Pub Date : 2023-01-05DOI: 10.1080/17439884.2022.2160986
J. Arantes
{"title":"Educational data brokers: using the walkthrough method to identify data brokering by edtech platforms","authors":"J. Arantes","doi":"10.1080/17439884.2022.2160986","DOIUrl":"https://doi.org/10.1080/17439884.2022.2160986","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"101 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79381025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.1080/17439884.2022.2164300
Joan H Ruppert, Diego Velazquez-Ramos, Ricarose Roque, R. B. Shapiro
{"title":"Taking play and tinkering seriously in AI education: cases from Drag vs AI teen workshops","authors":"Joan H Ruppert, Diego Velazquez-Ramos, Ricarose Roque, R. B. Shapiro","doi":"10.1080/17439884.2022.2164300","DOIUrl":"https://doi.org/10.1080/17439884.2022.2164300","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"20 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85776311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/17439884.2022.2095568
Selena Nemorin, A. Vlachidis, H. M. Ayerakwa, Panagiotis Andriotis
ABSTRACT The study seeks to understand how the AI ecosystem might be implicated in a form of knowledge production which reifies particular kinds of epistemologies over others. Using text mining and thematic analysis, this paper offers a horizon scan of the key themes that have emerged over the past few years during the AIEd debate. We begin with a discussion of the tools we used to experiment with digital methods for data collection and analysis. This paper then examines how AI in education systems are being conceived, hyped, and potentially deployed into global education contexts. Findings are categorised into three themes in the discourse: (1) geopolitical dominance through education and technological innovation; (2) creation and expansion of market niches, and (3) managing narratives, perceptions, and norms.
{"title":"AI hyped? A horizon scan of discourse on artificial intelligence in education (AIED) and development","authors":"Selena Nemorin, A. Vlachidis, H. M. Ayerakwa, Panagiotis Andriotis","doi":"10.1080/17439884.2022.2095568","DOIUrl":"https://doi.org/10.1080/17439884.2022.2095568","url":null,"abstract":"ABSTRACT The study seeks to understand how the AI ecosystem might be implicated in a form of knowledge production which reifies particular kinds of epistemologies over others. Using text mining and thematic analysis, this paper offers a horizon scan of the key themes that have emerged over the past few years during the AIEd debate. We begin with a discussion of the tools we used to experiment with digital methods for data collection and analysis. This paper then examines how AI in education systems are being conceived, hyped, and potentially deployed into global education contexts. Findings are categorised into three themes in the discourse: (1) geopolitical dominance through education and technological innovation; (2) creation and expansion of market niches, and (3) managing narratives, perceptions, and norms.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"32 1","pages":"38 - 51"},"PeriodicalIF":6.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89627337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/17439884.2023.2167830
Ben Williamson, Felicitas Macgilchrist, J. Potter
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{"title":"Re-examining AI, automation and datafication in education","authors":"Ben Williamson, Felicitas Macgilchrist, J. Potter","doi":"10.1080/17439884.2023.2167830","DOIUrl":"https://doi.org/10.1080/17439884.2023.2167830","url":null,"abstract":"for","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"488 1","pages":"1 - 5"},"PeriodicalIF":6.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77334528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/17439884.2022.2163500
Daniel E. Clark
{"title":"The construction of legitimacy: a critical discourse analysis of the rhetoric of educational technology in post-pandemic higher education","authors":"Daniel E. Clark","doi":"10.1080/17439884.2022.2163500","DOIUrl":"https://doi.org/10.1080/17439884.2022.2163500","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"13 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90299376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-25DOI: 10.1080/17439884.2022.2160458
Tiffani Apps, Karley Beckman, S. Howard
ABSTRACT This paper critically examines the design and impact of two commonly used education platforms for reading, PM eCollection and Epic. Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings demonstrate significant asymmetries in the value derived from the data practices of the digital reading platforms by teachers, schools and EduTech companies. While of limited value in teacher’s practice, the use of the digital platforms and data has implications for the way reading is represented, students are made visible and treatment of teachers, students and families.
{"title":"Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools","authors":"Tiffani Apps, Karley Beckman, S. Howard","doi":"10.1080/17439884.2022.2160458","DOIUrl":"https://doi.org/10.1080/17439884.2022.2160458","url":null,"abstract":"ABSTRACT This paper critically examines the design and impact of two commonly used education platforms for reading, PM eCollection and Epic. Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings demonstrate significant asymmetries in the value derived from the data practices of the digital reading platforms by teachers, schools and EduTech companies. While of limited value in teacher’s practice, the use of the digital platforms and data has implications for the way reading is represented, students are made visible and treatment of teachers, students and families.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"281 1","pages":"294 - 309"},"PeriodicalIF":6.9,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73392469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.1080/17439884.2022.2160987
J. Holloway, S. Lewis, Sarah Langman
ABSTRACT This paper interrogates whether technical democracy is well-suited to contend with possible technical controversies, including the increasing prevalence of EdTech in public schooling. Drawing across Habermasian ‘deliberative democracy’ that seeks consensus-derived resolution, as well as more agonistic approaches that embrace conflict as the means for pursuing pluralistic values, we use this paper to problematise technical democracy for its potential to produce agonistic and pluralistic im/possibilities. Drawing on case studies developed from our previous research into digital platforms and infrastructures, we consider what an alternative to technical democracy might offer towards realising democratic ideals through what we call technical agonism. Using these thinking tools, we argue that a move towards technical agonism would centre dissension and scepticism as fundamental features of liberal democratic institutions, while also providing opportunities for schooling to be reimagined in ways that are more democratic and ethical.
{"title":"Technical agonism: embracing democratic dissensus in the datafication of education","authors":"J. Holloway, S. Lewis, Sarah Langman","doi":"10.1080/17439884.2022.2160987","DOIUrl":"https://doi.org/10.1080/17439884.2022.2160987","url":null,"abstract":"ABSTRACT\u0000 This paper interrogates whether technical democracy is well-suited to contend with possible technical controversies, including the increasing prevalence of EdTech in public schooling. Drawing across Habermasian ‘deliberative democracy’ that seeks consensus-derived resolution, as well as more agonistic approaches that embrace conflict as the means for pursuing pluralistic values, we use this paper to problematise technical democracy for its potential to produce agonistic and pluralistic im/possibilities. Drawing on case studies developed from our previous research into digital platforms and infrastructures, we consider what an alternative to technical democracy might offer towards realising democratic ideals through what we call technical agonism. Using these thinking tools, we argue that a move towards technical agonism would centre dissension and scepticism as fundamental features of liberal democratic institutions, while also providing opportunities for schooling to be reimagined in ways that are more democratic and ethical.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"35 1","pages":"253 - 265"},"PeriodicalIF":6.9,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84539096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1080/17439884.2022.2158466
Jeremy Knox
ABSTRACT This paper examines ways in which the ethics of data-driven technologies might be (re)politicised, particularly where educational institutions are involved. The recent proliferation of principles, guidelines, and frameworks for ethical ‘AI’ (artificial intelligence) have emerged from a plethora of organisations in recent years, and seem poised to impact educational governance. This trend will be firstly shown to align with a narrow form of ethics - deontology - and overlook other potential ways ethical reasoning might contribute to thinking about ‘AI’. Secondly, the attention to ethical principles will be suggested to focus excessively on the technology itself, with the effect of masking political concerns for equity and justice. Thirdly and finally, the paper will propose a more radical form of participation in ethical decision-making that not only challenges the assumption of universal consensus, but also draws more authentically on the capacities for debate, contestation, and exchange inherent in the educational institution.
{"title":"(Re)politicising data-driven education: from ethical principles to radical participation","authors":"Jeremy Knox","doi":"10.1080/17439884.2022.2158466","DOIUrl":"https://doi.org/10.1080/17439884.2022.2158466","url":null,"abstract":"ABSTRACT This paper examines ways in which the ethics of data-driven technologies might be (re)politicised, particularly where educational institutions are involved. The recent proliferation of principles, guidelines, and frameworks for ethical ‘AI’ (artificial intelligence) have emerged from a plethora of organisations in recent years, and seem poised to impact educational governance. This trend will be firstly shown to align with a narrow form of ethics - deontology - and overlook other potential ways ethical reasoning might contribute to thinking about ‘AI’. Secondly, the attention to ethical principles will be suggested to focus excessively on the technology itself, with the effect of masking political concerns for equity and justice. Thirdly and finally, the paper will propose a more radical form of participation in ethical decision-making that not only challenges the assumption of universal consensus, but also draws more authentically on the capacities for debate, contestation, and exchange inherent in the educational institution.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"133 1","pages":"200 - 212"},"PeriodicalIF":6.9,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74893331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.1080/17439884.2022.2152838
Emma Day, Kruakae Pothong, A. Atabey, S. Livingstone
{"title":"Who controls children’s education data? A socio-legal analysis of the UK governance regimes for schools and EdTech","authors":"Emma Day, Kruakae Pothong, A. Atabey, S. Livingstone","doi":"10.1080/17439884.2022.2152838","DOIUrl":"https://doi.org/10.1080/17439884.2022.2152838","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"3 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82171620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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