The Datafication of Education

Juliane Jarke, Andreas Breiter , 15.10.2019

Zusammenfassungen

This book attends to the transformation of processes and practices in education, relating to its increasing digitisation and datafication. The introduction of new means to measure, capture, describe and represent social life in numbers has not only transformed the ways in which teaching and learning are organised, but also the ways in which future generations (will) construct reality with and through data.
Contributions consider data practices that span across different countries, educational fields and governance levels, ranging from early childhood education, to schools, universities, educational technology providers, to educational policy making and governance. The book demonstrates how digital data not only support decision making, but also fundamentally change the organisation of learning and teaching, and how these transformation processes can have partly ambivalent consequences, such as new possibilities for participation, but also the monitoring and emergence/manifestation of inequalities.
Focusing on how data can drive decision making in education and learning, this book will be of interest to those studying both educational technology and educational policy making.

Von Klappentext im Buch The Datafication of Education (2019)

The increasing datafication, in particular the availability of data and corresponding algorithms introduces new means to measure, capture, describe and represent social life in numbers. The education sector is one of the most noticeable domains affected by datafication, because it transforms not only the ways in which teaching and learning are organised but also the ways in which future generations (will) construct reality with and through data. The datafication of education comprises of the collection of data on all levels of educational systems (individual, classroom, school, region, state, international), potentially about all processes of teaching, learning and school management. This proliferation of data changes decision-making and opinion-forming processes of educational stakeholders such as education policy, school supervision, school authorities, teachers, students and parents. For example, data are used to improve school development, to hold schools and teachers accountable, to control access to schooling or to compare student achievements across countries. Such use cases raise expectations with respect to increased transparency, accountability, service orientation and civic participation but also associated fears with respect to surveillance and control, privacy issues, power relations, and (new) inequalities (e.g., Anagnostopoulos, Rutledge, and Jacobsen 2013; Eynon 2013; Selwyn 2015; Livingstone and Sefton-Green 2016; Lupton and Williamson 2017). Within the educational context, more and heterogeneous data are being generated – deliberately – for monitoring, surveillance or evaluation purposes, but also – automatically – through routine operations of a manifold of digital devices and systems (Selwyn 2015), producing ‘digital traces’ (Breiter and Hepp 2017). Schools, for example, are being transformed into ‘data platforms’ in which ‘a wide range of data tracking, sensing and analytics technologies are being mobilised’ (Williamson 2015a, 134). These digital educational data are distinct from pre-digital forms as they may be exhaustive in scope, highly detailed, and can be combined in a flexible manner and at different aggregation levels (Parks 2014). Such possibilities have always existed on a small scale, but new data infrastructures and algorithmic capabilities allow for analytics of an ‘unprecedented complexity and scope’ (Parks 2014, 356). However, the underlying algorithms and the ways in which data are produced by data providers, statisticians as well as the role of software companies and educational technology providers are hardly understood (Eynon 2013; Williamson 2015b).
This special issue aims to shed light on the dynamics of datafication and related transformation of education. Contributions consider data practices that span across different countries, educational fields and governance levels from early childhood education (Bradbury, this issue), to schools (Ratner et al, this issue; Manolev et al, this issue), universities (Jones & McCoy, this issue), educational technology providers (Macgilchrist, this issue) to educational policy making and governance (Williamson & Piattoeva, this issue).

Von Juliane Jarke, Andreas Breiter im Buch The Datafication of Education (2019) im Text Editorial: the datafication of education

Kapitel

Editorial: the datafication of education
1. Datafied at four - The role of data in the ‘schoolification’ of early childhood education in England (Alice Bradbury) (2018)
2. Configuring the teacher as data user - public-private sector mediations of national test data (Helene Ratner, Bjarke Lindsø Andersen, Simon Ryberg Madsen)
3. The datafication of discipline - ClassDojo, surveillance and a performative classroom culture (Jamie Manolev, Anna Sullivan, Roger Slee) (2018)
4. Reconsidering data in learning analytics - opportunities for critical research using a documentation studies framework (Kyle M. L. Jones, Chase McCoy)
5. Objectivity as standardization in data-scientific education policy, technology and governance (Ben Williamson, Nelli Piattoeva)

Dieses Buch erwähnt ...

Personen
KB IB clear

Alice Bradbury , Kenneth Cukier , Edward L. Deci , Carolyn M. Evertson , Rob Kitchin , Bruno Latour , Viktor Mayer-Schönberger , Guy Roberts-Holmes , Richard M. Ryan , Neil Selwyn , Carol S. Weinstein , Ben Williamson , Steve Woolgar

Aussagen
KB IB clear

InformatikerInnen prägen die Arbeits- und Lebenswelt vieler Menschen
Lehrpersonen müssen Bildungsdaten interpretieren können
Werkzeuge formen unser Denken tools are influencing our thinking

Begriffe
KB IB clear

Algorithmus

algorithm , Behaviorismus behaviorism ,

big data

big data , Bildung education (Bildung) , Bildungsdaten ,

Bildungsmonitoring , Bildungspolitik education politics ,

Biometrie ,

Chancengerechtigkeit ,

ClassDojo ,

Computer

computer , data literacy ,

datafication , datafication in education ,

data ,

E-Learning ,

parents , Gamification Gamification ,

grit ,

higher education institution ,

teacher ,

learning ,

power , Mimikerkennung , MOOC Massive Open Online Course , Neoliberalismus , New Public Management , Objektivität objectivity ,

privacy ,

school ,

social media / Soziale Medien

social networking software ,

Standardisierung ,

Überwachung , Verhalten ,

Visualisierung

visualization

Bücher

Jahr	Titel	Abrufe	IB	OB	KB	LB
1979	Laboratory Life (Bruno Latour, Steve Woolgar)	4, 1, 4, 6, 4, 2, 8, 6, 4, 2, 6, 3	17	4	3	472
1985	Intrinsic Motivation and Self-determination in Human Behavior (Edward L. Deci, Richard M. Ryan)	2, 4, 3, 5, 4, 6, 6, 6, 7, 1, 7, 3	36	5	3	992
1991	A Sociology of Monsters (John Law)	13, 2, 7, 2, 6, 3, 3, 6, 6, 1, 6, 3	33	12	3	611
2006	Handbook of Classroom Management	3, 4, 1, 1, 3, 2, 6, 7, 10, 4, 7, 3	7	4	3	601
2011	Education and Technology (Neil Selwyn)	11, 2, 3, 5, 4, 4, 8, 10, 2, 3, 13, 3	10	66	3	662
2013	Big Data (Viktor Mayer-Schönberger, Kenneth Cukier)	2, 10, 4, 5, 1, 4, 4, 2, 7, 13, 7, 3	32	32	3	803
2014	The Data Revolution (Rob Kitchin)	2, 5, 3, 3, 6, 9, 3, 1, 2, 2, 5, 2	28	28	2	183
2017	Big Data in Education (Ben Williamson)	4, 1, 7, 4, 4, 7, 13, 2, 1, 4, 9, 2	27	123	2	633
2017	The Datafication of Primary and Early Years Education (Alice Bradbury, Guy Roberts-Holmes)	2, 1, 1, 5, 2, 5, 5, 9, 3, 1, 6, 1	4	70	1	512
2019	The Datafication of Education (Juliane Jarke, Andreas Breiter)	2, 2, 7, 6, 1, 7, 19, 4, 1, 7, 12, 3	40	99	3	512

Texte

Jahr		Umschlag	Titel	Abrufe	IB	OB	KB	LB
1991			Configuring the User (Steve Woolgar)		7	2	0	0
2018			Datafied at four (Alice Bradbury)	6, 4, 1, 3, 2, 3, 6, 8, 4, 1, 3, 2	3	6	2	182

Dieses Buch erwähnt vermutlich nicht ...

Nicht erwähnte Begriffe

Curriculum / Lehrplan, Datenschutz, Deutschland, facebook, fixed mindset, Gesellschaft, Internet, Kinder, Kognitivismus, Kompetenz, Pädagogik / Erziehungswissenschaft, Primarschule (1-6) / Grundschule (1-4), Schweiz, Universität, Unterricht

Zitationsgraph

Diese SVG-Grafik fensterfüllend anzeigen

Zeitleiste

40 Erwähnungen

The Datafication of Education (Juliane Jarke, Andreas Breiter) (2019)
- 3. The datafication of discipline - ClassDojo, surveillance and a performative classroom culture (Jamie Manolev, Anna Sullivan, Roger Slee) (2018)
Learning Analytics und Big Data in der Bildung - Zur notwendigen Entwicklung eines datenpolitischen Alternativprogramms (Sigrid Hartong) (2019)
Bewegungen - Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (Isabell van Ackeren, Jens Brauhardt, Helmut Bremer, Fabian Kessl, Hans Christoph Koller, Nicolle Pfaff, Caroline Rotter, Dominique Klein, Ulrich Salaschek) (2020)
- Studieren im digitalen Zeitalter - Methodologische Fragen und ein empirischer Zugriff (Mandy Schiefner, Sandra Hofhues, Sandra Aßmann, Taiga Brahm)
World Yearbook of Education 2021 - Accountability and Datafication in the Governance of Education (Sotiria Grek, Christian Maroy, Antoni Verger) (2020)
- 4. Between Fairness Optimization and ‘Inequalities of Dataveillance’ - the Emergence and Transformation of Social Indices in German School Monitoring and Management (Sigrid Hartong, Andreas Breiter)
Datengetriebene Schule - Forschungsperspektiven im Anschluss an den 27. Kongress der DGfE (Mandy Schiefner, Sandra Hofhues, Andreas Breiter) (2021)
- Editorial: Datengetriebene Schule
- Die Schule als digitale Bewertungsfiguration? - Zur Soziomaterialität von Algorithmen und Daten (Juliane Jarke, Andreas Breiter)
- ‹Da habe ich es dann einfach ausgeschaltet› (Michael Viertel, Philipp Krieter, Andreas Breiter)
- «... dass man denen auch mal 'nen Spiegel vorhalten kann» - Metaphern im Diskurs um Daten (in) der Schule (Michael Becker, Ulrike Krein, Mandy Schiefner)
Optimierung in der Medienpädagogik (Patrick Bettinger, Klaus Rummler, Karsten D. Wolf) (2021)
- Kommunikation und Zusammenarbeit zwischen Elternhaus und Schule mit digitalen Medien - Forschungsstand und Forschungsagenda (Jasmin Bastian, Doreen Prasse) (2021)
Data in Schools: (Changing) Practices and Blind Spots at a Glance (Ulrike Krein, Mandy Schiefner) (2021)
Pädagogisches Wissen im Lichte digitaler und datengestützter Selbstoptimierung (Estella Ferraro, Sabrina Schröder, Christiane Thompson) (2021)
- Datafizierte Sichtbarkeiten - Vom Panopticon zum Panspectron in der schulischen Praxis (Sieglinde Jornitz, Felicitas Macgilchrist)
Learning to Live with Datafication - Educational Case Studies and Initiatives from Across the World (Luci Pangrazio, Julian Sefton-Green) (2022)
- 1. Learning to Live well with data - Concepts and challenges
- 2. Datafication and the role of schooling - Challenging the status quo (Rebecca Eynon)
- 3. Turn off your camera and turn on your privacy (Cristobal Cobo, Pablo Rivera Vargas)
- 4. Data classes (Neil Selwyn, Luci Pangrazio, Bronwyn Cumbo)
New Perspectives in Critical Data Studies - The Ambivalences of Data Power (Andreas Hepp, Juliane Jarke, Leif Kramp) (2022)
- New Perspectives in Critical Data Studies: The Ambivalences of Data Power - An Introduction
- The Value Dynamics of Data Capitalism - Cultural Production and Consumption in a Datafied World (Göran Bolin)
Individuelle Förderung und Digitalität (Götz Bieber, Julia Gerick) (2022)
- Was unter «Individuelle Förderung und Digitalität» verstanden wird, ist oft sehr individuell… - … und wird zunehmend von der eingesetzten Software geprägt (Beat Döbeli Honegger) (2022)
Praxistheoretische Perspektiven auf Schule in der Kultur der Digitalität (Claudia Kuttner, Stephan Münte-Goussar) (2022)
- Leistungspraktiken mit digitalen Lernsystemen - Ethnographische Explorationen (Johanna Geßner)
Die datafizierte Schule (Annekatrin Bock, Andreas Breiter, Felicitas Macgilchrist, Sigrid Hartong, Juliane Jarke, Sieglinde Jornitz) (2023)
- Datafizierte Gesellschaft | Bildung | Schule (Andreas Breiter, Annekatrin Bock)
- Zur Erfassung und Modellierung der „Hinterbühne“ von Datenflüssen: Das Beispiel Unterrichtsausfall (Juliane Jarke, Sigrid Hartong, Tjark Raabe, Vito Dabisch, Andreas Breiter, Angelina Lange, Irina Zakharova)
- Digital ist besser!? - Wie Software das Verständnis von guter Schule neu definiert (Jasmin Troeger, Irina Zakharova, Felicitas Macgilchrist, Juliane Jarke)
Bildung für eine digitale Zukunft (Katharina Scheiter, Ingrid Gogolin) (2023)
- Algorithmische Datafizierung und Schule - kritische Ansätze in einem wachsenden Forschungsfeld (Felicitas Macgilchrist, Sigrid Hartong, Sieglinde Jornitz)
- Data-based decision making in einer digitalen Welt - Data Literacy von Lehrpersonen als notwendige Voraussetzung (Sarah Bez, Martin J. Tomasik, Samuel Merk)
Schulleitung und Digitalisierung - Bedingungen und Herausforderungen für das Handeln von Schulleitenden (Ulrike Krein) (2023)
Critical Data Literacies - Rethinking Data and Everyday Life (Luci Pangrazio, Neil Selwyn) (2023)
Innovatives Lernen mit Intelligenten Tutoriellen Systemen - Eine Analyse der bildungspolitischen Gelingensbedingungen (Ewa Bacia, Carmen Belafi, Dieter Dohmen, Jakob Klingemann, Benjamin Kummer, Fabian Müller, Vodafone Stiftung) (2024)

Co-zitierte Bücher

Big Data in Education

The digital future of learning, policy and practice

(Ben Williamson) (2017) local

Volltext dieses Dokuments

	Datafied at four: Artikel als Volltext (: , 1075 kByte; : 2021-03-21)
	The datafication of discipline: Artikel als Volltext (: , 1488 kByte; : 2021-03-21)
	Configuring the teacher as data user: Artikel als Volltext (: , 1276 kByte; : 2021-03-21)
	Datafied at four: Artikel als Volltext (: , 1075 kByte; : 2021-03-21)
	Reconsidering data in learning analytics: Artikel als Volltext (: , 1045 kByte; : 2021-03-21)
	Editorial: the datafication of education: Artikel als Volltext (: , 923 kByte; : 2021-03-21)

Bibliographisches

Titel		Format	Bez.	Aufl.	Jahr	ISBN
The Datafication of Education	E	-	-	0		0367357194

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