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 industry-i...
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2021
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| Edice: | Critical Social Thought |
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| ISBN: | 1000377377, 9781000377378, 9780367493325, 0367493322, 9780367493356, 0367493357, 9781003045793, 1003045790, 9781000377422, 1000377423 |
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| Abstract | 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 industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context. |
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| AbstractList | 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 industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context. This book provides a significant contribution to the increasing conversation concerning the place of big data in education. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context. 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 industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context. [Abstract, ed] 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 industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context. Foreword – Michael Apple Chapter 1: Transforming schooling through digital disruption: Big data, policy, teaching and assessment – Bob Lingard, Claire Wyatt-Smith, and Elizabeth Heck Chapter 2: Automated knowledge discovery: Tracing the frontiers, infrastructures and practices of education and data science – Ben Williamson Chapter 3: Artificial intelligence and machine learning: A practical and ethical guide for teachers – Erica Southgate Chapter 4: The relationship between humans and machines in public policy – Brian Lee-Archer Chapter 5: Amazon Go for education? Artificial intelligence, disruption and intensification – Kalervo N. Gulson, Andrew Murphie, and Kevin Witzenberger Chapter 6: Pearson’s digital transformation and the disruption of public education – Anna Hogan and Sam Sellar Chapter 7: Costs of big data: Challenges and possibilities of cost-benefit analysis of ILSAs – Laura C. Engel and David Rutkowski Chapter 8: Data infrastructures and the (ambivalent) effects of rising data interoperability: Insights from Germany – Sigrid Hartong, Annina Förschler, and Vito Dabisch Chapter 9: Datafication and surveillance capitalism: The Texas Teacher Evaluation and Support System (T-TESS) – Jessica Holloway and Steven Lewis Chapter 10: Governing by dashboard: Reconfiguring education governance in the Global South – Radhika Gorur and Ben Arnold Chapter 11: Next generation online assessments, technical democracy and responding to digital disruption – Greg Thompson Chapter 12: ‘Lenses on COVID-19’ – Provocations Provocation #1: Digital education in the aftermath of COVID-19: Critical hopes and concerns – Neil Selwyn Provocation #2: Education without borders, rule without limit – Nick Couldry Provocation #3: The electric ‘shock’ of the COVID-19 crisis on schooling – Anna Hogan and Ben Williamson Provocation #4: Teachers, the anti-heroes? The global pandemic crisis and the construction of teachers as the problem ‘other’ – Sotiria Grek Provocation #5: The COVID-19 pandemic creates opportunities to repair the infrastructure of public education – Sam Sellar References Glossary Index State of the art papers by the leading researchers in field of digital education are included in this volume. The collection explores how the meaning and experience of education are being changed by the EdTech disruption. The insights offered are research based, critically relevant and of urgent significance for anyone interested in the future of teaching and learning. Professor Stephen Ball Emeritus Distinguished Professor, Institute of Education, University College London What teachers traditionally needed to master -- curriculum, pedagogy and assessment – has now come under siege by the new realities of datafication and digitalization. Addressing both researchers and practitioners, the authors of this book brilliantly analyze these trends and show that digital learning assessments require from teachers a special kind of data literacy to inform reflective practice for improving student learning. Professor Gita Steiner-Khamsi, Teachers College, Columbia University, New York and Director of NORRAG, the global network for international policies and cooperation in education and training Much policy discussion in education is parochial, within the profession and with little account of parallel developments in other domains. On educational assessment, much practice is even more parochial, sometimes based on a claim that little of value can be known by other than the students’ teachers. The value of this book lies in the scope that Wyatt-Smith, Lingard and Heck conceived for it and in the breadth of perspectives and experiences in education and in industry of the chapter authors whom they recruited. The book describes emerging developments and provides challenging and forward-looking insights. Emeritus Professor Barry McGaw Former Director for Education, OECD Claire Wyatt-Smith is Professor of Assessment and Literacy. She is the Director of the Institute for Learning Sciences & Teacher Education at the Australian Catholic University. Bob Lingard is a Professorial Fellow at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University and Emeritus Professor of Education at the University of Queensland. Elizabeth Heck is a Research Assistant at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University. Open access – no commercial reuse |
| Author | Wyatt-Smith, Claire Heck, Elizabeth Lingard, Bob |
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| Keywords | assessment practices education Surveillance Capitalism PPPs Low Fee Private Schools ILSA Data Public Private Partnerships Digital Disruption Education Data Science Teaching Computer Adaptive Test Multiple ANNs diversity Sociotechnical Imaginary international scholars Computer adaptive testing transformation of schooling big data IEA Study Teaching quality Data Frontier Professional Development Learning Engineering testing Data Infrastructures Data Scientific Practices World Development Report Adaptive Machine Learning Educational Robots Educational Data Science Personal Digital Data perspectives TESS International Large Scale Assessments Digital space SAS Analytics Education Systems |
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| Notes | Includes bibliographical references and index xxviii, 233p. Title from title screen (viewed on 26/04/2023). Includes bibliographical references. Electronic reproduction. Abingdon: Routledge, 2021. Requires the Libby app or a modern web browser. MODID-943f4d11b5b:Taylor & Francis |
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| Snippet | This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary... This book provides a significant contribution to the increasing conversation concerning the place of big data in education. This volume offers an innovative,... |
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| SubjectTerms | Artificial intelligence Assessment assessment practices Big data Computer adaptive testing Data Digital Disruption Digital literacy Digital space Digital technology diversity Education Education -- Data processing Education Politics Evaluation & Assessment Evaluation methods Futures (Of society) Higher education Industry international scholars International students Machine learning Nonfiction perspectives Science Science & Technology Sociology of Education Student assessment Study of ODL and eLearning Teachers & Teacher Education Teaching Teaching Methods & Materials Teaching quality Technology testing transformation of schooling University business relationship |
| SubjectTermsDisplay | Education. Electronic books. Nonfiction. Science. Technology. |
| Subtitle | Assessments, Big Data, and the Transformation of Schooling |
| TableOfContents | 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 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) Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Foreword -- 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 |
| Title | Digital Disruption in Teaching and Testing |
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