معرفی
Katarina Sperling is a researcher at Linköping University's Faculty of Educational Sciences, focusing on the integration of artificial intelligence (AI) and data-driven technologies in K-12 education. Her work explores how AI transforms teaching practices, teacher-student dynamics, and educational ethics, with a particular emphasis on Actor-Network Theory and sociomaterial perspectives.
- Education: Doctoral dissertation completed in 2024 (Linköping University)
Her research spans three fieldwork studies (2020–2023) analyzing AI's materialization in Swedish primary and secondary schools. Using frameworks like Aristotle's phronesis (ethical judgment) and the PERMA model for wellbeing, she examines tensions between AI's promises and teachers' lived experiences. Her publications highlight challenges in automating pedagogy, the 'magic' of AI augmentation, and gaps in teacher education regarding AI literacy.
Key article themes include algorithmic transparency, EdTech marketization, and the co-design of learning analytics tools. While AI literacy is globally emerging, her work underscores its neglect in teacher training programs and advocates for participatory design approaches to bridge this gap.
