Katarina Sperling
Dados Biográficos
| ID | 9554383 |
|---|---|
| NOME | Katarina Sperling |
| PRENOMES | Katarina |
| SOBRENOME | Sperling |
| ASSINATURA | SPERLING K |
| AFILIAÇÕES | Linköping University |
| ORCID | 0000-0003-0664-3640 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 7 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Introducing AI education in school contexts
This paper examines how AI literacy is conceptualised in Swedish upper secondary school policy documents that govern a newly introduced AI subject. Drawing on Green’s 3D literacy model comprising operational, cultural and critical dimensions, the authors analyse the curriculum and support materials to explore how these dimensions are represented and what this implies for teachers, teacher educators and students. The analysis shows a strong emphas…
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…
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 …
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…
Potentials of Collaborative Educational Welfare Research - Theorizing Voice Plurality and Social Empowerment
Childhood marginalization is the result of complicated processes that appears difficult to address for policymakers worldwide. Neo-institutional theory enables studies of the complexity of educational organizations, showing how they evolve in responses to their contradictory surroundings and generate unintended social inequality. Three Nordic municipalities are currently participating in a project that focuses on the increasing polarization betwe…
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…
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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…
Potentials of Collaborative Educational Welfare Research - Theorizing Voice Plurality and Social Empowerment
Childhood marginalization is the result of complicated processes that appears difficult to address for policymakers worldwide. Neo-institutional theory enables studies of the complexity of educational organizations, showing how they evolve in responses to their contradictory surroundings and generate unintended social inequality. Three Nordic municipalities are currently participating in a project that focuses on the increasing polarization betwe…
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…
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 …
Introducing AI education in school contexts
This paper examines how AI literacy is conceptualised in Swedish upper secondary school policy documents that govern a newly introduced AI subject. Drawing on Green’s 3D literacy model comprising operational, cultural and critical dimensions, the authors analyse the curriculum and support materials to explore how these dimensions are represented and what this implies for teachers, teacher educators and students. The analysis shows a strong emphas…
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…
Online Learning and Analytics (5 obras) · Literacy (4 obras) · Pedagogy (4 obras) · Sociology (4 obras) · Teaching and Learning Programming (4 obras) · Computer Science (3 obras) · Mathematics education (3 obras) · Psychology (3 obras) · Artificial Intelligence (2 obras) · Digital literacy in education (2 obras)