![]() But automation then begins to colonize other aspects, and then it becomes increasingly dominant and pervasive, a way of organizing a particular activity. There’s also this idea about the “cascading logic of automation.” It starts with rote and routine aspects that are difficult to argue. ![]() But the way the system is structured takes away a degree of agency. There are a number of mundane day-to-day activities that can be automated, and that obviously has benefits for teachers. Isn’t it a good thing to automate some of the rote tasks required of teachers? It gets users used to the Google environment, so when they leave Classroom, they will keep engaging with the Google ecosystem. The ability to engage meaningfully with the platform increasingly cannot be separated from actual teaching and learning. A lot of pedagogy becomes about how to engage with the platform correctly. They become a cog in this infrastructure.Īlso, there is a degree of platform literacy that is now required to teach and learn. A system administrator now makes that decision. Teachers often no longer have a say about what functionalities get integrated into their classrooms. It has features and properties that channel and organize the work teachers and students do.Īll sorts of tasks are now offloaded on to the platform, on to third-party integrations, and on to parents and guardians. We looked at the way the Google Classroom platform is emerging as an infrastructure for pedagogy. ![]() Infrastructure are things made by people to organize social life. How is Google Classroom changing the work of teachers and students? The following transcript of Education Week’s conversation with Perrotta has been edited for length and clarity. Department of Justice and 11 state Attorneys General now suing Google for alleged antitrust violations related to its consumer products like Search, the paper offers a timely look at the company’s expanding role in schools. ![]() As Google permeates schools with the “logics of datafication, automation, surveillance, and interoperability,” the researchers argue in a paper published earlier this month, the corporation is funneling teachers and students alike into a narrow set of activities that software developers and business strategists have determined count as legitimate pedagogy. ![]() The effects are subtle but significant, argue a team of researchers led by Carlo Perrotta, a senior lecturer in digital literacies at Monash University in Melbourne, Australia. So how is this increasingly pervasive educational platform changing teaching and learning? Adoption ramped up dramatically with the mass switch to virtual instruction that followed COVID-19-related school closures in March: This spring, Bloomberg News reported that the number of active Classroom users worldwide had doubled, to 100 million. Since its release in 2014, the learning-management platform Google Classroom has quickly become one of the more popular online tools in K-12 schools. ![]()
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