Showing papers in "Learning, Media and Technology in 2020"
TL;DR: The first special issue of Learning, Media and Technology of 2020, entitled "Education and technology into the 2020s: speculative futures" as discussed by the authors, presented a series of papers looking to the future of cri...
Abstract: The first special issue of Learning, Media and Technology of 2020, entitled ‘Education and technology into the 2020s: speculative futures’, presented a series of papers looking to the future of cri...
419 citations
TL;DR: It is argued that school-based facial recognition presents a number of other social challenges and concerns that merit specific attention and the likelihood of facial recognition technology altering the nature of schools and schooling along divisive, authoritarian and oppressive lines.
Abstract: Facial recognition technology is now being introduced across various aspects of public life. This includes the burgeoning integration of facial recognition and facial detection into compuls...
120 citations
TL;DR: In many ways, the passing of another decade is nothing remarkable. The world does not transform periodically every ten years as discussed by the authors. Nevertheless, the fact that the 2020s are now upon us provides good rea...
Abstract: In many ways, the passing of another decade is nothing remarkable. The world does not transform periodically every ten years. Nevertheless, the fact that the 2020s are now upon us provides good rea...
85 citations
TL;DR: The authors examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise, and concludes that while media and policy discus-t
Abstract: This paper examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise. While media and policy disc...
81 citations
TL;DR: It is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims.
Abstract: This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in ...
77 citations
TL;DR: Artificial intelligence has become a routine presence in everyday life as mentioned in this paper, accessing information over the Web, consuming news and entertainment, the performance of financial markets, the ways surveill...
Abstract: Artificial intelligence has become a routine presence in everyday life. Accessing information over the Web, consuming news and entertainment, the performance of financial markets, the ways surveill...
70 citations
TL;DR: This approach draws attention to relations between various (problematic) units of analysis: flawed data, partially incomprehensible computational methods, narrow forms of educational’ knowledge baked into the online environments, and a reductionist discourse of data science with evident economic ramifications.
Abstract: In Applied AI, or ‘machine learning’, methods such as neural networks are used to train computers to perform tasks without human intervention. In this article, we question the applicability of thes...
69 citations
TL;DR: The study takes into account the potential for AI and ‘Big Data’ to provide more effective monitoring of the education system in real-time, but also considers the implications for fundamental human rights and freedoms of both teachers and learners.
Abstract: This article examines benefits and risks of Artificial Intelligence (AI) in education in relation to fundamental human rights The article is based on an EU scoping study [Berendt, B, A Littlejohn, P Kern, P Mitros, X Shacklock, and M Blakemore 2017 Big Data for Monitoring Educational Systems Luxembourg: Publications Office of the European Union https://publicationseuropaeu/en/publication-detail/-/publication/94cb5fc8-473e-11e7-aea8-01aa75ed71a1/] The study takes into account the potential for AI and ‘Big Data’ to provide more effective monitoring of the education system in real-time, but also considers the implications for fundamental human rights and freedoms of both teachers and learners The analysis highlights a need to balance the benefits and risks as AI tools are developed, marketed and deployed We conclude with a call to embed consideration of the benefits and risks of AI in education as technology tools into the development, marketing and deployment of these tools There are questions around who – which body or organisation – should take responsibility for regulating AI in education, particularly since AI impacts not only data protection and privacy, but on fundamental rights in general Given AI’s global impact, it should be regulated at a trans-national level, with a global organisation such as the UN taking on this role
59 citations
TL;DR: In this paper, the social utility of the concept of data literacy is examined, and recent developments in the processes of datafication challenge long-held assumptions about privacy and the role of both sta...
Abstract: This article examines the social utility of the concept, ‘data literacy’. Recent developments in the processes of datafication challenge long-held assumptions about privacy and the role of both sta...
53 citations
TL;DR: The authors imagines three possible futures for education and technology, including data-aggregating technologies such as AI, data-sharing, and data-based learning. But none of these technologies can be applied in the real world.
Abstract: As social science fiction, this paper imagines three possible futures for education and technology. Among the most important technologies emerging today are data-aggregating technologies such as AI...
49 citations
TL;DR: Sweden has one of the most marketised and decentralised school systems in the world while also ranking amongst countries with the highest levels of access to technology in classrooms as discussed by the authors, and Sweden has the highest level of education access in classrooms.
Abstract: Sweden has one of the most marketised and decentralised school systems in the world while also ranking amongst countries with the highest levels of access to technology in classrooms. Considering t...
TL;DR: In this article, the authors address the deliberately speculative question of "What might the school of 2030 be like?" with a specific focus on the influences of digital technologies, and adopt the met...
Abstract: This article addresses the deliberately speculative question of ‘What might the school of 2030 be like?’, with a specific focus on the influences of digital technologies. The article adopts the met...
TL;DR: It is concluded that significant risks exist in deployment of face-based emotional AI and facial coding emotional AI in the classroom.
Abstract: Education Technology (EdTech) companies are deploying emotional AI to quantify social and emotional learning. Focusing on facial coding emotional AI that uses computer vision and algorithms to see,...
TL;DR: The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of police departments to declare their support for IT as discussed by the authors.
Abstract: The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of polic...
TL;DR: The authors examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment, drawing from new materialist and Black feminist though, they examine the implications of using AI technologies in writing instruction.
Abstract: In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist though...
TL;DR: This paper scrutinized this so-called "Ed-Tech speak" via narrati... and found that the language used around the digitalization of education tends to be inherently political, value-laden, and deterministic.
Abstract: The language used around the digitalization of education tends to be inherently political, value-laden, and deterministic. This position paper scrutinizes this so-called ‘Ed-Tech speak’ via narrati...
TL;DR: In this paper, the authors scrutinize the role of personal digital devices in education and find that what they do tends to silently fall into the background and generally be taken for granted.
Abstract: As personal digital devices have become increasingly embedded in schools, what they do tends to silently fall into the background and generally be taken for granted. In order to scrutinize the sile...
TL;DR: The use of data to govern education is increasingly supported by the use of knowledge-based technologies, including algorithms, artificial intelligence (AI), and tracking technologies [Fenwick, T.,... as mentioned in this paper.
Abstract: The use of data to govern education is increasingly supported by the use of knowledge-based technologies, including algorithms, artificial intelligence (AI), and tracking technologies [Fenwick, T.,...
TL;DR: Society's ability to collectively address global challenges will require efforts to include diverse voices, perspectives, and epistemologies as discussed by the authors, which positions critical design, which positions these chal...
Abstract: Society's ability to collectively address global challenges will require efforts to include diverse voices, perspectives, and epistemologies. Building on critical design, which positions these chal...
TL;DR: In this paper, the authors discuss issues concerning the spread of data-driven educational technologies in Brazil, as elsewhere, educational technology continues to be promoted optimistically as a promising technology.
Abstract: This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as ...
TL;DR: In this article, the authors explore situated practices of game design critique in a Swedish 4th grade classroom and analyze them based on video recordings of peer feedback activities within the context of a proje...
Abstract: This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a proje...
TL;DR: A new interdisciplinary research agenda at the intersection of three current but disparate lines of work is proposed that uses the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens.
Abstract: This paper introduces the concept of digital structural violence and examines the negative role it could have in future learning systems. To address it, we propose a new interdisciplinary research ...
TL;DR: The rise of social media and its permeation into all aspects of social life has in turn led to its adoption and use by academics in their professional lives as mentioned in this paper, and social media, and social networking sit...
Abstract: The rise of social media and its permeation into all aspects of social life has in turn led to its adoption and use by academics in their professional lives. Social media, and social networking sit...
TL;DR: It is argued that children’s out-of-school digital multimodal composing practices demonstrate their creativity, critical thinking, and a semiotic awareness in the formal educational context.
Abstract: This paper explores the implications of children’s out-of-school digital multimodal composing practices on learning and teaching in the formal educational context. It adopts a case study approach w...
TL;DR: For youth, social media platforms like Twitter are venues for 24-7 political discussion including deliberation, everyday banter, and bickering as discussed by the authors, and these platforms offer new opportunities and risks for youth.
Abstract: Social media platforms like Twitter are venues for 24/7 political discussion – including deliberation, everyday banter, and bickering. For youth, these platforms offer new opportunities and risks f...
TL;DR: The authors examined critical digital literacy practices among 390 Black girls, ages 13-17, through a data sharing initiative with a community organization, and conducted a qualitative analysis of 31 different digital literacy activities.
Abstract: This study examines critical digital literacy practices among 390 Black girls, ages 13–17. Through a data sharing initiative with a community organization, we conducted a qualitative analysis of 31...
TL;DR: In this paper, the authors reflect upon the media pedagogical method called Media Life Study to enhance the international master students learning on transcultural media literacies, and the action research was impl...
Abstract: This article reflects upon the media pedagogical method called Media Life Study to enhance the international master students learning on transcultural media literacies. The action research was impl...
TL;DR: In this paper, the authors discuss changing perspectives observed and collected from 10 focus groups conducted with teenagers in Hong Kong between 2012 and 2017, and identify a growing sense of distru...
Abstract: This paper aims to discuss changing perspectives observed and collected from 10 focus groups conducted with teenagers in Hong Kong between 2012 and 2017. It has identified a growing sense of distru...
TL;DR: In this article, the authors share qualitative data from a young people's media production project run in libraries in a city in the United Kingdom where participants were invited to create videogames/stories.
Abstract: Traditionally media production with young people has been characterised by an aspiration to ‘give voice’ or ‘empower youth’, but this core value is under threat. Recently, the rationale for undertaking youth media production has shifted to focus instead on enabling young people to acquire digital skills to serve the needs of rapidly changing creative industries to be entrepreneurs in a gig economy. In this paper, we share qualitative data from a young people’s media production project run in libraries in a city in the United Kingdom where participants were invited to create videogames/stories. We adopt Potter and McDougall’s notion of Third Spaces as negotiated, contested and political to enable us to identify the ways in which pedagogical choices of setting, software and style of facilitation combined to support young people’s critical and creative engagement with digital media and society. We reframe notions of third spaces, seeing less a bridge between linguistic and cultural domains and instead of arguing that Third Spaces are productively disruptive. We conclude by proposing a new set of pedagogical principles for critical reflection in the development and funding of digital media production with young people.
TL;DR: The past five or so years have been marked by a proliferation of educational initiatives, programmes, and toys designed to introduce children to coding and to develop their skills and interest in coding.
Abstract: The past five or so years have been marked by a proliferation of educational initiatives, programmes, and toys designed to introduce children to coding and to develop their skills and interest in c...