K-12教育部门的互操作性和数据标准:与数据公正的交叉点

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning Media and Technology Pub Date : 2023-03-15 DOI:10.1080/17439884.2023.2190121

M. Stewart, Elizabeth Pier, Daniel Ralyea, Andrew B. Rice

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引用次数: 1

摘要

本文研究了美国K-12教育领域中开源数据互操作性的概念，特别讨论了互操作性对数据正义的影响。“数据公正”是一个相对较新的词汇;这一术语的框架和含义仍在不断发展，尚未应用于教育领域。基于教育背景下数据公正和互操作性领域的新兴研究和理论，本文概述了这一交叉领域的现状。此外，作者借鉴了他们在美国几个州实施互操作性计划的直接经验，以建立对互操作性和教育数据标准领域数据正义的风险和机会的基本理解。论文最后呼吁对这一复杂的社会技术课题进行更多的研究。

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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Interoperability and data standards in the K-12 education sector: intersections with data justice

ABSTRACT This paper examines the concept of open-source data interoperability in the United States’ K-12 education domain, specifically addressing the implications of interoperability for data justice. The term ‘data justice’ is a relatively recent coinage; the framing and meaning of this term are still evolving, and it has not yet been applied in the educational domain. Building on the nascent research and theorizing in the fields of both data justice and interoperability in educational contexts, this paper provides an overview of the current state of this intersection. Additionally, the authors draw on their direct experiences implementing interoperability initiatives in several U.S. states in order to build a foundational understanding of the risks and opportunities for data justice in the realm of interoperability and data standards in education. The paper concludes with a call for more research to be completed on this complex sociotechnical topic.

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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.