Who Do Digital Platforms Educate? Equity and Educational Ethics in a Post-Pandemic Context
Abstract The use of digital platforms has spread in education systems in many countries worldwide, especially during and after the COVID-19 pandemic. Despite the growing interest in this phenomenon, there is still limited evidence on the adoption processes of these platforms in different school contexts and their impact on the equity of the education system. For this reason, this article analyses how different characteristics of schools influence how digital platforms are implemented and used. It also explores teachers’ perceptions of these technologies’ impact on the education system’s equity. To this end, a discourse analysis of 6 interviews with principals and 8 focus groups with teachers from 6 public schools in Catalonia is conducted. Analysing the adoption and use of digital platforms allows us to identify three school profiles, which vary according to the type of digital platform used and the attitudes of principals and teachers regarding the adoption process and the digital platform itself. They also show that teachers’ perceptions of the educational opportunities for students and the equity of the education system are not so much focused on the role and particularities of each digital platform but rather on access to any of them. The findings highlight the difficulty for schools to link ‘the technological’ with ‘the pedagogical’ and the prevalence of reactive rather than creative processes in adopting digital platforms. They also suggest that teachers and school leaders move in a scenario of uncertainty that challenges their professional competence and provokes fears about the new inequalities that digital technology may generate.
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Selwyn, N. (2015). Data entry: Towards the critical study of digital data and education. Learning Media & Technology, 40(1), 64–82. 10.1080/17439884.2014.921628
Selwyn, N., & Facer, K. (2014). The sociology of education and digital technology: past, present and future. Oxford Review of Education, 40(4), 482-496. 10.1080/03054985.2014.933005
Thrupp, M., & Easter, A. (2012). Research, analysis and insight del National Standards (RAINS) project. University of Waikato.
Valles, M. S. (2003). Entrevistas cualitativas. CIS.
Wetherell, M., & Potter, J. (1998). Discourse analysis and identification of interpretive repertoires. En A. Gordo & J. Linaza (Eds.), Psychology, discourse and power: qualitative methodologies, critical perspectives (pp. 63–78). Edvisor.
Williamson, B. (2015). Governing software: networks, databases and algorithmic power in the digital governance of public education, Learning, Media & Technology, 40(1), 83–105. 10.1080/17439884.2014.924527
Williamson, B. (2017). Big data in education: the digital future of learning, policy and practice. Sage. 10.4135/9781529714920
Wu, T., (2017), The attention merchants. The epic scramble to get inside our heads. Vintage Books.
Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. Profile Books.
Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: policy enactments in secondary schools. Routledge. 10.4324/9780203153185
Birch, K., & Muniesa, F. (Eds.). (2020). Assetization: turning things into assets in technoscientific capitalism. MIT Press. 10.7551/mitpress/12075.001.0001
Bonal, X., & González, S. (2020). The impact of lockdown on the learning gap: family and school divisions in times of crisis. International Review of Education, 66(5), 635-655. 10.1007/s11159-020-09860-z
Braun, A., Ball, S., & Maguire, M. (2011a). Policy enactments in schools introduction: towards toolbox for theory and research. Discourse: Studies in the Cultural Politics of Education, 32(4), 581–583. 10.1080/01596306.2011.601554
Braun, A., Ball, S., Maguire, M., & Hoskins, K. (2011b). Taking context seriously: towards explaining policy enactments in the secondary school. Discourse: Studies in the Cultural Politics of Education, 32(4), 585–596. 10.1080/01596306.2011.601555
Cobo, C., & Rivera-Vargas, P. (2022). Turn off your camera and turn on your privacy. A case study about Zoom and digital education in South American countries. En L. Pangrazio & J. Sefton-Green (Ed.), Learning to Live with Datafication. Educational Case Studies and Initiatives from Across the World. Routledge. 10.4324/9781003136842
Couldry, N., & Mejias, U. (2019). Data colonialism: rethinking big data’s relation to the contemporary subject. Television & New Media, 20(4), 336-349. 10.1177/1527476418796632
Criado, E. M. (1997). El grupo de discusión como situación social. REIS: Revista Española de Investigaciones Sociológicas, (79), 81-112. 10.2307/40184009
Decuypere, M., Grimaldi, E., & Landri, P. (2021). Introduction: Critical studies of digital education platforms, Critical Studies in Education, 62(1), 1-16. 10.1080/17508487.2020.1866050
Denzin, N., & Giardina, M. (2016). Qualitative inquiry through a critical lens. Routledge. 10.4324/9781315545943
Eppel, E., Turner, D., & Wolf, A. (2011). Experimentation and learning in policy implementation: implications for public management. Working paper 11/04. Institute of Policy Studies.
Gisbert, M., & Johnson, L. (2015). Educación y tecnología: nuevos escenarios de aprendizaje desde una visión transformadora, RUSC. Universities and Knowledge Society Journal, 12(2), 1-14. 10.7238/rusc.v12i2.2570
Gullo, J. (2020). Tecnología y educación: experiencias y miradas para la implementación de las nuevas tecnologías en el aula. Editorial Maipue.
Jacovkis, J., & Tarabini, A. (2021). COVID-19 y escuela a distancia: viejas y nuevas desigualdades. Revista de Sociología de la Educación-RASE, 14(1), 85-102. 10.7203/RASE.14.1.18525
Lindh, M., & Nolin, J. (2016). Information we collect: Surveillance and privacy in the implementation of Google Apps for Education. European Educational Research Journal, 15(6), 644-663. 10.1177/1474904116654917
Livingstone, S., & Sefton-Green, J. (2016). Class: Living and Learning in the Digital age. New York University Press.
Lupton, D. (2016). The quantified self. John Wiley & Sons.
Lupton, D., & Williamson, B. (2017). The Datafied Child: The Dataveillance of Children and Implications for Their Rights. New Media & Society, 19(5), 780-794. 10.1177/1461444816686328
Mentasti, S. (2021). Enseñar en tiempos de pandemia: Reflexiones para repensar la escuela en la era digital. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, (28), 303-309. 10.24215/18509959.28.e37
Meo, A. I., & Dabenigno, V. (2021). Teletrabajo docente durante el confinamiento por COVID19 en Argentina. Condiciones materiales y perspectivas sobre la carga de trabajo, la responsabilidad social y la toma de decisiones. Revista de Sociología de la Educación-RASE, 14(1), 103-127. 10.7203/RASE.14.1.18221
Morozov, E. (2018). Capitalismo Big Tech: ¿Welfare o neofeudalismo digital? Enclave de libros.
Pangrazio, L., & Selwyn, N. (2019). ‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data. New Media & Society, 21(2), 419–437. 10.1177/1461444818799523
Perrotta, C., Gulson, K. N., Williamson, B., & Witzenberger, K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1), 97-113. 10.1080/17508487.2020.1855597
Poell, T., Nieborg, D., & Van Dijck, J. (2019). Platformisation. Internet Policy Review, 8(4). 10.14763/2019.4.1425
Reay, D. (1998). “Always knowing” and “never being sure”: Familial and institutional habituses and higher education choice. Journal of Education Policy, 13(4), 519-529. 10.1080/0268093980130405
Reay, D., David, M., & Ball, S. (2001). Making a difference?: Institutional habituses and higher education choice. Sociological Research Online, 5(4), 126-142. 10.5153/sro.548
Ríos, C. (2020). La influencia sobre el comportamiento y la ‘asetización’ de la privacidad como asunto contemporáneo que concierne a la regulación del comercio de dispositivos electrónicos. Revista de Derecho Privado, (39), 263-299. 10.18601/01234366.n39.11
Rivera-Vargas, P., Miño-Puigcercós, R., Passerón, E., & Herrera Urízar, G. (2021). ¿Hacia dónde va la escuela? Resignificar su sentido en la era del COVID-19. Psicoperspectivas, 20(3), 105-117. 10.5027/psicoperspectivas-Vol20-Issue3-fulltext-2401
Rovinskaya, T. (2021). The Role of New Digital Technologies in a Time of Crisis. World Eсonomy and International Relations, 65(6), 95-106. 10.20542/0131-2227-2021-65-6-95-106
Saura, G. (2020). Filantrocapitalismo digital en educación: Covid-19, UNESCO, Google, Facebook y Microsoft. Teknokultura, 17(2), 159-168. 10.5209/TEKN.69547
Saura, G., Cancela, E., & Parcerisa, L. (2023). Privatización educativa digital. Profesorado, Revista de Currículum y Formación del Profesorado, 27(1), 11-37. 10.30827/profesorado.v27i1.27019
Saura, G., Díez Gutiérrez, E. J., & Rivera-Vargas, P. (2021). Innovación Tecno-Educativa “Google”. Plataformas Digitales, Datos y Formación Docente. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 19(4), 111-124. 10.15366/reice2021.19.4.007
Sefton-Green, J. (2021). Towards platform pedagogies: why thinking about digital platforms as pedagogic devices might be useful. Discourse: Studies in the Cultural Politics of Education, 43(6), 899-911. 10.1080/01596306.2021.1919999
Selwyn, N. (2015). Data entry: Towards the critical study of digital data and education. Learning Media & Technology, 40(1), 64–82. 10.1080/17439884.2014.921628
Selwyn, N., & Facer, K. (2014). The sociology of education and digital technology: past, present and future. Oxford Review of Education, 40(4), 482-496. 10.1080/03054985.2014.933005
Thrupp, M., & Easter, A. (2012). Research, analysis and insight del National Standards (RAINS) project. University of Waikato.
Valles, M. S. (2003). Entrevistas cualitativas. CIS.
Wetherell, M., & Potter, J. (1998). Discourse analysis and identification of interpretive repertoires. En A. Gordo & J. Linaza (Eds.), Psychology, discourse and power: qualitative methodologies, critical perspectives (pp. 63–78). Edvisor.
Williamson, B. (2015). Governing software: networks, databases and algorithmic power in the digital governance of public education, Learning, Media & Technology, 40(1), 83–105. 10.1080/17439884.2014.924527
Williamson, B. (2017). Big data in education: the digital future of learning, policy and practice. Sage. 10.4135/9781529714920
Wu, T., (2017), The attention merchants. The epic scramble to get inside our heads. Vintage Books.
Zuboff, S. (2019). The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. Profile Books.
Jacovkis, J., Parcerisa, L., Herrera-Urízar, G., & Folguera, S. (2024). Who Do Digital Platforms Educate? Equity and Educational Ethics in a Post-Pandemic Context. Education in The Knowledge Society, 25, e30444. https://doi.org/10.14201/eks.30444
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