Abstract
This article investigated the affective qualities of the datafication of education on teachers’ work and learning. Empirically, the research utilises interview data with experienced teachers from Queensland, Australia, to elaborate the affective qualities of increased policy attention to different forms of numeric targets, and associated data. The research reveals the increased datafication of education has led to significant pressure upon teachers to ensure enhanced results, even as there is also some evidence of more positive and productive engagement with data. The research cautions against the erosive emotive effects of the push for enhanced data as a proxy for learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.