In this essay, Niels Kerssens and José van Dijck discuss the implications of platformization on the key public value of pedagogical autonomy in K–12 education. They focus on two interconnected concerns: how the integration of education into a global digital infrastructure contests the institutional pedagogical autonomy of schools and how the integration of digital platforms with educational practices in classrooms challenges the professional pedagogical autonomy of teachers. The authors engage with the symposium contributions by Williamson, Gulson, Perrotta & Witzenberger on the Amazon infrastructure and by Pangrazio, Stornaiuolo, Nichols, Garcia & Philip on platform practices at the classroom level. With this dual focus, Kerssens and van Dijck explore how critical research in the emerging field of platform studies in education pertains to both the political-economic level of building educational platform infrastructures and the social-technical level of how teaching and learning are (re)shaped by digital platforms. The essay concludes with a brief discussion of recommendations for the future governance of edtech to serve the pedagogical interest of schools and teachers.
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SYMPOSIUM: PLATFORM STUDIES IN EDUCATION| July 11 2022
Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society
Harvard Educational Review (2022) 92 (2): 284–303.
NIELS KERSSENS, JOSÉ van DIJCK; Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society. Harvard Educational Review 1 June 2022; 92 (2): 284–303. doi: https://doi.org/10.17763/1943-5045-92.2.284
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