Tracking technology: exploring student experiences of school datafication

Pangrazio, L; Selwyn, N; Cumbo, B

Tracking technology: exploring student experiences of school datafication

Pangrazio, L Selwyn, N Cumbo, B

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Cambridge Journal of Education, 2023, 53, (6), pp. 847-862
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Pangrazio, L
dc.contributor.author	Selwyn, N
dc.contributor.author	Cumbo, B https://orcid.org/0000-0003-0914-5575
dc.date.accessioned	2025-01-30T23:03:57Z
dc.date.available	2025-01-30T23:03:57Z
dc.date.issued	2023-01-01
dc.identifier.citation	Cambridge Journal of Education, 2023, 53, (6), pp. 847-862
dc.identifier.issn	0305-764X
dc.identifier.issn	1469-3577
dc.identifier.uri	http://hdl.handle.net/10453/184709
dc.description.abstract	The use of digital technologies within schools is leading to the increased generation, processing and circulation of data relating to students. To date, academic research around this ‘datafication’ of schools and schooling has tended to focus on institutional issues of governance and commercialisation, with relatively little consideration of students’ experiences. Drawing on focus group discussions with 62 students across three Australian secondary schools, the paper explores students’ experiences of school datafication in terms of power, surveillance and affect. It highlights students’ relatively constrained and distanced relations with school technology use, schools’ use of data to enforce student accountability and self-regulation of behaviour, as well students’ perceived powerlessness to engage agentically in digital practices. Drawing on notions of ‘digital resignation’ and ‘surveillance realism’, the paper concludes by considering the extent to which students might be supported to meaningfully engage with (and possibly resist) the constraining ‘atmospheres’ of datafication.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Cambridge Journal of Education
dc.relation.isbasedon	10.1080/0305764X.2023.2215194
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.subject.classification	39 Education
dc.title	Tracking technology: exploring student experiences of school datafication
dc.type	Journal Article
utslib.citation.volume	53
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Provost
pubs.organisational-group	University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-01-30T23:03:56Z
pubs.issue	6
pubs.publication-status	Published
pubs.volume	53
utslib.citation.issue	6

Abstract:

The use of digital technologies within schools is leading to the increased generation, processing and circulation of data relating to students. To date, academic research around this ‘datafication’ of schools and schooling has tended to focus on institutional issues of governance and commercialisation, with relatively little consideration of students’ experiences. Drawing on focus group discussions with 62 students across three Australian secondary schools, the paper explores students’ experiences of school datafication in terms of power, surveillance and affect. It highlights students’ relatively constrained and distanced relations with school technology use, schools’ use of data to enforce student accountability and self-regulation of behaviour, as well students’ perceived powerlessness to engage agentically in digital practices. Drawing on notions of ‘digital resignation’ and ‘surveillance realism’, the paper concludes by considering the extent to which students might be supported to meaningfully engage with (and possibly resist) the constraining ‘atmospheres’ of datafication.

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http://hdl.handle.net/10453/184709