Literaturnachweis - Detailanzeige
| Autor/in | Selwyn, Neil |
|---|---|
| Titel | "There Is a Danger We Get Too Robotic": An Investigation of Institutional Data Logics within Secondary Schools |
| Quelle | In: Educational Review, 75 (2023) 3, S.377-393 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1911 |
| DOI | 10.1080/00131911.2021.1931039 |
| Schlagwörter | Foreign Countries; Secondary Schools; Elementary Secondary Education; Data Use; Educational Technology; Technology Uses in Education; Decision Making; Time; Context Effect; Institutional Characteristics; Australia |
| Abstract | This article examines digital data use within three Australian secondary schools, drawing on in-depth interviews with 50 school staff to explore tensions between: (i) established logics of "data-driven" schooling; and (ii) emerging "datafied" practices associated with digital systems, platforms and devices. Using sociological theorisation of institutional logics, the article examines how promises of digital "dataism" are thwarted by the entrenched temporal organisation of schooling, and teacher-centred understandings of students as coerced subjects. As such, prevailing logics of state bureaucracy and professionalism combine in ways that temper the prospect of individualism, self-regulation, continuous feedback, and other implicit promises of digital data. The paper considers the extent to which school data logics can endure amid the increased digitisation of K-12 education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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