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ERIC Number: EJ1399182
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2398-5348
EISSN: EISSN-2398-5356
Available Date: N/A
Platforms, Perceptions, and Privacy: Ethical Implications of Student Conflation of Educational Technologies
Greenhalgh, Spencer P.; DiGiacomo, Daniela K.; Barriage, Sarah
Information and Learning Sciences, v124 n9-10 p247-265 2023
Purpose: The purpose of this paper is to examine how higher education students think about educational technologies they have previously used -- and the implications of this understanding for their awareness of datafication and privacy issues in a postsecondary context. Design/methodology/approach: The authors conducted two surveys about students' experience with the ClassDojo platform during their secondary education. In both surveys, the authors included a question asking students to identify which ClassDojo-like platform they used in school. For this study, the authors examined responses to these screening questions, identifying the technologies that responses referred to and sorting technologies into categories. Findings: Students identified a wide range of technologies when prompted to identify a technology similar to ClassDojo. Many responses suggested students have a broad, monolithic understanding of educational technology. This suggests the prevalence of a utilitarian tool perspective (rather than a platform perspective) that may be entrenched by the time that students reach higher education, hampering efforts to inform and educate them in that context. Originality/value: To the best of the authors' knowledge, there are few studies of students' conflation of educational technologies in the extant literature. Furthermore, the platform perspective emphasized in this manuscript remains relatively rare in many fields associated with educational technology.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A