow 21st century skills by gathering each countries’ ideas, and sharing visions and experiences.
This year the MEITAL conference on Teaching and Learning Technologies Accelerating Higher Education: Trends and Developments, was held on the Hebrew University of Jerusalem campus. Over 300 participants from 40 educational institutions participated in the conference. I had the privilege to present the work we conducted on the digitalisation of the school in Sweden and share my insights on how the integration of ICT in schools connects with the challenges and opportunities of using technologies in higher education . Here is my talk.
Thank you very much to Eli Shmueli and Yishay Mor for the invitation and this great opportunity. it was great to meet and talk with practitioners, pedagogical developers and entrepreneurs who are passionate about education and technologies.
Together with fabulous Will Odom and Kenny Chow I am a technical program chair for DIS 2018! this year DIS 2018, invites submissions that address the following questions around Diversity and Design: Are our current models of user experience adequate in addressing diversity? What kinds of methods and processes are needed for designing for diversity? How can applications and technologies be designed to address diversity and even add to it in this era of giant global corporations? What are the ethical limits designers have to face when designing for diversity?
Diversity is reflected in the choice of Hong Kong as the site of the DIS 2018 conference. Hong Kong’s 7.5 million people come from different ethnic, social and cultural backgrounds to form a multiplicity of communities, beliefs, and practices. Hong Kong is defined through its relation to geographical neighbours like Shenzhen and Macau. The former is known as a massive manufacturing and technology hub; the latter as Asia’s gambling capital. Yet, just like Hong Kong, both are more than these stereotypes: their nature, business, food, entertainment, and popular culture are diverse and different from each other.
Welcome to Hong Kong!
PhD position in HCI with a focus on Digital Humanities at Stockholm University, Sweden
** Application Deadline** April 15 2018.
The Department of Computer and Systems Sciences, Stockholm University is looking for a PhD student to join our team. The PhD position is linked to the research project Ground Truth 2.0 which is a three-year project funded by the EU – http://gt20.eu/ The project aims at designing, setting up and evaluating six citizen observatories under real conditions in six different countries in the world (two in Africa and four in Europe including one of them in Sweden). The project uses mobile apps and social media analytics to citizen-collected data. As such, citizens can share data about the environment and take on new, crucial roles in environmental monitoring, decision making, cooperative planning and environmental stewardship. Within this research context, the PhD candidate will investigate the following questions: What is the designer’s agency in configuring and infrastructuring civic participation and engagement in society? What kinds of dilemmas (technical as well as those associated with the designer’s own values, beliefs and ideologies) emerge when they develop practices that contribute to citizens’ participation and political action? What exactly are designers who are committed to contributing to civic participation sensitive to?
The work will produce knowledge regarding the role of design competence in the digital age, factors that are critical for infrastructuring civic participation, emergent (new) civic practices as well as a critical understanding of entanglements between design and citizens’ participatory practices in sociotechnical infrastructures.
For more information about required qualifications, the selection process, terms of employment etc., please consult the following links:
if you have any questions please get in touch with me email@example.com or the Director of PhD studies, Sirkku Männikkö-Barbutiu, firstname.lastname@example.org
Thank you for your help in disseminating this information widely,
Vilken ära att vara med som talare på Växjökonferensen som är en årligt återkommande skolkonferens som arrangeras för 30:e året i rad. Arrangörer är Linnéuniversitetet, Region Kronoberg och Växjö kommun. Konferensen riktar sig till utbildningspolitiker, förvaltningstjänstemän, rektorer, fackliga organisationer, studie- och yrkesvägledare samt förstelärare och lärare på grundskola, gymnasie och högskola/universitet.
Årets tema var “Skolutveckling – Förstå, Förklara och Förbättra” och några av föreläsarna var: Anna Ekström, gymnasie- och kunskapslyftsminister; Torkel Klingberg, professor i kognitiv neurovetenskap vid Karolinska institutet; Lina Axelsson Kihlblom, jurist, lärare och skolledare; Peter Fredriksson, generaldirektör Skolverket och Tilde Björfors, forskare, cirkusdirektör och konstnär. Kolla på programmet här!
Mitt föredrag handlade om: Varför har det varit så svart att integrera informations- och kommunikationsteknologier i skolans verksamhet? Nuvarande kunskapsläge och framtidsutsikter.
Vanligtvis presenteras IKT-verktyg och system ofta som ”färdiga produkter” som kan injiceras in i lärarnas existerande praktiker. De ses mer sällan som en faktor som behöver packas upp, granskas, anpassas och studeras genom på ett sätt som tar hänsyn till olika aktörer som är involverade i integrationen av teknik i skolorna.
Inte sällan krävs det att lärare och elever ska anpassa sig till nya högstatus-teknologier som gör intåg skolorna och som ses som ett konkret tecken på framsteg och modernism. Användningen av IKT i skolan har sällan ifrågasatts ur ett perspektiv som kombinerar det pedagogiska och tekniska såväl som sociala, organisatoriska och ekonomiska perspektiv.
Baserat på nationell och internationell forskning kommer Teresa att gå igenom en rad frågor som handlar om hur IKT kan implementeras i skolan. Hon kommer särskilt att diskutera två frågor: Hur får vi innovationer inom lärande att bli hållbara och exakt vilka praktiker är det som vi vill ska fortgå?
Du hittar alla presentationerna här
Stort tack till Växjökonferensens styrelse för inbjudan och förtroendet!
The symposium was a fantastic venue to network with Nordic researchers interested in the materiality of learning and teaching, the analysis of current discourses and policies vis-à-vis the digitalisation of schools, the conceptualization of digitalisation and the emergence of digitalisation practices.
Take a look at the great program that Ola and colleagues put together!:
RESEARCH SYMPOSIUM – “Recent trends in the digitalization of Nordic K-12 schools” 11-13 October 2017, Umeå University
THEME 1 – ON MATERIAL CONDITIONS FOR DIGITALIZATION
Eva Mårell-Olsson: Principals’ Intentions and Management of Digitization of Swedish Schools
Teresa Cerratto Pargman, Jalal Nouri, Ola Knutsson, Robert Ramberg: Reflections on the Digitization of Schools in Sweden
Jimmy Jaldemark, Sofia Eriksson Bergström, Peter Mozelius: Applying mobile devices and game-based learning in formal educational settings: Playing Pokémon Go as a tool for learning in a Swedish elementary school
THEME 2– EXPECTATIONS ON DIGITALIZATION IN CURRICULA AND POLICY
Geir Haugsbakk: 30 years of ICT and learning in education – the actors, discussions and discourses
Jeppe Bundsgaard: Information Literacy – What is it? What is difficult for students? Are Nordic students Information Literate?
J Ola Lindberg, Göran Fransson, Anders D Olofsson: What ́s in a word? On the issue of ‘adequate’ digital competence’ in a policy for ICT in education
Fazilat Siddiq: A Comparison Between Digital Competence in Two Nordic Countries’ National Curricula and International Frameworks: Inspecting their Readiness for 21st Century Education
THEME 3 – TIME AND SPACE AS ASPECTS OF DIGITALIZATION
Annika Wiklund-Engblom: Considering social relations in distance learning: Teachers’ reflections on their own teaching experiences
Fanny Pettersson: Digitally competent school organizations- developing supportive institutional infrastructures in remote teaching context
Linda Mannila: Digital competence and programming at K-9 level – teacher expectations and concerns
Peter Bergström: Power and control in the one-to-one computing classroom: students’ perspective on teachers’ didactical design