This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context.
Foreword – Michael Apple
Chapter 1: Transforming schooling through digital disruption: Big data, policy, teaching and assessment – Bob Lingard, Claire Wyatt-Smith, and Elizabeth Heck
Chapter 2: Automated knowledge discovery: Tracing the frontiers, infrastructures and practices of education and data science – Ben Williamson
Chapter 3: Artificial intelligence and machine learning: A practical and ethical guide for teachers – Erica Southgate
Chapter 4: The relationship between humans and machines in public policy – Brian Lee-Archer
Chapter 5: Amazon Go for education? Artificial intelligence, disruption and intensification – Kalervo N. Gulson, Andrew Murphie, and Kevin Witzenberger
Chapter 6: Pearson’s digital transformation and the disruption of public education – Anna Hogan and Sam Sellar
Chapter 7: Costs of big data: Challenges and possibilities of cost-benefit analysis of ILSAs – Laura C. Engel and David Rutkowski
Chapter 8: Data infrastructures and the (ambivalent) effects of rising data interoperability: Insights from Germany – Sigrid Hartong, Annina Förschler, and Vito Dabisch
Chapter 9: Datafication and surveillance capitalism: The Texas Teacher Evaluation and Support System (T-TESS) – Jessica Holloway and Steven Lewis
Chapter 10: Governing by dashboard: Reconfiguring education governance in the Global South – Radhika Gorur and Ben Arnold
Chapter 11: Next generation online assessments, technical democracy and responding to digital disruption – Greg Thompson
Chapter 12: ‘Lenses on COVID-19’ – Provocations
Provocation #1: Digital education in the aftermath of COVID-19: Critical hopes and concerns – Neil Selwyn
Provocation #2: Education without borders, rule without limit – Nick Couldry
Provocation #3: The electric ‘shock’ of the COVID-19 crisis on schooling – Anna Hogan and Ben Williamson
Provocation #4: Teachers, the anti-heroes? The global pandemic crisis and the construction of teachers as the problem ‘other’ – Sotiria Grek
Provocation #5: The COVID-19 pandemic creates opportunities to repair the infrastructure of public education – Sam Sellar
State of the art papers by the leading researchers in field of digital education are included in this volume. The collection explores how the meaning and experience of education are being changed by the EdTech disruption. The insights offered are research based, critically relevant and of urgent significance for anyone interested in the future of teaching and learning.
Professor Stephen Ball
Emeritus Distinguished Professor, Institute of Education, University College London
What teachers traditionally needed to master -- curriculum, pedagogy and assessment – has now come under siege by the new realities of datafication and digitalization. Addressing both researchers and practitioners, the authors of this book brilliantly analyze these trends and show that digital learning assessments require from teachers a special kind of data literacy to inform reflective practice for improving student learning.
Professor Gita Steiner-Khamsi, Teachers College, Columbia University, New York and Director of NORRAG, the global network for international policies and cooperation in education and training
Much policy discussion in education is parochial, within the profession and with little account of parallel developments in other domains. On educational assessment, much practice is even more parochial, sometimes based on a claim that little of value can be known by other than the students’ teachers. The value of this book lies in the scope that Wyatt-Smith, Lingard and Heck conceived for it and in the breadth of perspectives and experiences in education and in industry of the chapter authors whom they recruited. The book describes emerging developments and provides challenging and forward-looking insights.
Emeritus Professor Barry McGaw
Former Director for Education, OECD