In:
The Australian Educational Researcher, Springer Science and Business Media LLC, Vol. 50, No. 3 ( 2023-07), p. 863-880
Kurzfassung:
Recent negotiations of ‘data’ in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers’ digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researchers. Drawing on the Australian Human Rights Commission’s Human Rights and Technology final report , this conceptual paper focusses on teachers’ rights alongside emerging technologies that use or provide predictive analytics or artificial intelligence, also called ‘personalisation’. The lens of Postdigital positionality guides the discussion. Three potential consequences are presented as provocations: (1) What might happen if emerging technology uses teachers’ digital data that represent current societal inequality? (2) What might happen if insights provided by such technology are inaccurate, insufficient, or unrepresentative of our teachers? (3) What might happen if the design of the AI system itself is discriminatory? This conceptual paper argues for increased discourse about technologies that use or provide predictive analytics complemented by considering potential consequences associated with algorithmic bias.
Materialart:
Online-Ressource
ISSN:
0311-6999
,
2210-5328
DOI:
10.1007/s13384-022-00530-7
Sprache:
Englisch
Verlag:
Springer Science and Business Media LLC
Publikationsdatum:
2023
ZDB Id:
2130100-1
SSG:
5,3
