Automating what? Scholastic products and instructional automation in virtual schooling.
Schools produce multiple products and digitization articulates with them in different ways. In this paper we expand the frame for analyzing instructional automation by examining its implications for three scholastic products – embodied learning, grades and test scores, and the narratives that connec...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 44; no. 5; pp. 768 - 782 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=171807844&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 171807844 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Oct2023 vid: 44 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 171807844 10.1080/01596306.2022.2141691 ppf: 768 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 965KB tig: atl: Automating what? Scholastic products and instructional automation in virtual schooling. aug: au: Nespor, Jan Fitz, Julie affil: Both of Educational Studies, The Ohio State University, Columbus, OH, USA su: Virtual schools Automation Virtual work Secondary schools Elementary schools Teacher role sug: subj: Virtual schools Automation Virtual work Secondary schools Elementary schools Teacher role keyword: educational products instructional automation live teaching routinization technology discourses Virtual schooling ab: Schools produce multiple products and digitization articulates with them in different ways. In this paper we expand the frame for analyzing instructional automation by examining its implications for three scholastic products – embodied learning, grades and test scores, and the narratives that connect the two. We draw on data from interviews with 47 teachers in four full-time virtual elementary and secondary schools in the US to argue that at present most of the actual work of automation in virtual schools is focused on the production of marks and grades, and that the narrative products of digitization efforts – routinization discourses, potentials discourse, and 'live' teaching discourse, play key roles in shaping how we understand the connections between those products and student learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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