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Research over the past two decades has made clear the importance of physical space and material resources to education, as well as the need for educators to take control of these pedagogical tools. Methods and approaches have been developed to enable them to do this. In parallel, digital devices have, in many countries, become as commonplace in schools as they are in higher education, but it is far from clear how they are being used within schools, or understood by teachers. This chapter explores this postdigital school landscape. We take as our focus compulsory schools, serving children and young people from 6 to 16, in Sweden, a digitally mature and prosperous country where we can consider what is available, the nature of current practices and uses, and the possibilities for development. It is evident that schools and schooling consist of the digital entangled with the human and the physical. Recognising that alignment of the design and use of educational space is key to its success, and that practitioners’ own knowledge of a setting is considerable, teacher involvement in planning is key. Therefore, we consider collaborative approaches to developing and sharing knowledge of using school spaces and conclude with reflections on the possibilities for just and equitable postdigital educational innovation.

This book unpacks key concepts and methods that are relevant for a critical and reflective framing of futures in postdigital education. The rich and often confusing terminology in the multidisciplinary field of digitalization and education tends to prevent conversations across disciplines and areas about core issues at stake in increasingly data-driven everyday practices, such as issues of ethics and values. The compiled chapters focus on concepts and methods that have pertinence for contemporary debates about the emergence of data-driven education. The chapters explore their implicit or explicit ethical and normative implications. The chapters provide in-depth critical reflections and perspectives for scholars in the field to engage and analyze data-driven education as an educational and cultural phenomenon. This anthology thus focuses on the value-laden and ethical aspects reflected in educational imaginaries (discourses and practices) regarding emerging data-driven sociotechnical practices in education. Claims about data-driven practices contributing to ensuring the quality and value of the learning experience raise a series of questions that warrant ethical considerations. Concerns have arisen in connection with inequalities, discrimination, algorithmic authority, accountability, and student well-being, as well as advisors’ moral discomfort and violation of a professional, ethical code. This includes conceptual perspectives of marginalized and minoritized groups and issues closely related to intersectionality. Furthermore, questions of Bildung are re-articulated and manifested anew through evolving digital solutions, calling for critical perspectives on reproduction, transformation, and innovation in education. In this context, we argue that educational sciences need to pay attention to the values and the ethics associated with emerging sociotechnical imaginaries. The book is the result of scholarly exchanges between disciplines at a symposium held at VIA Unive

The article focuses on an analytical, organised and grounded reflection on the concept of postdigital in its relation to education in the contemporary context. This reflective exercise on the idea of postdigital education takes precedence in its projection towards a post-COVID19 social stage and its links with the notions of bio-informational capitalism and the bio-political production of knowledge. The COVID-19 pandemic has marked a social turning point, as the technical reports of the European Commission point out, and inaugurates an era of chained imbalances that we, as a society, must face. From academia, we maintain the challenge of understanding and transforming contemporary educational action as a whole, both online and offline. This article seeks to analyse the premises of the present cultural logic derived from hegemonic political development and to promote an educational perspective consistent with the times. The approach of postdigital pedagogies favours an exercise of understanding reality and a critical and transformative proposal of the same. This represents an approach integrally related to the concern for teacher training, praxis and reflection both communicative and pedagogical, connecting with educommunicative studies and critical media education and multiple literacies, El presente artículo se focaliza en una reflexión analítica, organizada y fundamentada sobre el concepto de lo postdigital en su relación con la educación dentro del contexto contemporáneo. Este ejercicio reflexivo sobre la idea de educación postdigital cobra protagonismo en su proyección hacia un estadio social post-COVID19 y por sus vínculos con las nociones de capitalismo bioinformacional y producción biopolítica de conocimientos. La pandemia del COVID-19 ha supuesto un punto de inflexión social, tal y como apuntan los informes técnicos de la Comisión Europea, e inaugura una época de desequilibrios encadenados que como sociedad debemos afrontar. Desde la institución académica mantenemos el desafío de comprender y transformar la acción educativa contemporánea en su conjunto, tanto online como offline. Este ensayo científico procura analizar las premisas de la lógica cultural presente que deriva del desarrollo político hegemónico y promover una perspectiva educativa coherente con los tiempos. El enfoque de las pedagogías postdigitales favorece un ejercicio de comprensión de la realidad y una propuesta crítica y transformadora de la misma. Un enfoque relacionado de manera integral con la preocupación por la formación docente, la praxis y la reflexión tanto comunicativas como pedagógicas, conectándose con los estudios educomunicativos y de educación mediática crítica y las múltiples alfabetizaciones

Introduction Initiating lifelong learning has been a task higher education has worked with for many years (e.g., Biesta, 2011; Knapper & Cropley, 2000). Politically, lifelong learning is emphasised as an tool to develop and nurture human capital and foster social development. The purpose behind many of these initiatives is to make people employable. However, higher education also works with lifelong learning initiatives to offer people democratic and humanistic values. Since the second half of the 20th century, higher education institutions apply these two perspectives (Jaldemark, 2021). In this symposium, the focus is on initiatives closely linked to the needs of the working market. Democratic and humanistic initiatives and perspectives are important but are here deemphasised. Whatever perspective is chosen, lifelong learning as an idea and task for higher education is still an emerging phenomenon. The ongoing digitalisation of society impacts lifelong learning initiatives in at least two different ways. First, the digitalisation of society impacts human practises in many areas of life (e.g., Billet, 2021, Goodyear, 2021; Poquet & de Laat, 2021). For example, peoples' performance of everyday tasks such as communicating with friends and families or paying bills. In line with the focus of this symposium, the digitalisation of society impact work-related practices and tasks hugely. Some practices and tasks met slightly digitised changes; some disappear in the process. Some professions have disappeared, new ones have turned up in the footsteps of the increasing digitalisation of working life. These changes have led to an increased need for lifelong learning opportunities. Higher education institutions are seen as important providers to meet up these needs. Second, digitalisation impacts the deliverance of education (e.g., Lock, Lakhal, Cleveland‐Innes, Arancibia, Dell & De Silva, 2021; Sannino, Engeström, & Jokinen, 2021). Lifelong learning initiative, BLAD

The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality