Abstract
Digitization initiatives in the field of education always correspond with developments in the education industry. In recent years, globally networked development dynamics have emerged that are essentially characterized by an education-industrial complex and are also relevant in Austria. While on the one hand the corona-induced developmental boosts of 'digital' education are welcomed, especially in edtech contexts, on the other hand the international discourses on the problematic role of the global education industry can no longer be ignored. This contribution ties in with these discourses and explores the current state of affairs in Austria. The lack of alternatives to an innovation path, which is often suggested by industry, education policy and education technology, is questioned.
Highlights
Even before the corona crisis, calls for the “digitization of education” and “digital education” were so ubiquitous that the assumption of an educationalization formula (Veith, 2003) suggests itself in view of the current societal problems of reproduction and the technological and media-cultural transformation processes
Globally networked development dynamics have emerged which are essentially characterized by an education-industrial complex and which are relevant in Austria as well
This contribution ties in with international discourses on the problematic part played by the global education industry and explores the status quo in Austria
Summary
Even before the corona crisis, calls for the “digitization of education” and “digital education” were so ubiquitous that the assumption of an educationalization formula (Veith, 2003) suggests itself in view of the current societal problems of reproduction and the technological and media-cultural transformation processes. Apart from references to edutainment and claims to facilitate “up-to-date education,” there are again parallels to the strategies of the big players, as shown by the following example: “ACP eduWERK is a partner for all administrative, technical and pedagogical questions surrounding the introduction of digital learning companions in schools and other educational institutions.
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