ERIC Number: EJ1432122
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: EISSN-1469-3739
Available Date: N/A
Automation, Agencies and Aesthetics: The Politics of Data Visualizations in Configuring Teachers' Expertise
Discourse: Studies in the Cultural Politics of Education, v45 n4 p583-597 2024
It is well-known that digital learning materials influence the classroom curriculum and didactics. At the same time, few studies examine the role of the data visualizations offered by digital learning materials. Data visualizations signpost the emergence of students as data subjects who can be observed and compared on a computer screen. They thus shape teachers' socio-technical ways of seeing student learning and are likely to influence student assessments. Drawing inspiration from Science and Technology Studies (STS), this paper advances an analytical framework for eliciting the politics of data visualizations, focusing on automation, agencies, and aesthetics. The framework is exemplified through a case study of a popular Danish digital mathematics platform. In a concluding discussion, the paper considers the importance of addressing unsettled and ethical questions about the role of automated digital systems in teachers' knowledge practices.
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Secondary School Teachers, Secondary School Students, Visual Aids, Visualization, Digital Literacy, Courseware, Automation, Computer Uses in Education, Student Evaluation, Ethics, Technology Education, Science Education, Knowledge Base for Teaching
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A
Author Affiliations: N/A