Ida Martinez Lunde
Biographic Data
| ID | 5848322 |
|---|---|
| NAME | Ida Martinez Lunde |
| GIVEN NAMES | Ida Martinez |
| FAMILY NAME | Lunde |
| SIGNATURE | LUNDE I M |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-8504-2554 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Screen recording
Interrogating the role of technology in practice can be challenging because of the ubiquitous, yet often private, use of technology, rendering large parts of practice invisible. This article proposes screen recording as a promising method for studying digital environments in education, presenting three cases of integrating screen recordings into a qualitative design: social media use in the classroom, school leadership practice, and writing pract…
Introduction
This special issue offers an exploration of the interaction of datafication and temporality in educational governance and demonstrates the many ways in which this interaction can be framed, theorized, conceptualized, and studied, adopting poststructuralist, sociomaterial, and new materialist frameworks. The special issue defines temporality as manifestations of time in human existance (Hoy in Kitchin, 2023: 4), and touches upon questions of tempo…
The mundane governance of education through time
This article explores national testing in Norway by analyzing technical and bureaucratic documents steering the process of data production. By examining documents through sociological perspectives on time, as well as attuning to the form and genre of the documents, we identify bureaucratic, sociotechnical, and genrespecific ways in which data production is structured to ensure a smooth process of testing. We find that national tests govern (throu…
From generic skills to behaviour monitoring
This article explores how responses to a generic skills framework are materialised in Irish schools, and the main aim is to shed light on multiple dimensions of policy enactment. The Key Skills Framework (KSF) was introduced as part of a curricular reform in Irish lower secondary schoolsa reform that has met substantial resistance locally and nationally. This study investigated local responses to the KSF specifically by interrogating its particul…
Digital technologies in policy assemblages in Ireland and Norway
Increasingly, school leaders and teachers are being expected to use digital technologies to collect data to analyze, plan and organize teaching and learning. Such expectations can be traced to a number of policy initiatives over the last decade. This study is concerned with how educational policy puts forward ambitions of digital school leadership and teaching practices by deploying the concept of policy assemblage. We analyzed six policy documen…
From generic skills to behaviour monitoring
This article explores how responses to a generic skills framework are materialised in Irish schools, and the main aim is to shed light on multiple dimensions of policy enactment. The Key Skills Framework (KSF) was introduced as part of a curricular reform in Irish lower secondary schoolsa reform that has met substantial resistance locally and nationally. This study investigated local responses to the KSF specifically by interrogating its particul…
Digital technologies in policy assemblages in Ireland and Norway
Increasingly, school leaders and teachers are being expected to use digital technologies to collect data to analyze, plan and organize teaching and learning. Such expectations can be traced to a number of policy initiatives over the last decade. This study is concerned with how educational policy puts forward ambitions of digital school leadership and teaching practices by deploying the concept of policy assemblage. We analyzed six policy documen…
From generic skills to behaviour monitoring
This article explores how responses to a generic skills framework are materialised in Irish schools, and the main aim is to shed light on multiple dimensions of policy enactment. The Key Skills Framework (KSF) was introduced as part of a curricular reform in Irish lower secondary schoolsa reform that has met substantial resistance locally and nationally. This study investigated local responses to the KSF specifically by interrogating its particul…
The mundane governance of education through time
This article explores national testing in Norway by analyzing technical and bureaucratic documents steering the process of data production. By examining documents through sociological perspectives on time, as well as attuning to the form and genre of the documents, we identify bureaucratic, sociotechnical, and genrespecific ways in which data production is structured to ensure a smooth process of testing. We find that national tests govern (throu…
Introduction
This special issue offers an exploration of the interaction of datafication and temporality in educational governance and demonstrates the many ways in which this interaction can be framed, theorized, conceptualized, and studied, adopting poststructuralist, sociomaterial, and new materialist frameworks. The special issue defines temporality as manifestations of time in human existance (Hoy in Kitchin, 2023: 4), and touches upon questions of tempo…
Screen recording
Interrogating the role of technology in practice can be challenging because of the ubiquitous, yet often private, use of technology, rendering large parts of practice invisible. This article proposes screen recording as a promising method for studying digital environments in education, presenting three cases of integrating screen recordings into a qualitative design: social media use in the classroom, school leadership practice, and writing pract…
Sociology (4 works) · Global Educational Policies and Reforms (3 works) · Political science (3 works) · Corporate governance (2 works) · Management (2 works) · Public Administration (2 works) · Public relations (2 works) · Child Development and Digital Technology (1 work) · Computer Science (1 work) · Computer-mediated communication (1 work)