Pre-service teachers' socio-technical imaginaries are an important area of inquiry that warrants exploration. This paper examines the socio-technical imaginations of pre-service teachers in relation to future assessments in education. We contend that socio-technical imaginaries reflect values and priorities and play a significant role in fostering agency and ownership in meeting and managing the development of future practises, which contribute to the overall quality and equity of educational and professional systems. Pre-service teachers were instructed to write journal reflections and narratives (n=35) during a speculative future intervention as part of a teacher training programme. Individual verbalisation of ideas can stimulate collaborative inquiry and strengthen instructors' ownership over their future narratives. Such empowerment can prevent digital resignation, inform alternative courses of action, nuance risks and opportunities, and enhance comprehension of digital educational futures. Individual and group reflections were conducted as a result. The data was analysed using thematic analysis. The findings indicate both teacher scepticism and robust agency as digital innovations emerge in the learning landscape. This paper will be valuable for stakeholders aiming to promote responsible digitalisation, educators, and educational researchers interested in understanding and adapting to the evolving landscape of technology in education.

Authors:
Nina Bergdahl, Halmstad University, Sweden
Jeanette Sjöberg, Halmstad University, Sweden

About the Presenter(s)
My passion is to contribute to flexible and highly qualitative education and I am currently exploring robot didactics, AI in school, learner engagement and learning design.

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