Data entry: towards the critical study of digital data and education

Resource type
Journal Article
Author/contributor
Title
Data entry: towards the critical study of digital data and education
Abstract
The generation and processing of data through digital technologies is an integral element of contemporary society, as reflected in recent debates over online data privacy, ‘Big Data’ and the rise of data mining and analytics in business, science and government. This paper outlines the significance of digital data within education, arguing for increased interest in the topic from educational researchers. Building on themes from the emerging sub-field of ‘digital sociology’, the paper outlines a number of ways in which digital data in education could be questioned along social lines. These include issues of data inequalities, the role of data in managerialist modes of organisation and control, the rise of so-called ‘dataveillance' and the reductionist nature of data-based representation. The paper concludes with a set of suggestions for future research and discussion, thus outlining the beginnings of a framework for the future critical study of digital data and education.
Publication
Learning, Media & Technology
Volume
40
Issue
1
Pages
64-82
Date
2015b
Journal Abbr
Learning
Short Title
Data entry
Library Catalogue
ResearchGate
Citation
Selwyn, N. (2015b). Data entry: towards the critical study of digital data and education. Learning, Media & Technology, 40(1), 64–82. https://doi.org/10.1080/17439884.2014.921628