Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society

IF 2.6 4区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Harvard Educational Review Pub Date : 2022-06-01 DOI:10.17763/1943-5045-92.2.284

N. Kerssens, J. V. van Dijck

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引用次数: 10

Abstract

In this essay, Niels Kerssens and José van Dijck discuss the implications of platformization on the key public value of pedagogical autonomy in K–12 education. They focus on two interconnected concerns: how the integration of education into a global digital infrastructure contests the institutional pedagogical autonomy of schools and how the integration of digital platforms with educational practices in classrooms challenges the professional pedagogical autonomy of teachers. The authors engage with the symposium contributions by Williamson, Gulson, Perrotta & Witzenberger on the Amazon infrastructure and by Pangrazio, Stornaiuolo, Nichols, Garcia & Philip on platform practices at the classroom level. With this dual focus, Kerssens and van Dijck explore how critical research in the emerging field of platform studies in education pertains to both the political-economic level of building educational platform infrastructures and the social-technical level of how teaching and learning are (re)shaped by digital platforms. The essay concludes with a brief discussion of recommendations for the future governance of edtech to serve the pedagogical interest of schools and teachers.

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由教育科技管理？平台社会中的教育自主价值

在这篇文章中，Niels Kerssens和Josévan Dijck讨论了平台化对K-12教育中教学自主的关键公共价值的影响。他们关注两个相互关联的问题：将教育融入全球数字基础设施如何挑战学校的机构教学自主权，以及将数字平台与课堂教育实践相结合如何挑战教师的专业教学自主权。作者参与了Williamson、Gulson、Perrotta和Witzenberger关于亚马逊基础设施的研讨会贡献，以及Pangrazio、Stornaiuolo、Nichols、Garcia和Philip关于课堂层面平台实践的研讨会贡献。基于这一双重关注，Kerssens和van Dijck探讨了新兴教育平台研究领域的批判性研究如何与构建教育平台基础设施的政治经济水平和数字平台如何（重新）塑造教学的社会技术水平相关联。文章最后简要讨论了教育技术未来治理的建议，以服务于学校和教师的教学兴趣。

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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Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-

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期刊介绍： The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.