Valuable Data? Using Walkthrough Methods to Understand the Impact of Digital Reading Platforms in Australian Primary Schools

Autor/inn/en	Apps, Tiffani; Beckman, Karley; Howard, Sarah K.
Titel	Valuable Data? Using Walkthrough Methods to Understand the Impact of Digital Reading Platforms in Australian Primary Schools
Quelle	In: Learning, Media and Technology, 48 (2023) 2, S.294-309 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Apps, Tiffani) ORCID (Beckman, Karley) ORCID (Howard, Sarah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2022.2160458
Schlagwörter	Foreign Countries; Elementary Education; Elementary School Teachers; Educational Technology; Technology Uses in Education; Data Use; Electronic Publishing; Electronic Books; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Electronic book; Elektronisches Buch; Australien
Abstract	This paper critically examines the design and impact of two commonly used education platforms for reading, "PM eCollection" and "Epic." Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings demonstrate significant asymmetries in the value derived from the data practices of the digital reading platforms by teachers, schools and EduTech companies. While of limited value in teacher's practice, the use of the digital platforms and data has implications for the way reading is represented, students are made visible and treatment of teachers, students and families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01