Abstract
ABSTRACT The growth of digital platforms in education carries implicit questions such as data proliferation, privatization of education and reconfiguration of relations of power and governance. The purpose of this study is to make education professionals’ perceptions visible in relation to the agents and unnoticed actors managing digital education, in the context of Catalan schools. To this end, a qualitative study has been conducted, based on the use of semi-structured interviews with 20 education professionals. In order to analyse the findings, first, the Bronfenbrenner model has been used to situate actors. Second, a sociological lens based on Foucault, Bourdieu and Freire’s theories and concepts such as power, habitus and conscientization has been applied in order to foreground the Edtech market and educational public administration as the main actors involved in Digital Education. In addition, the research poses ethical issues and calls for raising awareness and criticality on the topic.
Published Version
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