Skrivundervisning i förändring- lärares perspektiv på AI i högstadiets skrivundervisning

Sammanfattning

The purpose of this study is to examine how practicing teachers reason regarding AI in Swedish writing instruction, identifying the opportunities and challenges they perceive, and how AI influences their assessment of student texts. AI has developed at a rapid pace in recent years, a progression that is clearly reflected in subsequent interviews. This study employs a qualitative methodology, utilizing semi-structured interviews with six practicing Swedish teachers in grade 7-9. The empirical material was analyzed using Braun and Clarke's (2006) thematic analysis and interpreted through Mishra and Koehler's (2006) TPCK (Technological Pedagogical Content Knowledge) framework. The results indicate that teachers perceive AI as a valuable asset in writing instruction, particularly concerning feedback, individualization, and instructional efficiency. Concurrently, distinct challenges emerge, primarily linked to assessment and students’ independent work. The participating teachers describe an increased uncertainty regarding what constitutes a student’s own work, leading to a shift in assessment practices, such as intensified monitoring of the writing process or the use of restricted digital environments. Furthermore, the findings show that AI influences the nature of writing instruction, where the focus in some instances shifts from a process oriented to a more performance oriented view of writing. In summary, the study demonstrated that use of AI in writing instruction encompasses both opportunities and challenges, and that meaningful integration requires a conscious interplay between technological, pedagogical and content specific knowledge.