Technology as a Focus of Education Policy

Selwyn, Neil

doi:10.1002/9781119218456.ch20

Cited by 38 publications

(31 citation statements)

References 11 publications

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“…The fourth group, the provincial government, currently sets the guidelines for the use of personal information. The fifth group, private sector application and platform producers, are driven by profit motivations (Selwyn, 2018). Currently, industry choices have extensive control over student information protection.…”

Section: Stakeholdersmentioning

confidence: 99%

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Personal Information Protection and Digital Technologies in Ontario Schools

Farrow¹

2021

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Ontario K-12 classrooms increasingly use digital applications and platforms. Consequently, private companies collect more personal information, posing a potential threat to student privacy. Current privacy legislation does not specifically address education technology or its use by children, and current policies and practices do not sufficiently support schools and teachers. Because educational practices and legislative compliance are variable, Ontario schools cannot provide students with consistent personal information protection. This brief considers a privacy pledge, provincial legislation, and a Ministry of Education commission as policy alternatives. In the interest of supporting student privacy, adapting to changing conditions, and providing both clear standards and flexibility to stakeholders, this brief recommends that a Ministry of Education commission be created to review and approve digital applications and platforms for classroom use.

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Section: Stakeholdersmentioning

confidence: 99%

“…Regan and Bailey (2020) suggest regulatory initiatives prohibiting corporate use of data from learning processes (p.77-78). Selwyn argues that effective state governance is possible if institutions are knowledgeable about digital technology in education (Selwyn, 2018).…”

Section: Provincial Legislation Targeting Educationmentioning

confidence: 99%

Personal Information Protection and Digital Technologies in Ontario Schools

Farrow¹

2021

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“…From a wide perspective, research on school policy on digital technology has shown a global policy mobility between countries and that policy development builds on an assemblage of relations, coalitions, and partnerships between actors within, but also outside, the educational sector, such as venture capital, IT industry, and non-profit organisations (Williamson et al, 2018). With these new incoming actors in the policy processes of school digitalisation, it is suggested that new beliefs or value systems may enter (Selwyn, 2018). Through a national or local perspective, the process of policy development may similarly be conceptualised as complex, actor dense, and context dependent, building on translations and enactment (Ball et al, 2012;Bell & Stevenson, 2006).…”

Section: Conceptualising the Policy Processmentioning

confidence: 99%

“…Previous researchers have reported that digitalisation of schools has attracted a number of new stakeholders influencing policy processes and school governing, thus raising questions of appropriate forms of government policy making (Selwyn, 2018;Williamson, Bergviken Rensfeldt, Player-Koro, & Selwyn, 2018). According to Selwyn (2018), this partly resides in that governing policy efforts on the digitalisation of schools have had limited influence in school practice (Hammond, 2014;Olofsson, Lindberg, & Fransson, 2017;Supovitz & Weinbaum, 2008). School policy adherence in general has been found challenging, due to variations in school contexts and the complexity of policy translation, of which it is said there is a lack of understanding among policy-makers (Cuban, 2013;Supovitz & Weinbaum, 2008).…”

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confidence: 99%

Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers

Gustafsson

2021

Education Inquiry

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The modest impact of national policy efforts on school digitalisation relates to a gap between views among policy-makers and practitioners, giving rise to complexity in translating policy into action. Acknowledging changes in governing through alternative policy formation-processes, and Ward and Parr's (2011) arguing for the importance of strategic-and operational policy coherence, the focus of this paper is the forming of a national plan of action for the digitalisation of schools in Sweden (#skolDigiplan). Within this interview study, the views on policy work and challenges of digitalisation of schools are explored among an exclusive management group of non-traditional Swedish policy-makers appointed to produce the #skolDigiplan. Based on the findings, I conclude that national policy making regarding the digitalisation of schools may be conducted through a collective process, with several educational stakeholders contributing. Furthermore, I suggest that non-traditional national policy-makers, arguing a lack of digital competence knowledge concerning schools at the governing or authority level, may consider taking a step back in the policyformation process as a supportive action. Teacher training programmes, despite being portrayed as important for the policy outcome, were declared distant in this policy process.

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“…Digital technology has become an integral part of public schooling across countries since the 1980s (Selwyn 2018), driven by the combination of technological innovation and political determination for efficient governance. Russia is no exception and the recently intensifying introduction of Information and Communication Technology (ICT) into different aspects of education manifests Russia's convergence with the rest of the world.…”

mentioning

confidence: 99%

Digitalization of Russian Education: Changing Actors and Spaces of Governance

Piattoeva

Gurova

2020

The Palgrave Handbook of Digital Russia Studies

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This chapter discusses the operation of digital education in relation to the changing governance of education in Russia. It examines how digitalization changes the character of traditional actors and enables new actors and actor assemblages to enter the scene of education governance and provision. It then looks at how datafication extends spaces of governance in both a topographical and a topological manner. Topographically, some practices of datafication follow established administrative structures enabling tighter vertical control over regions and education institutions by the federal authorities. But datafication also generates spaces that overcome topographical distance through relationality and connectedness. These manifest, first, in intensifying proximities to the global level of education governance bypassing the national authority, and, second, in the possibilities of intimate governance reaching into individual subjectivities.

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Technology as a Focus of Education Policy

Cited by 38 publications

References 11 publications

Personal Information Protection and Digital Technologies in Ontario Schools

Personal Information Protection and Digital Technologies in Ontario Schools

Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers

Digitalization of Russian Education: Changing Actors and Spaces of Governance

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