Digital disruption in teaching and testing : : assessments, big data, and the transformation of schooling / / edited by Claire Wyatt-Smith, Bob Lingard, and Elizabeth Heck.
"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...
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Superior document: | Critical Social Thought |
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TeilnehmendeR: | |
Place / Publishing House: | New York : : Routledge, Taylor & Francis Group,, 2021. ©2021 |
Year of Publication: | 2021 |
Edition: | 1st ed. |
Language: | English |
Series: | Critical Social Thought
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Physical Description: | 1 online resource (263 pages) |
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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.