Bringing in the Technological, Ethical, Educational and Social-Structural for a New Education Data Governance

Autor/in	Hillman, Velislava
Titel	Bringing in the Technological, Ethical, Educational and Social-Structural for a New Education Data Governance
Quelle	In: Learning, Media and Technology, 48 (2023) 1, S.122-137 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hillman, Velislava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2022.2052313
Schlagwörter	Data Collection; Governance; Data Use; Laws; Ethics; Student Records; Privacy; Guidelines; Accountability; School Districts; Information Management; Case Studies; Learning Analytics; Kindergarten; Elementary Secondary Education; Student Characteristics; Ethnicity; Educational Technology; Massachusetts (Cambridge) + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Law; Recht; Ethik; Schülerakte; Privatsphäre; Richtlinien; Verantwortung; School district; Schulbezirk; Procurement of information; Informationsbeschaffung; Case study; Fallstudie; Case Study; Ethnizität; Unterrichtsmedien
Abstract	The need for a comprehensive education data governance -- the regulation of who collects what data, how it is used and why -- continues to grow. Technologically, data can be collected by third parties, rendering schools unable to control their use. Legal frameworks partially achieve data governance as businesses continue to exploit existing loopholes. Education data use practices undergo no prior ethical reviews. And at a personal level, students have no agency over these practices. In other words, there is no coherent and meaningful oversight and data governance framework that ensures accountable data use in an increasingly digitalised education sector. In this article, I contextualise the issues arising from education data transactions in one school district in the United States. The case study helps to contextualise what needs governance, who may access education data and how the district governs data use and transactions, emphasising the need for a coherent education data governance but also the limitations of such isolated efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01