Linnea Stenliden
Biographic Data
| ID | 762645 |
|---|---|
| NAME | Linnea Stenliden |
| GIVEN NAMES | Linnea |
| FAMILY NAME | Stenliden |
| SIGNATURE | STENLIDEN L |
| AFFILIATIONS | Linköping University |
| ORCID | 0000-0002-3115-9060 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
AI literacy for K–12 education
Artificial intelligence (AI) is currently reshaping education around the world, but it is largely unclear what students need to learn about AI. The aim of this Delphi study is to identify consensus on central components of AI literacy in K–12 education by synthesizing views of diverse, interdisciplinary and international expert stakeholders. Through an online survey in three rounds, an international expert panel (n = 33, 27, 25) identified key co…
Classroom Reading as a Battle of the Sensory. Bodily Dimensions of Unshared Reading in Primary Education
Primary classrooms are dynamic spaces where young students learn to read and develop as readers. While reading inherently fosters an individual interaction with a text, its manifestation in a classroom transforms reading into a collective activity. This study explores young students' simultaneous, collective participation during private, unshared reading in the classroom, aiming to illuminate bodily practices of reading and discuss their relation…
Perspectives on AI literacy in Middle School Classrooms
AI literacy in school education is booming within the scientific discourse of AI in education. How AI literacy is currently being framed serves diverse educational, political, and commercial purposes influencing how we imagine postdigital classrooms today and in the future. More importantly, how AI literacy emerges in primary education notably impacts how children understand AI and their own agency in a society where AI is ubiquitous. This study …
Defining ‘the Force’ of artificial intelligence in education
In the ‘Star Wars’ universe, the Force is a powerful energy that can be harnessed for good or evil. Similarly, artificial intelligence (AI) in education is often depicted as a transformative power capable of revolutionizing teaching and learning. This paper explores possible futures in education in relation to generative AI and predictive AI, using informed speculation to offer insights into the future. As our visions for tomorrow’s technology ar…
Teaching with the algorithm
Education and teacher practices are increasingly entangled with anticipations of how Artificial Intelligence (AI) will change education. Implications for teacher education are not wholly understood. This study explores anticipations of AI in K–12 education and teachers’ pedagogical practices, and contributes to an understanding of the anticipated impacts of AI on teacher education. Interviews were conducted with experts in computer science and te…
Constructions of a reading crisis - representation of PIRLS 2021 in public discourses
International large-scale assessment studies play a significant role in educational reforms. The aim of this article is to explore the constructions of the meaning and significance of reading literacy in relation to presentations of Swedish results in 2021 PIRLS. While the National Agency for Education focuses on the positive aspects of the results, the government presented them as indicative of a ‘reading crisis.’ Furthermore, whereas the Nation…
In search of artificial intelligence (AI) literacy in teacher education
Artificial Intelligence (AI) literacy has recently emerged on the educational agenda raising expectations on teachers’ and teacher educators’ professional knowledge. This scoping review examines how the scientific literature conceptualises AI literacy in relation to teachers’ different forms of professional knowledge relevant for Teacher Education (TE). The search strategy included papers and proceedings from 2000- to 2023 related to AI literacy …
Behind the Scenes of Co-designing AI and LA in K-12 Education
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 material…
Competing visions of artificial intelligence in education—A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines
The rapid advancement of artificial intelligence (AI) in education necessitates a shared understanding of its intended purpose and societal implications. This paper underscores the significance of societal perspectives in AI and education, often overshadowed by technological aspects. At the same time, policy guidelines for the integration of AI technology within educational systems are playing a pivotal role in shaping the future of education. Wh…
Still w( AI )ting for the automation of teaching
Machine learning and other artificial intelligence (AI) technologies are predicted to play a transformative role in primary education, where these technologies for automation and personalization are now being introduced to classroom instruction. This article explores the rationales and practices by which machine learning and AI are emerging in schools. We report on ethnographic fieldwork in Sweden, where a machine learning teaching aid in mathema…
Closer to far away
This paper studies how transnational children and their distantly located but emotionally close family members recreate their relationship using applications for online video calling. The focus is on the interaction of bodies and language, and if/how proximity of any kind is enabled. A critical posthumanist applied linguistics is embraced and communication is viewed as a bodily coordination ocurring in real time. This includes a material and dyna…
Closer to far away
This paper studies how transnational children and their distantly located but emotionally close family members recreate their relationship using applications for online video calling. The focus is on the interaction of bodies and language, and if/how proximity of any kind is enabled. A critical posthumanist applied linguistics is embraced and communication is viewed as a bodily coordination ocurring in real time. This includes a material and dyna…
Constructions of a reading crisis - representation of PIRLS 2021 in public discourses
International large-scale assessment studies play a significant role in educational reforms. The aim of this article is to explore the constructions of the meaning and significance of reading literacy in relation to presentations of Swedish results in 2021 PIRLS. While the National Agency for Education focuses on the positive aspects of the results, the government presented them as indicative of a ‘reading crisis.’ Furthermore, whereas the Nation…
Still w( AI )ting for the automation of teaching
Machine learning and other artificial intelligence (AI) technologies are predicted to play a transformative role in primary education, where these technologies for automation and personalization are now being introduced to classroom instruction. This article explores the rationales and practices by which machine learning and AI are emerging in schools. We report on ethnographic fieldwork in Sweden, where a machine learning teaching aid in mathema…
Closer to far away
This paper studies how transnational children and their distantly located but emotionally close family members recreate their relationship using applications for online video calling. The focus is on the interaction of bodies and language, and if/how proximity of any kind is enabled. A critical posthumanist applied linguistics is embraced and communication is viewed as a bodily coordination ocurring in real time. This includes a material and dyna…
In search of artificial intelligence (AI) literacy in teacher education
Artificial Intelligence (AI) literacy has recently emerged on the educational agenda raising expectations on teachers’ and teacher educators’ professional knowledge. This scoping review examines how the scientific literature conceptualises AI literacy in relation to teachers’ different forms of professional knowledge relevant for Teacher Education (TE). The search strategy included papers and proceedings from 2000- to 2023 related to AI literacy …
Behind the Scenes of Co-designing AI and LA in K-12 Education
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 material…
Competing visions of artificial intelligence in education—A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines
The rapid advancement of artificial intelligence (AI) in education necessitates a shared understanding of its intended purpose and societal implications. This paper underscores the significance of societal perspectives in AI and education, often overshadowed by technological aspects. At the same time, policy guidelines for the integration of AI technology within educational systems are playing a pivotal role in shaping the future of education. Wh…
Perspectives on AI literacy in Middle School Classrooms
AI literacy in school education is booming within the scientific discourse of AI in education. How AI literacy is currently being framed serves diverse educational, political, and commercial purposes influencing how we imagine postdigital classrooms today and in the future. More importantly, how AI literacy emerges in primary education notably impacts how children understand AI and their own agency in a society where AI is ubiquitous. This study …
Defining ‘the Force’ of artificial intelligence in education
In the ‘Star Wars’ universe, the Force is a powerful energy that can be harnessed for good or evil. Similarly, artificial intelligence (AI) in education is often depicted as a transformative power capable of revolutionizing teaching and learning. This paper explores possible futures in education in relation to generative AI and predictive AI, using informed speculation to offer insights into the future. As our visions for tomorrow’s technology ar…
Teaching with the algorithm
Education and teacher practices are increasingly entangled with anticipations of how Artificial Intelligence (AI) will change education. Implications for teacher education are not wholly understood. This study explores anticipations of AI in K–12 education and teachers’ pedagogical practices, and contributes to an understanding of the anticipated impacts of AI on teacher education. Interviews were conducted with experts in computer science and te…
Constructions of a reading crisis - representation of PIRLS 2021 in public discourses
International large-scale assessment studies play a significant role in educational reforms. The aim of this article is to explore the constructions of the meaning and significance of reading literacy in relation to presentations of Swedish results in 2021 PIRLS. While the National Agency for Education focuses on the positive aspects of the results, the government presented them as indicative of a ‘reading crisis.’ Furthermore, whereas the Nation…
AI literacy for K–12 education
Artificial intelligence (AI) is currently reshaping education around the world, but it is largely unclear what students need to learn about AI. The aim of this Delphi study is to identify consensus on central components of AI literacy in K–12 education by synthesizing views of diverse, interdisciplinary and international expert stakeholders. Through an online survey in three rounds, an international expert panel (n = 33, 27, 25) identified key co…
Classroom Reading as a Battle of the Sensory. Bodily Dimensions of Unshared Reading in Primary Education
Primary classrooms are dynamic spaces where young students learn to read and develop as readers. While reading inherently fosters an individual interaction with a text, its manifestation in a classroom transforms reading into a collective activity. This study explores young students' simultaneous, collective participation during private, unshared reading in the classroom, aiming to illuminate bodily practices of reading and discuss their relation…
Online Learning and Analytics (8 works) · Sociology (7 works) · Pedagogy (6 works) · Computer Science (5 works) · Psychology (5 works) · Teaching and Learning Programming (5 works) · Literacy (4 works) · Mathematics education (4 works) · Digital literacy in education (3 works) · Engineering (3 works)