Datafication, Testing Events and the Outside of Thought

Autor/inn/en	Thompson, Greg; Sellar, Sam
Titel	Datafication, Testing Events and the Outside of Thought
Quelle	In: Learning, Media and Technology, 43 (2018) 2, S.139-151 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2018.1444637
Schlagwörter	Evaluation Methods; Educational Technology; Computer Assisted Testing; Technology Uses in Education; Data Collection; Measurement; Standardized Tests; Educational Change + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Data capture; Datensammlung; Messverfahren; Standadised tests; Standardisierter Test; Bildungsreform
Abstract	Education is undergoing various transformations due to new data-driven educational technologies and the management of educational data through data infrastructures. These technologies are frequently promoted to parents and the profession as being 'revolutionary' because they represent a new generation of learning. While computer adaptive tests may arguably improve various efficiencies, the argument that they will revolutionise education requires evaluation. In this paper we draw on the philosophy of Gilles Deleuze and Felix Guattari to theorise (a) the desire for data amongst policymakers and (b) the effects of data infrastructures as systems that coordinate educational thought. We argue that, rather than revolutionising learning as promised, datafication in computer-based modes merely offers more intense expressions of longstanding possibilities for learning. We describe three types of events--breaks, cracks and ruptures--and argue that data-events translate cracks (imperceptible changes that constitute learning) into breaks (information), but either cannot generate rupture (difference) or represent rupture as error. However, the intensification of learning through datafication may, we suggest, rupture educational thought more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01