katsp93

Katarina Sperling

PhD student

Artificial Intelligence is predicted to alter many aspects of how we organize society,
education is no exception. In my research I want to explore what happens when
AI-based educational technologies are introduced in classrooms.

With a rapidly emerging and unexplored, digital educational landscape as backdrop, my research aims to explore how Primary Education teachers' teaching practices are affected and (reshaped) by educational technologies with artificial intelligence (AI) that apply machine learning (ML).

ML can be described as the scientific study of how computer systems can “learn” from data without being programmed in specific ways. In a teaching context, ML-based educational technologies can be used, for example, to automate certain tasks such as planning, personalization and assessment. These technologies are beginning to enter classrooms around the world, strongly supported by recent years policy reports and the interdisciplinary research field Artificial Intelligence in Education (AIED) and accelerated by the COVID 19 pandemic. Meanwhile practice-based educational research in the field is scarce. I want to understand how teachers' practices are affected when ML-based technologies are introduced in the classroom and conversely how ML-based teaching materials are affected by teachers. Through an exploratory approach grounded in Actor- Network-Theory, I also wish to make visible the ethical implications for teachers and students that follow with the use of ML-technologies in education.

Social media

Publications

2024

Katarina Sperling (2024) The fading of f(AI)th: Tracing the technological promises of a wellbeing app in K-12 education Methodologies and Intelligent Systems for Technology Enhanced Learning, 14th International Conference (Conference paper)
Linnéa Stenliden, Katarina Sperling (2024) Breaking the Magic of Automation and Augmentation in Swedish Classrooms Nordisk tidsskrift for pedagogikk og kritikk, Vol. 10, p. 15-32 (Article in journal) Continue to DOI
Katarina Sperling, Carl-Johan Stenberg, Cormac Mcgrath, Anna Akerfeldt, Fredrik Heintz, Linnéa Stenliden (2024) In search of artificial intelligence (AI) literacy in teacher education: A scoping review COMPUTERS AND EDUCATION OPEN, Vol. 6, Article 100169 (Article, review/survey) Continue to DOI
Katarina Sperling, Linnéa Stenliden, Jörgen Nissen, Fredrik Heintz (2024) Behind the Scenes of Co-designing AI and LA in K-12 Education Postdigital Science and Education, Vol. 6, p. 321-341 (Article in journal) Continue to DOI

2023

Katarina Sperling, Cormac McGrath, Linnéa Stenliden, Anna Åkerfeldt, Fredrik Heintz (2023) Mapping AI Literacy in Teacher Education 2nd International Symposium on Digital Transformation: Book of abstracts (Conference paper)

Research

Organisation