We are happy to see the publication of another paper from our ARC-funded Discovery project on the datafication of schools. This paper – titled “There is a danger that we get too robotic: an investigation of institutional data logics within secondary schools” is published in Educational Review. The paper examines how many of the promises of data-driven education (such as real-time feedback, individualised nudges, self-regulated learning) remain largely incompatible with the entrenched bureaucratic and professional logics of mass schooling. At for the time being, then, it is perhaps more accurate to talk about ‘schoolified’ data rather than ‘datafied’ schools.
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