Previous Chapter Chapter 9: Conclusion: Programmable public pedagogies of software and big data

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Conclusion: Programmable public pedagogies of software and big data
Conclusion: Programmable public pedagogies of software and big data

Ongoing attempts to utilize big data in education have been animated by an imaginary of the digital future of educational policy, knowledge production, the mind, behaviour and brain of the learner, and of digital citizenship. The big data imaginary of education is, however, becoming a material reality as, increasingly, data analytics are inserted into policymaking processes, as data scientific practices become part of the methodological repertoire of educational research and knowledge production, as emotion and behaviour tracking devices are attached to learners’ bodies and proliferate across classrooms, as R&D labs focus on developing brain-targeted devices, and as young people are exhorted to become apprentice data analysts ...

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