Valuable data? Using walkthrough methods to understand the impact of digital reading platforms in Australian primary schools

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2022-12-25 DOI:10.1080/17439884.2022.2160458

Tiffani Apps, Karley Beckman, S. Howard

引用次数: 1

Abstract

ABSTRACT This paper critically examines the design and impact of two commonly used education platforms for reading, PM eCollection and Epic. Framed by a data justice lens, the study employs a walkthrough methodology to examine the ways each platform (re)configures teaching and learning practice, and more broadly schooling. The study extends the method by engaging three primary school teachers in the walkthrough process embedded in their practice. Findings demonstrate significant asymmetries in the value derived from the data practices of the digital reading platforms by teachers, schools and EduTech companies. While of limited value in teacher’s practice, the use of the digital platforms and data has implications for the way reading is represented, students are made visible and treatment of teachers, students and families.

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有价值的数据吗?使用演练方法了解数字阅读平台对澳大利亚小学的影响

本文批判性地考察了两种常用的阅读教育平台PM eCollection和Epic的设计和影响。在数据公正的框架下，该研究采用了一种演练方法来检查每个平台(重新)配置教学和学习实践以及更广泛的学校教育的方式。本研究通过让三位小学教师参与到他们的实践中来扩展该方法。研究结果表明，教师、学校和教育科技公司从数字阅读平台的数据实践中获得的价值存在显著的不对称。虽然在教师实践中价值有限，但数字平台和数据的使用对阅读的表现方式、学生的可见性以及对教师、学生和家庭的对待都有影响。

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.