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1.
ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.  相似文献   

2.
ABSTRACT

Contrary to educational policy and research assumptions about an immanent ‘twenty-first century’ future, this article uses the concept of ‘sociotechnical imaginaries’ to trace how nonprofit actors in California invented and materialized distinctive visions of educational progress. Drawing on interview and ethnographic fieldnote data, I illustrate two contrasting sociotechnical visions: A Silicon Valley vision that aimed to reduce inequalities in test-based outcomes by disseminating ‘achievement technologies’; and an Oakland vision that aspired to address systemic environmental, economic and educational inequities using ‘civic technologies’. The diversity of these futures, and the distinctive kinds of digital technologies that co-produced these visions, trouble assumptions about ‘technology’ as an unquestioned good and problematize constructions of the ‘twenty-first century’ as an ostensibly shared, democratic future. I conclude by encouraging educational researchers to clarify a politics of the ‘twenty-first century’ and explore how ‘bounded imaginaries’, like those evident in the Oakland case, offer a potentially fruitful basis for reframing global education technology policies.  相似文献   

3.
ABSTRACT

As social science fiction, this paper imagines three possible futures for education and technology. Among the most important technologies emerging today are data-aggregating technologies such as AI, affective computing, adaptive or predictive software, clouds and platforms. The paper is not, however, directed at specific technologies, but at indeterminate sociotechnical configurations. Set in 2040, it offers three ‘histories’ of the 2020s. Might students become (i) ‘smooth users’, improving themselves in the pursuit of frictionless efficiency within a post-democratic frame created by large corporations, (ii) ‘digital nomads’, seeking freedom, individualism and aesthetic joy as solopreneurs exploiting state regulations and algorithmic rules while stepping out of the state and deeply into the capitalist new economy, or (iii) participatory, democratic, ecological humans embedded in ‘collective agency’ that see institutions as spaces for exploring more equitable ways of living? The paper reflects on the future research and the political, educational and technological decisions which would make each of these three fictional future histories more or less likely.  相似文献   

4.
Abstract

Advanced by powerful venture philanthropies, educational technology companies, and the US Department of Education, a growing movement to apply ‘big data’ through ‘learning analytics’ to create ‘personalized learning’ is currently underway in K-12 education in the United States. While scholars have offered various critiques of the corporate school reform agenda, the role of personalized learning technology in the corporatization of public education has not been extensively examined. Through a content analysis of US Department of Education reports, personalized learning advocacy white papers, and published research monographs, this paper details how big data and adaptive learning systems are functioning to redefine educational policy, teaching, and learning in ways that transfer educational decisions from public school classrooms and teachers to private corporate spaces and authorities. The analysis shows that all three types of documents position education within a reductive set of economic rationalities that emphasize human capital development, the expansion of data-driven instruction and decision-making, and a narrow conception of learning as the acquisition of discrete skills and behavior modification detached from broader social contexts and culturally relevant forms of knowledge and inquiry. The paper concludes by drawing out the contradictions inherent to personalized learning technology and corporatization of schooling. It argues that these contradictions necessitate a broad rethinking of the value and purpose of new educational technology.  相似文献   

5.
ABSTRACT

Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process.  相似文献   

6.
ABSTRACT

This special issue of Learning, Media and Technology contributes to a growing need, not only for critical accounts of digital education that resist the global, but also for a more diverse representation of the multiplicitous practices of teaching and learning with technology across the globe. It builds on important work that has examined open education initiatives in the Global South [Arinto, P. B., C. Hodgkinson-Williams, and H. Trotter. 2017. "OER and OEP in the Global South: Implications and Recommendations for Social Inclusion." Adoption and Impact of OER in the Global South, 577–592] and highlighted ‘missing voices’ in educational technology development [Davis, R. 2015. The Missing Voices in EdTech: Bringing Diversity into EdTech. Thousand Oaks, CA: Corwin Press]. It is through such critical enquiry that research can continue to cut through the discursive regimes of simplistic disruption and enhancement from a pervasive education technology industry. This means aligning research in this area, less with grand narratives that portray digital education as an external and universal force capable of radical transformation, and more with accounts that acknowledge an already-present political economy of educational technology, in which specific devices and applications succumb to everyday practices of negotiation, consumption, and resistance, particular to the contexts in which they manifest.  相似文献   

7.
Government support for the production and consumption of educational software is now a key element of New Labour's education technology drive. At present much attention is being directed towards marketing ‘digital learning’ to an educational sector traditionally wary of technological innovation. In an effort to understand the social shaping of this current phase of policy‐making, the present paper examines the political and commercial discourses surrounding digital learning and associated initiatives such as Curriculum Online and the Digital Curriculum. After analysing a range of political and commercial texts produced from 2000 to 2005, the paper explores the dominant themes emerging from these discursive constructions—considering in particular the limitations of the often ambiguous yet structured ways in which digital learning is being shaped by its key actors.  相似文献   

8.
Abstract

Initial Teacher Education Centres have a crucial role in promoting the use of Information Technology in schools through the opportunity to influence new teachers. Valid educational justification, combined with the need to limit course congestion, have resulted in enthusiasm for permeated approaches. The results of a survey of United Kingdom teacher education centres suggest concern about the effectiveness of permeated approaches, especially in the areas of school experience and the ‘non-numeric’ disciplines. The potential educational benefits resulting from a permeated approach are restated and a commitment on the part of institutions to support initiatives which may lead to their realisation is called for.  相似文献   

9.
While there has been widespread take‐up of the concept ‘flexible learning’ within various educational environments—and equally frequent references to the flexible ‘natures’ of the computer and communication technologies that often underpin flexible learning initiatives—the relationship between technologies and flexibility is not a simple one. In this paper we examine some of the more persistent myths about technologies that are intertwined with discourses of flexibility. We highlight some of the more common ‘muddles’ that these myths can lead us in to and argue that the ‘mess’ that so often results from well‐intentioned moves to ‘be more flexible’ is largely a result of the ways that CCTs, or indeed any new educational technology or strategy, is theorized. Drawing on a recent study of online teaching and learning in higher education, we outline a new framework for examining these and related issues as they apply to teacher education.  相似文献   

10.
ABSTRACT

This paper explores some of the fundamental contradictions related to the commercialisation of education and how Pearson plc – ‘the world’s leading multinational education company’ – is trying to overcome these challenges through discourse and semiotics. Pearson’s Efficacy Framework is a semiotic-calculative device created to measure the impact of educational products and services sold by the company. This paper examines the ways in which the efficacy programme and tools developed by Pearson represent a type of ‘social fix’ intended to resolve contradictions linked to education commercialisation by demonstrating the ‘measurable impact’ and ‘outcomes’ resulting from its educational products and services and communicating that to customers, shareholders, policymakers, state managers and partners. Efficacy will be analysed as it relates to a hegemonic ‘knowledge brand’ in the making in education that is being actively promoted and appropriated by Pearson. Pearson, therefore, aims to construct a corporate brand and reputation around efficacy based on legible measures of performance, which this paper argues is in response to risks and contradictions associated with the commercialisation of education.  相似文献   

11.
Abstract

The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.  相似文献   

12.
Abstract

In considering those forms of teaching and learning that most favor the use of information and communication technologies, this article explores assumptions related to technology use and education; describes technology use in learning contexts that favor teacher-centered and studentcentered approaches; refers to the literature on learning styles; and presents some of the evidence supporting a move towards technology-based, studentcentered learning environments. In analyzing this information, the article concludes with a statement supporting a ‘pedagogy of learning’ as the most favorable context/style for the use of appropriate educational technologies  相似文献   

13.
As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm.  相似文献   

14.
The question of ‘what works’ is currently dominating educational research, often to the exclusion of other kinds of inquiries and without enough recognition of its limitations. At the same time, digital education practice, policy and research over-emphasises control, efficiency and enhancement, neglecting the ‘not-yetness’ of technologies and practices which are uncertain and risky. As a result, digital education researchers require many more kinds of questions, and methods, in order to engage appropriately with the rapidly shifting terrain of digital education, to aim beyond determining ‘what works’ and to participate in ‘intelligent problem solving’ [Biesta, G. J. J. 2010, “Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education.” Studies in Philosophy and Education 29 (5): 491–503] and ‘inventive problem-making’ [Michael, M. 2012, “‘What Are We Busy Doing?’ Engaging the Idiot.” Science, Technology &; Human Values 37 (5): 528–554]. This paper introduces speculative methods as they are currently used in a range of social science and art and design disciplines, and argues for the relevance of these approaches to digital education. It synthesises critiques of education’s over-reliance on evidence-based research, and explores speculative methods in terms of epistemology, temporality and audience. Practice-based examples of the ‘teacherbot’, ‘artcasting’ and the ‘tweeting book’ illustrate speculative method in action, and highlight some of the tensions such approaches can generate, as well as their value and importance in the current educational research climate.  相似文献   

15.
ABSTRACT

This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims.  相似文献   

16.
Abstract

This paper discusses some problems with the field of educational studies and considers the role of post‐structuralist theory in shifting the study of education away from a ‘technical rationalist’ approach (as evidenced in the case of much research on educational management and school effectiveness) towards an ‘intellectual intelligence’ stance that stresses contingency, disidentification and risk‐taking.  相似文献   

17.
Abstract

Fossil fuel corporations play a significant role in promoting their interests in schools and other educational institutions, a practice that has recently been labelled as ‘petro-pedagogy.’ But this role goes beyond the production of the pro-petroleum and anti-science corporate propaganda that tends to attract the most critical attention. In this article, I present a case study of the involvement of BP, one of the world’s largest fossil fuel corporations, in primary and secondary education in the United Kingdom. As practiced by BP, petro-pedagogy constitutes a core part of a corporate education reform network that, for the past decade, has focused on promoting a neoliberal model of STEM education in schools around the world. This model, based on corporate and capitalist interests, poses a significant threat to our collective efforts to tackle the global climate crisis.  相似文献   

18.
ABSTRACT

In Applied AI, or ‘machine learning’, methods such as neural networks are used to train computers to perform tasks without human intervention. In this article, we question the applicability of these methods to education. In particular, we consider a case of recent attempts from data scientists to add AI elements to a handful of online learning environments, such as Khan Academy and the ASSISTments intelligent tutoring system. Drawing on Science and Technology Studies (STS), we provide a detailed examination of the scholarly work carried out by several data scientists around the use of ‘deep learning’ to predict aspects of educational performance. This approach draws attention to relations between various (problematic) units of analysis: flawed data, partially incomprehensible computational methods, narrow forms of educational’ knowledge baked into the online environments, and a reductionist discourse of data science with evident economic ramifications. These relations can be framed ethnographically as a ‘controversy’ that casts doubts on AI as an objective scientific endeavour, whilst illuminating the confusions, the disagreements and the economic interests that surround its implementations.  相似文献   

19.
ABSTRACT

Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students’ uptake of such a ‘digital solution’. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees’ access into higher education. Drawing from student data of 1375 Kiron students we look at students’ actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offer – putting online education as an easy, straightforward formula to the integration of disadvantaged students into question.  相似文献   

20.
Background: Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the ‘principal organ involved in learning’ (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000.

Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as ‘neuroeducational’ research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism.

Main argument and sources of evidence: The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained.

Conclusions: The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ are useful theoretical ideas in pursuit of this aim.  相似文献   

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