LEADER 08563oam 2200637 450 001 9910573821803321 005 20231110230258.0 010 $a1-00-304579-0 010 $a1-000-37742-3 010 $a1-003-04579-0 010 $a1-000-37737-7 035 $a(CKB)4100000011892920 035 $a(MiAaPQ)EBC6549763 035 $a(Au-PeEL)EBL6549763 035 $a(OCoLC)1246575801 035 $a(OCoLC)1237649844 035 $a(OCoLC-P)1237649844 035 $a(FlBoTFG)9781003045793 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/83974 035 $a(EXLCZ)994100000011892920 100 $a20210122h20212021 uy 0 101 0 $aeng 135 $aurcnu---unuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aDigital disruption in teaching and testing $eassessments, big data, and the transformation of schooling /$fedited by Claire Wyatt-Smith, Bob Lingard, and Elizabeth Heck 210 $cTaylor & Francis$d2021 210 1$aNew York :$cRoutledge, Taylor & Francis Group,$d2021. 210 4$dİ2021 215 $a1 online resource (263 pages) 225 1 $aCritical Social Thought 311 $a0-367-49332-2 311 $a0-367-49335-7 327 $aCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Series Editor's Introduction -- Acknowledgements -- Editor Biographies -- List of Contributors -- List of Abbreviations -- 1. Transforming Schooling through Digital Disruption: Big Data, Policy, Teaching, and Assessment -- Introduction -- Backdrop and Contexts -- Policy and Assessment Frames -- Education Policy -- Working Together - Policy and Assessment Frames in the Digital -- Digital Disruption in and through Assessment and Testing -- Digital Disruption in and through Big Data -- Digital Disruption in Teaching -- Digital Literacy and Data Literacy for Teachers -- Chapters in the Collection -- Conclusion -- 2. Automated Knowledge Discovery: Tracing the Frontiers, Infrastructures, and Practices of Education and Data Science -- Introduction -- Data Science Frontiers -- Education Data Science -- Precision Learning Engineering -- Inscribed Bodies -- Conclusion -- 3. Artificial Intelligence and Machine Learning: A Practical and Ethical Guide for Teachers -- Introduction -- What Is AI? -- What Is Machine Learning (ML)? -- How Is AI Used in Education? -- What Are the Ethical Concerns with AI and Some of the Governance Implications? -- 1. Awareness -- 2. Explainability -- 3. Fairness -- 4. Transparency -- 5. Accountability -- Conclusion -- 4. The Relationship between Humans and Machines in Public Policy -- Introduction -- Digital: It Is Not New, and It Is All around Us -- Problem Solving through AI -- Building Confidence to Address the Risks -- Action and Reaction -- Innovation, Regulation, and Oversight -- Conclusion: Better Public Policy through Digital -- 1. Create the Environment for Innovation -- 2. Nurture an Ethical Use Culture -- 3. Make Risk Your Friend -- 4. Success in the Digital Realm Relies on Structure. 327 $a5. Amazon Go for Education? Artificial Intelligence, Disruption, and Intensification -- Introduction -- Conceptual and Methodological Note: Speculation as beyond Gray Literature -- Intensification -- Datafication and Data Infrastructures -- Pre-automation and the Structuring of Professional Obsolescence -- Disruption -- Human-machine Learning -- Education Technology Platforms as Education Providers -- Literacies and Skills in a "Third Media Revolution" -- Avoiding Technological Somnambulism: Enlarging Our Considerations of AI in Education -- 6. Pearson's Digital Transformation and the Disruption of Public Education -- Introduction -- The Digital Transformation of the GEI -- Methods -- Charting the Promotion of Digital Learning in Pearson's "Open Ideas" Forum -- Digital Transformation and the Disruption of Teaching, Curriculum, and Assessment -- Disrupting Teaching -- Disrupting Curriculum and Instruction -- Disrupting Schools -- Conclusion -- 7. Costs of Big Data: Challenges and Possibilities of Cost-benefit Analysis of ILSAs -- Introduction -- US Participation in ILSAs: What Does It Cost? -- ILSA Costs in the US -- Possibilities and Challenges of Exploring Costs and Benefits of ILSAs -- Conclusion -- 8. Data Infrastructures and the (Ambivalent) Effects of Rising Data Interoperability: Insights from Germany -- Introduction -- The German "Context" of Datafying and Digitalizing Education -- Understanding the "Disruptive" Potential of Data Infrastructures: Three Examples from Germany -- The Transforming Infrastructures of Standardized Assessments -- The Transforming Infrastructures of State School Monitoring -- The Transforming Infrastructure of School Platforms and Learning Management Systems -- Conclusion and Outlook -- Disclosure Statement -- 9. Datafication and Surveillance Capitalism: The Texas Teacher Evaluation and Support System (T-TESS). 327 $aIntroduction -- The Datafication of Teachers and Teaching: Providing Fertile Ground for Surveillance Capitalism -- Teacher Accountability and the T-TESS -- The T-TESS Ensemble -- Rendering Teacher Performance as Data: SAS Analytics Inc. -- Rendering Teacher Behavior as Data: Responsive Learning -- Rendering Teacher Experience as Data: NIET -- Discussion and Conclusion: The Possibilities for Surveillance Capitalism via the T-TESS -- 10. Governing by Dashboard: Reconfiguring Education Governance in the Global South -- Introduction -- Dashboards in Governance -- The Sociotechnical Imaginary of the GEPD -- The Imagined "System" -- The Imagined Classroom -- The Imagined User -- Conclusion and Discussion: Contradictions and Conundrums -- 11. Next Generation Online Assessments, Technical Democracy, and Responding to Digital Disruption -- Introduction -- Education Reform in Australia -- Problems with NAPLAN Census Testing -- The Online Formative Assessment Initiative -- The Logistics of Engagement -- New Possibilities: Owning Data and Responding to the Displacement of the Teacher -- Conclusion -- 12. "Lenses on COVID-19": Provocations -- Provocation #1: Digital Education in the Aftermath of COVID-19: Critical Hopes and Concerns -- Introduction -- Point 1: COVID-19 as cover for the Corporate Reform of Education -- Point 2: Establishing Alternate Agendas and Counter-narratives -- Conclusion -- Note -- Provocation #2: Education without Borders, Rule without Limit Nick Couldry -- Introduction -- The impact of COVID-19 -- Conclusion -- Provocation #3: The Electric "Shock" of the COVID-19 Crisis on Schooling -- Introduction -- New Global Policy Networks -- Pandemic Prototyping -- Private Infrastructures -- Pandemic Profit Making -- Conclusion -- Acknowledgement. 327 $aProvocation #4: Teachers, the Anti-heroes? The Global Pandemic Crisis and the Construction of Teachers as the Problem "Other" -- Introduction -- The Changing Narrative -- Conclusion -- Note -- Provocation #5: The COVID-19 Pandemic Creates Opportunities to Repair the Infrastructure of Public Education -- Glossary -- Index. 330 $a"This book provides a significant contribution to the increasing conversation concerning the place of big data in education. Offering a multidisciplinary approach with a diversity of perspectives from international scholars and industry experts, chapter authors engage in both research- and industry-informed discussions and analyses on the place of big data in education, particularly as it pertains to large-scale and ongoing assessment practices moving into the digital space. This volume offers an innovative, practical, and international view of the future of current opportunities and challenges in education and the place of assessment in this context"--$cProvided by publisher. 410 0$aCritical Social Thought 606 $aEducation$xData processing 606 $aBig data 610 $aassessment practices;big data;Digital Disruption;diversity;education;international scholars;perspectives;Teaching;testing;transformation of schooling 615 0$aEducation$xData processing. 615 0$aBig data. 676 $a371.334 700 $aWyatt-Smith$b Claire$4edt$01361908 702 $aWyatt-Smith$b Claire 702 $aLingard$b Bob 702 $aHeck$b Elizabeth 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910573821803321 996 $aDigital disruption in teaching and testing$93380620 997 $aUNINA