Journal Article10.1080/17439884.2019.1666872
Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil
Giselle Martins dos Santos Ferreira,Luiz Alexandre da Silva Rosado,Márcio Silveira Lemgruber,Jaciara de Sá Carvalho +3 more
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TL;DR: In this paper, the authors discuss issues concerning the spread of data-driven educational technologies in Brazil, as elsewhere, educational technology continues to be promoted optimistically as a promising technology.
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Abstract: This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as ...
read more
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”Because AI is 100% right and safe”: User Attitudes and Sources of AI Authority in India
Shivani Kapania,Oliver Siy,Gabe Clapper,SP AzhaguMeena,Nithya Sambasivan +4 more
- 27 Apr 2022
TL;DR: The perceptions around AI systems in India are investigated by drawing upon 32 interviews and 459 survey respondents in India to find a case of AI authority—AI has a legitimized power to influence human actions, without requiring adequate evidence about the capabilities of the system.
Tecnologias educacionais como ferramentas: Considerações críticas acerca de uma metáfora fundamental
TL;DR: In this paper, the authors discuss the metaphor of technology as tool as an insidious and doubly dangerous conception since, whilst it supports a view of technology that views the impacts of certain artefacts as depending only on their uses, the metaphor reflects a reductionist perspective on the relationship between human and technical.
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An international study of technology enhanced learning-related strategies from the perspective of disruptive innovation
TL;DR: By evaluating the extent to which selected institutional strategies engage with innovation in technology-enhanced learning, this study argues HEIs advocate sustaining innovation or efficiency innovation to a greater extent than disruptive innovation.
8
References
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Towards critical data studies: Charting and unpacking data assemblages and their work
TL;DR: In this paper, a vision for critical data studies is presented, based on the initial provocations of Dalton and Thatcher (2014), which is divided into three sections: the first describes the recent step change in the production and employment of data and how data and databases are being reconceptualised, and the second forwards the notion of a data assemblage that encompasses all of the technological, political, social and economic apparatuses and elements that constitutes and frames the generation, circulation and deployment of data.
Big data in education. The digital future of learning, policy and practice
TL;DR: In this article, the authors discuss the digital future of learning, policy and practice in education, and propose a big data-based approach to the problem of big data in education.
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Deconstructing datafication’s brave new world:
Nick Couldry,Jun Yu +1 more
TL;DR: This article unravels how general discourse on data covers over the social practices enabling collection of data, through the analysis of high-profile business reports and case studies of health and education sectors, and shows how conceptualisation of data as having a natural basis in the everyday world protects data collection from ethical questioning.