Backstaging the teacher: On learner-driven, school-driven and data-driven change in educational technology discourse

Felicitas Macgilchrist
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引用次数: 7

Abstract

It is generally assumed that edtech providers aim to erase power and politics from contemporary education. To explore the discourse on digital education, this paper draws on discourse analysis of ethnographic interviews with for-profit and non-profit organizations in the field. It asks (i) what industry insiders describe as driving change in contemporary educational technology (edtech), and (ii) whether new actors/technologies are shaping a novel educational hegemony, and if so, what this hegemony looks like. This paper presents initial findings from an ongoing project. It observes a shift in who/what drives change: The teacher used to be seen as key. Today, three different drivers are named: (1) learners (individual dimension), (2) schools (systemic dimension), (3) data (analytics dimension). Overall, the paper suggests that power and politics are not at all erased from the edtech industry’s accounts of digital technologies. It illustrates how the socio-material affordances engineered into contemporary technologies effect a change from "education" to "learning", invite particular teaching practices, and thus affect power relations in education.
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教师的后台:论教育技术话语中学习者驱动、学校驱动和数据驱动的变革
人们普遍认为,教育技术提供者的目的是消除当代教育中的权力和政治。为了探索数字教育的话语,本文借鉴了对该领域营利性和非营利性组织的民族志访谈的话语分析。它询问了(1)业内人士描述的推动当代教育技术变革的因素是什么,以及(2)新的参与者/技术是否正在塑造一种新的教育霸权,如果是,这种霸权是什么样子的。本文介绍了一个正在进行的项目的初步发现。它观察到谁/什么推动变革的转变:教师过去被视为关键。今天,三种不同的驱动因素被命名为:(1)学习者(个人维度),(2)学校(系统维度),(3)数据(分析维度)。总的来说,这篇论文表明,权力和政治并没有从教育科技行业对数字技术的描述中抹去。它说明了设计成当代技术的社会物质支持如何影响从“教育”到“学习”的变化,邀请特定的教学实践,从而影响教育中的权力关系。
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