For the last three years I’ve reflected on the year through what I have learnt researching and reading qualitative research. Each year I have organised the blog post by responding to a list of questions that were posed to Carolyn Ellis, Norman Denzin, Yvonna Lincoln, Janice Morse, Ronald Pelias, and Laurel Richardson. In 2015 I … Continue reading Writing and thinking about qualitative research: 2017 reflection
Recently I was involved in Edtech Talkfest where Erica Southgate, Rachel Buchanen from the University of Newcastle (UoN), Australia and I invited researchers and teachers to contribute to a festival of talking about the good stuff, the barriers to, and the worries about the implementation of educational technologies in schools. Held at UoN's NeW Space … Continue reading Bounded systems: Affordances and breakouts
- It is not possible or economically, environmentally sustainable to generate enough data to process a value judgement about contextualised quality teaching. It’s easier to standardise education to generate data which shows quality.
- A “what works” agenda makes it easier to program pedagogy onto a computer.
- Standardised national curriculum makes it easier to program tasks onto a computer.
- Standardised testing makes it easier to program grading onto a computer.
- Computers are cheaper than teachers.
- Artificial intelligence is not going to take teacher’s jobs, human’s are – computer programmers.
- Computer programmers are not educated in understanding the social context of students.
- Computer programmers are often employed by private transnational companies (platforms) so if schooling is automated it is also most likely privatised.
- Platforms bank their money in tax havens, valorise the casualisation of the workforce, and are not easily regulated by governments.
- Tax havens mean governments are being squeezed in their ability…
View original post 189 more words