Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World

Description

As digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why. Learning to Live with Datafication is unique in its focus on educational responses to datafication as well as critical analysis. Through case studies grounded in empirical research and practice, the book explores the dimensions of datafication from diverse perspectives that bring in a range of cultural aspects. It examines how educators conceptualise the social implications of datafication and what is at stake for learners and citizens as educational institutions try to define what datafication will mean for the next generation. Written by international leaders in this emerging field, this book will be of interest to teacher educators, researchers and post graduate students in education who have an interest in datafication and data literacies. Cover Half Title Title Page Copyright Page Dedication Table of Contents List of illustrations List of contributors Chapter 1: Learning to live well with data: Concepts and challenges Introduction The datafication of everyday life Data and datafication Regulation Technical and tactical Educational responses Research Why this book now? Overview of chapters Notes References Chapter 2: Datafication and the role of schooling: Challenging the status quo The datafication of education Characteristics of digital trace data The role of the commercial sector The purposes of schooling in an era of datafication Data and qualification Data and socialisation Data and subjectification Compounding inequalities Current responses Outside education Within education Reconfiguring data use in schools Conclusion: challenging the status quo References Chapter 3: Turn off your camera and turn on your privacy: A case study about Zoom and digital education in South American countries Introduction General background The problem derived from data-intensive education The importance of privacy The underlying business models The importance of the governance of digital platforms in educational institutions COVID-19 situation: a (complex) window of opportunity The Zoom phenomenon Methodology Methodological design Sample and information gathering Field of work Results Discussion and conclusions Notes References Chapter 4: Data classes: An investigation of the people that ‘do data’ in schools Introduction Research approach and methods Findings “Data” as an executive-level concern The formation of “data teams” Officially designated “data experts” Individual data “enthusiasts” The “run-of-the-mill” majority Discussion Conclusions References Chapter 5: Educators’ data literacy: Understanding the bigger picture Introduction Conceptual lens Methodological approach: a hermeneutic journey to explore the boundaries of data literacy with and for educators Context of implementation and research goals Research and educational design Results: Interpreting and understanding data practices with the educators Discussion: educators’ data literacy through a complex lens Conclusions Notes References Chapter 6: Datafication, educational platforms and proceduralised ideologies Introduction Proceduralising ideologies Methodology Context and Participants Data Sources Mediated Discourse Analysis Engaging and navigating the nexus of practice Analysis and Findings Historical bodies: Proceduralising ideological conceptions of “student” and “teacher” Interaction order: Constrained agency within a procedural system Discourses-in-place: Performing student “engagement” Social action: Proceduralised ideologies of “teaching” and “learning” in an LMS Discussion References Chapter 7: The tipping point in the platformisation of Dutch public education?: How to approach platformisation from a values-based perspective Introduction The performance-based approach, instrumental logic and the push of platformisation in Dutch public education The emergence of a counter-discourse for educational platformisation The Ethical Compass and The Bloom workshop Earlier critiques against an instrumentalist uptake of technology Conclusions: what is needed to sustain the mission of a values-based platformisation? Notes Bibliography Chapter 8: “The Beatles with the lower score, it breaks my heart”: Framing a media education response to datafication and algorithmic recommendations in digital media infrastructures Introduction Media literacy and digital infrastructures Method A design-based approach The educational activity Analysing the educational outcomes of the game Results Grasping data Interpreting data Designing algorithms Executing computations Presenting algorithms Evaluating algorithms Discussing recommendations Criticising platforms Discussion Learning outcomes Limits and perspectives Conclusion Note References Chapter 9: Critical algorithm literacy education in the age of digital platforms: Teaching children to understand YouTube recommendation algorithms Introduction Education about datafication in South Korea Theoretical framework Developing a media education programme about recommendation algorithms for children Data sets: persona, video cards and the activities Findings from the pilot programme Discussion – towards data and platform imaginaries Conclusion References Chapter 10: Emerging from the shadows of datafication: A favourable turn for cultural studies Introduction What is in the shadow(s) of datafication? The structure of feeling in the shadows of datafication Narrative loss in negative liberty: two cases from a masters’ programme Establishing “cultural facts” References Chapter 11: Children’s privacy and digital literacy across cultures: Implications for education and regulation Introduction The co-evolution of education and regulation approaches Including children in matters that affect their lives Children’s privacy off- and online: meaningful interpersonally and contextually Digital literacy and the opaque data ecology Similarities and differences across countries Children’s right to be heard on matters that affect them Conclusions: the interdependencies of education and regulation References Chapter 12: Conclusion: Learning to live better with data A manifesto for educating about data References Chapter 13: Afterword: The future of datafication in education? Clouds, bodies and ethics Introduction Teaching and learning in the cloud classroom Living intimately with data bodies Experiencing and practising data ethics, rights and regulation Final thoughts References Index