Kathrin Otrel-Cass

Professor mso, Department of Learning and Philosophy, Aalborg University
Speaking at


Mobile phones in the classroom

Digitisation in primary (and secondary) schools has had an enormous impact on the way teachers and students interact and work together. The event of smart technology and the increased ownership of smart mobile devices (phones, tablets) by young people has created not only new possibilities but also new challenges to do with how to handle these devices in school. Teachers and students are aware that the availability of this kind of technology impacts on attention and their well-being overall. While some reports claim that Nordic countries will integrate student-owned technology seamlessly, we find in our research that this is easier said than done. I will present findings from an ongoing research project called: Beyond Technology, funded through Nordplus, taking place in primary schools in Sweden, Denmark and Finland. I will share insights about the challenges and opportunities to do with student-owned mobile devices.


Kathrin Otrel-Cass, PhD, is Professor mso in in science and technology education and practice and visual ethnography in the Department of Learning and Philosophy at Aalborg University. Much of her research takes place in University settings and school classrooms where she may be working with teachers and students, but also scientists and engineers. Kathrin’s work includes also environments where people are involved with science/technology/engineering practices or S/T/E knowledge products. Her research interest in visual ethnography has led to the establishment of a video research laboratory (VILA.aau.dk), with a focus on the organized analysis of video recorded data.

Twitter: @KathrinOtrel

Website: http://www.beyondtechnology.eu/


The moral obligations when using video in educational research

Video is regularly used in educational research and is particularly interesting to those who want to research more than just voice, to investigate emotions, interactions between students and their teachers, as well as materials, artefacts, or the wider learning environment. I will discuss how I have used video to  for example prompt participants’ responses (video stimulated recall or reflection) or when researchers and teachers jointly explore video to see things that could otherwise be overlooked. I will also propose how to deal with ethics of data that reveals identity of the research participants.