Digital disruption in teaching and testing : : assessments, big data, and the transformation of schooling / / edited by Claire Wyatt-Smith, Bob Lingard, and Elizabeth Heck.

• Superior document: Critical Social Thought
• TeilnehmendeR: Wyatt-Smith, Claire,; Lingard, Bob,; Heck, Elizabeth,
• Place / Publishing House: New York : : Routledge, Taylor & Francis Group,, 2021.; ©2021
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Critical Social Thought
• Physical Description: 1 online resource (263 pages)

"This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and indu...

Table of Contents

• Cover
• Half Title
• Series Page
• Title Page
• Copyright Page
• Table of Contents
• List of Figures
• List of Tables
• Series Editor's Introduction
• Acknowledgements
• Editor Biographies
• List of Contributors
• List of Abbreviations
• 1. Transforming Schooling through Digital Disruption: Big Data, Policy, Teaching, and Assessment
• Introduction
• Backdrop and Contexts
• Policy and Assessment Frames
• Education Policy
• Working Together - Policy and Assessment Frames in the Digital
• Digital Disruption in and through Assessment and Testing
• Digital Disruption in and through Big Data
• Digital Disruption in Teaching
• Digital Literacy and Data Literacy for Teachers
• Chapters in the Collection
• Conclusion
• 2. Automated Knowledge Discovery: Tracing the Frontiers, Infrastructures, and Practices of Education and Data Science
• Introduction
• Data Science Frontiers
• Education Data Science
• Precision Learning Engineering
• Inscribed Bodies
• Conclusion
• 3. Artificial Intelligence and Machine Learning: A Practical and Ethical Guide for Teachers
• Introduction
• What Is AI?
• What Is Machine Learning (ML)?
• How Is AI Used in Education?
• What Are the Ethical Concerns with AI and Some of the Governance Implications?
• 1. Awareness
• 2. Explainability
• 3. Fairness
• 4. Transparency
• 5. Accountability
• Conclusion
• 4. The Relationship between Humans and Machines in Public Policy
• Introduction
• Digital: It Is Not New, and It Is All around Us
• Problem Solving through AI
• Building Confidence to Address the Risks
• Action and Reaction
• Innovation, Regulation, and Oversight
• Conclusion: Better Public Policy through Digital
• 1. Create the Environment for Innovation
• 2. Nurture an Ethical Use Culture
• 3. Make Risk Your Friend
• 4. Success in the Digital Realm Relies on Structure.
• 5. Amazon Go for Education? Artificial Intelligence, Disruption, and Intensification
• Introduction
• Conceptual and Methodological Note: Speculation as beyond Gray Literature
• Intensification
• Datafication and Data Infrastructures
• Pre-automation and the Structuring of Professional Obsolescence
• Disruption
• Human-machine Learning
• Education Technology Platforms as Education Providers
• Literacies and Skills in a "Third Media Revolution"
• Avoiding Technological Somnambulism: Enlarging Our Considerations of AI in Education
• 6. Pearson's Digital Transformation and the Disruption of Public Education
• Introduction
• The Digital Transformation of the GEI
• Methods
• Charting the Promotion of Digital Learning in Pearson's "Open Ideas" Forum
• Digital Transformation and the Disruption of Teaching, Curriculum, and Assessment
• Disrupting Teaching
• Disrupting Curriculum and Instruction
• Disrupting Schools
• Conclusion
• 7. Costs of Big Data: Challenges and Possibilities of Cost-benefit Analysis of ILSAs
• Introduction
• US Participation in ILSAs: What Does It Cost?
• ILSA Costs in the US
• Possibilities and Challenges of Exploring Costs and Benefits of ILSAs
• Conclusion
• 8. Data Infrastructures and the (Ambivalent) Effects of Rising Data Interoperability: Insights from Germany
• Introduction
• The German "Context" of Datafying and Digitalizing Education
• Understanding the "Disruptive" Potential of Data Infrastructures: Three Examples from Germany
• The Transforming Infrastructures of Standardized Assessments
• The Transforming Infrastructures of State School Monitoring
• The Transforming Infrastructure of School Platforms and Learning Management Systems
• Conclusion and Outlook
• Disclosure Statement
• 9. Datafication and Surveillance Capitalism: The Texas Teacher Evaluation and Support System (T-TESS).
• Introduction
• The Datafication of Teachers and Teaching: Providing Fertile Ground for Surveillance Capitalism
• Teacher Accountability and the T-TESS
• The T-TESS Ensemble
• Rendering Teacher Performance as Data: SAS Analytics Inc.
• Rendering Teacher Behavior as Data: Responsive Learning
• Rendering Teacher Experience as Data: NIET
• Discussion and Conclusion: The Possibilities for Surveillance Capitalism via the T-TESS
• 10. Governing by Dashboard: Reconfiguring Education Governance in the Global South
• Introduction
• Dashboards in Governance
• The Sociotechnical Imaginary of the GEPD
• The Imagined "System"
• The Imagined Classroom
• The Imagined User
• Conclusion and Discussion: Contradictions and Conundrums
• 11. Next Generation Online Assessments, Technical Democracy, and Responding to Digital Disruption
• Introduction
• Education Reform in Australia
• Problems with NAPLAN Census Testing
• The Online Formative Assessment Initiative
• The Logistics of Engagement
• New Possibilities: Owning Data and Responding to the Displacement of the Teacher
• Conclusion
• 12. "Lenses on COVID-19": Provocations
• Provocation #1: Digital Education in the Aftermath of COVID-19: Critical Hopes and Concerns
• Introduction
• Point 1: COVID-19 as cover for the Corporate Reform of Education
• Point 2: Establishing Alternate Agendas and Counter-narratives
• Conclusion
• Note
• Provocation #2: Education without Borders, Rule without Limit Nick Couldry
• Introduction
• The impact of COVID-19
• Conclusion
• Provocation #3: The Electric "Shock" of the COVID-19 Crisis on Schooling
• Introduction
• New Global Policy Networks
• Pandemic Prototyping
• Private Infrastructures
• Pandemic Profit Making
• Conclusion
• Acknowledgement.
• Provocation #4: Teachers, the Anti-heroes? The Global Pandemic Crisis and the Construction of Teachers as the Problem "Other"
• Introduction
• The Changing Narrative
• Conclusion
• Note
• Provocation #5: The COVID-19 Pandemic Creates Opportunities to Repair the Infrastructure of Public Education
• Glossary
• Index.