Automation, agencies and aesthetics: the politics of data visualizations in configuring teachers' expertise.
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 obser...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 45; no. 4; pp. 583 - 598 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Aug2024
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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=178530386&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 178530386 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: Aug2024 vid: 45 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 178530386 10.1080/01596306.2024.2341765 ppf: 583 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: Automation, agencies and aesthetics: the politics of data visualizations in configuring teachers' expertise. aug: au: Ratner, Helene Friis affil: Danish School of Education, Aarhus University, Aarhus, Denmark su: Data visualization Digital learning Teachers Expertise Aesthetics sug: subj: Data visualization Digital learning Teachers Expertise Aesthetics keyword: aesthetics automation configuration Data visualizations digital learning materials science and technology studies (STS) ab: 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. 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: 2024 holdings: @attributes: islocal: N |
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