Digital disruption in teaching and testing : assessments, big data, and the transformation of schooling

Digital disruption in teaching and testing assessments, big data, and the transformation of schooling

"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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Detalles Bibliográficos
Otros Autores: Wyatt-Smith, Claire (Editor), Wyatt-Smith, Claire, editor (editor), Lingard, Bob, editor, Heck, Elizabeth, editor
Formato: Libro electrónico
Idioma:Inglés
Publicado: New York : Taylor & Francis 2021
2021.
Edición:1st ed
Colección:Critical Social Thought
Materias:
Education > Data processing.
Big data.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009664687106719
Tabla de Contenidos:
  • 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.

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