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 methodological approach of ‘social science fiction’ to explore the ways in which digital technologies might be used in one Australian high school in 2030 (Lakeside), and what this might mean for the people whose lives are enmeshed with these technologies. Through the co-construction of five social science fiction ‘vignettes’ about life within Lakeside, the article considers the increasing prevalence of dataveillance, digital deskilling and the de-territorialization of schooling. The article then goes on to consider changing relationships between time/place, material and coded structures, as well as the increasingly platformized and data-driven nature of schooling in the 2020s. The article ends by considering the ways in which critical scholars can continue to use the methodological approach of social science fiction writing with regard to unpacking the politics of digital education futures.

摘要

本文针对“ 2030年的学校会是什么样子？”这一故意思考的问题进行了探讨，并特别关注了数字技术的影响。本文采用“社会科幻小说”的方法论方法，探讨了2030年在澳大利亚一所中学（湖畔）使用数字技术的方式，以及这对生活被这些技术所困扰的人们的意义。通过共同构建关于湖畔生活的五种社会科幻小说“渐晕”，本文考虑了数据监控，数字办公桌和学校教育的地域化的日益普及。然后，本文继续考虑更改时间/地点，材料和编码结构之间的关系，以及2020年代日益平台化和数据驱动的学校教育。本文最后考虑了批判学者可以继续使用社会科幻小说写作的方法论方法来解开数字教育未来的政治。