Googlization(s) of education: intermediary work brokering platform dependence in three national school systems

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2023-09-13 DOI:10.1080/17439884.2023.2258339

Niels Kerssens, T. Philip Nichols, Luci Pangrazio

引用次数: 0

Abstract

The ‘googlization’ of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google’s digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examining the googlization of education across three countries – The US, Australia, and The Netherlands – focusing on the work by new and established intermediary actors which mediate platform power between private tech companies and public education systems. Our findings highlight five different types of intermediary work that broker dependence on Google in schools. The paper concludes by outlining how education researchers and institutions might reclaim public education by intervening in the googlization of education.

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教育的谷歌化:三个国家学校系统对中介工作中介平台的依赖

教育的“谷歌化”象征着私营科技公司在全球学校中日益增长的力量，挑战着作为公共产品的教育。虽然批判性的学术研究已经开始揭示支撑谷歌在学校数字基础设施的意识形态、教学和经济逻辑，但我们对谷歌化如何在世界各地的教育系统中展开知之甚少。本文通过研究三个国家(美国、澳大利亚和荷兰)的教育谷歌化来解决这个问题，重点关注在私营科技公司和公共教育系统之间调解平台权力的新兴和老牌中介机构的工作。我们的研究结果强调了五种不同类型的中介工作，这些中介工作促成了学校对谷歌的依赖。论文最后概述了教育研究人员和机构如何通过干预教育的谷歌化来重塑公共教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.