idamarti

• Lunde, Ida Martinez (2026). How can we think about time in digitized education with Latour? I Schildermans, Hans; Rohstock, Anne; Rieger-Ladich, Markus; Bentele, Jasmin & Wortmann, Kai (Red.), Bruno Latour: Pädagogische Lektüren. Springer Nature. ISSN 9783658503246. s. 293–310. doi: https:/link.springer.com/chapter/10.1007/978-3-658-50324-6_15. Fulltekst i vitenarkiv Vis sammendrag

  This chapter argues that thinking about time and temporality through the works of Latour offers an insightful inquiry into educational life, and more specifically into digitization as a governing trend in education. It does so by conceptualizing three main threads in Latour’s work: 1) how actors produce timings and are produced by timings, 2) how different timings exist conjointly, and 3) how time and space are deeply entangled. The chapter draws from empirical examples of digitized environments in schools to show how specific timings are produced, and produce, mundane governing practices in schools today. The chapter further argues that a Latourian lens on time enables us to view governance as something continuously produced, maintained and achieved by teachers and school leaders in their daily practice, and how time (through digital technologies) plays a decisive role in such matters. By doing so, the chapter puts forward an empirical and materialist view of digitization as a governing trend. Lastly, the chapter motivates educational research to move between linguistic repertoires and find new words to think with (in relation to time), to de-stabilize (time) concepts as something controllable, which was ultimately the main tenet in Latour’s work.

• Lunde, Ida Martinez; Beiler, Ingrid M. Rodrick; Sahlström, Fritjof; Paakkari, Antti & Valasmo, Verneri (2026). Screen recording: a qualitative method for making visible digital activities in educational practices. Learning, Media and Technology. ISSN 1743-9884. doi: 10.1080/17439884.2026.2642198. Fulltekst i vitenarkiv Vis sammendrag

  Interrogating the role of technology in practice can be challengingbecause of the ubiquitous, yet often private, use of technology,rendering large parts of practice invisible. This article proposes screenrecording as a promising method for studying digital environments ineducation, presenting three cases of integrating screen recordings intoa qualitative design: social media use in the classroom, schoolleadership practice, and writing practices in multilingual classrooms. Weconsider collection and analysis of screen recording data in connectionto conversation analysis and sociomaterial frameworks. By doing so, weuse the co-constitution of theory and methodology as a framing deviceto discuss elements of practice which the screen recording methodmakes visible: private activities, distributed space and time, andmateriality. While digital education research calls for methodologiesthat involve direct researcher engagement with technology, we arguethat screen recording ensures a concurrent engagement withtechnology and with participants and their practices.

• Madsen, Miriam; Lunde, Ida Martinez; Piattoeva, Nelli & Karseth, Berit (2025). Introduction: time and temporality in the datafied governance of education. Critical Studies in Education. ISSN 1750-8487. 66(2), s. 109–125. doi: 10.1080/17508487.2025.2453518. Fulltekst i vitenarkiv
• Lunde, Ida Martinez & Piattoeva, Nelli (2024). The mundane governance of education through time: the case of national testing in Norway. Critical Studies in Education. ISSN 1750-8487. doi: 10.1080/17508487.2024.2350477. Fulltekst i vitenarkiv Vis sammendrag

  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 genre-specific ways in which data production is structured to ensure a smooth process of testing. We find that national tests govern (through) time and by ordering time: their time rules produce simultaneity and synchronicity that in turn gently nudge schools and municipalities into alignment. Thus, time rules and routines enable forms of mundane governance that mirror how contemporary education policy happens through short but more prescriptive (and increasingly digital) policy texts. This is how national authorities may make themselves less detectable, but ever more present and productive of national unity. While recent conversations on time and temporality focus on the emergence of complex, non-linear (e.g. networked) time enabled by the digital transformation of society and education, our article attests to the persistence and significance of linear temporalities in and for education governance, and shows how quantification, assessment, bureaucracy and the affordances of digital technologies together play pivotal roles in upholding a linear time order.

• Lunde, Ida Martinez (2023). From generic skills to behaviour monitoring: exploring materialisations of the key skills framework in public–private relationships. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2023.2259814. Fulltekst i vitenarkiv Vis sammendrag

  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 schools – a reform that has met substantial resistance locally and nationally. This study investigated local responses to the KSF specifically by interrogating its particular materialisations in practice through Actor-Network Theory (‘spaces of prescription’ and ‘spaces of negotiation’). The findings indicate that there is an inherent multiplicity to the KSF that nevertheless suggests it has been reduced to represent national traditions of behaviour monitoring and disciplinary routines, rather than intentions of enhancing thinking, learning and living more commonly found in generic skills frameworks. These findings are coupled with discussions of the nature of governing actors in Irish education, including the presence of (new) private vendors.

• Lunde, Ida Martinez (2022). Learning analytics as modes of anticipation: enacting time in actor-networks. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2022.2123851. Fulltekst i vitenarkiv Vis sammendrag

  Learning analytics platforms (LAPs) have become important modes of anticipatory governance in education. Educational futures are governed by utilizing various forms of learning analytics to track student data over time, suggesting that school leaders and teachers are expected to improve school quality by engaging with digital presentations of prediction, anticipation, and decision-making. This study investigates the LAPs Conexus Engage and Insight as they unfold in school leaders’ practice by drawing from actor-network theory. School leaders’ interaction with the tools are examined through audio and screen recorded interviews at three lower secondary schools in Norway. The findings show how anticipation emerged in actor-networks as both fluid and stable, encouraging the problematizations and priorities of school leaders. School leaders also adapted the LAPs to their own practice. The findings further suggested that time emerges on the premises of LAPs as entangled events rather than through chronological understandings of time.

• Lunde, Ida & Gunnulfsen, Ann Elisabeth (2021). Governance Through Digital Formations – The Case of ‘What Works’ in a Norwegian Education Context. I Krejsler, John Benedicto & Moos, Lejf (Red.), What Works in Nordic School Policies?. Springer. ISSN 9783030666293. s. 195–212. Fulltekst i vitenarkiv
• Lunde, Ida M. (2021). Emergent school leader subjectivities in digitized practices: the case of VSware. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2021.2000034. Fulltekst i vitenarkiv Vis sammendrag

  This article provides insight into digitized school leadership practices in Irish schools, and the making of the school leader in mediations with the sociomaterial relations emerging from these practices. Drawing on actor-network theory, the study illustrates how school leaders’ subjectivities emerge through relations and attachments to VSware, a software package for monitoring student attendance, behavior, and performance. VSware elements and interviews with school leaders at three secondary schools are analyzed using material-semiotic methodology. Findings indicate the school leaders constantly emerge in their leadership positions in schools through relations that are intrinsic and external to the VSware software, whereas VSware elements work as highly specific ‘subjectifiers’. Likewise, findings show that school leaders can shape and steer elements in VSware. This suggests the relations and subjectivities that emerge in digitized leadership practices in schools have fluid characteristics, albeit with different and sometimes asymmetrical ways of ‘acting on each other’.

• Lunde, Ida & Ottesen, Eli (2020). Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis. European Educational Research Journal. doi: 10.1177/1474904120972291. Fulltekst i vitenarkiv Vis sammendrag

  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 documents from Ireland and Norway to identify the actors assembled to fulfill governmental ambitions and practices with digital technologies in schools. The unpacking of actors that may partake in such assemblages was visualized and analyzed using visual network analysis. The findings indicate digital school leadership and teaching practices in Ireland and Norway have the potential to be steered by digital actors that facilitate multiple activities at once and shed light on the diverse and multifaceted relationships that make up these governing practices.

Se alle arbeider i NVA

• Lunde, Ida Martinez & Nerland, Monika (2026). Making Novel Technology Work: Analysing Emerging Human–Technology Configurations in Primary Care. Fulltekst i vitenarkiv
• Lunde, Ida Martinez (2025). [Keynote] Critical EdTech Methodologies: Contributions and Future Pathways for Studying Datafication, Digitization, and Digital Transformation. Fulltekst i vitenarkiv
• Lunde, Ida Martinez; Nerland, Monika; Sadorge, Christopher & Grisot, Miria (2024). Implementing Electronic Health Records: Shifts and Obstacles in Machineries of Knowing. Fulltekst i vitenarkiv
• Lunde, Ida (2020). Karakterrot i IB-systemet: et skrekkeksempel på bruk av algoritmer som vurderingsform. Fulltekst i vitenarkiv

Se alle arbeider i NVA