ABSTRACT

This article examines digital data use within three Australian secondary schools, drawing on in-depth interviews with 50 school staff to explore tensions between: (i) established logics of “data-driven” schooling; and (ii) emerging “datafied” practices associated with digital systems, platforms and devices. Using sociological theorisation of institutional logics, the article examines how promises of digital “dataism” are thwarted by the entrenched temporal organisation of schooling, and teacher-centred understandings of students as coerced subjects. As such, prevailing logics of state bureaucracy and professionalism combine in ways that temper the prospect of individualism, self-regulation, continuous feedback, and other implicit promises of digital data. The paper considers the extent to which school data logics can endure amid the increased digitisation of K-12 education.

摘要

本文通过对 50 名学校教职工的深入访谈，考察了澳大利亚三所中学的数字数据使用情况，探讨了以下两者之间的紧张关系：(i) “数据驱动”学校教育的既定逻辑；(ii) 与数字系统、平台和设备相关的新兴“数据化”实践。这篇文章使用制度逻辑的社会学理论化，审视了数字“数据主义”的承诺是如何被根深蒂固的学校教育时间组织以及以教师为中心的学生理解为被迫主体所挫败的。因此，国家官僚主义和专业主义的普遍逻辑结合在一起，缓和了个人主义、自我调节、持续反馈和其他数字数据隐含承诺的前景。