Review of Ben Williamson (2017). Big Data in Education: the Digital Future of Learning, Policy and Practice
Tài liệu tham khảo
Buchanan, R., & McPherson, A. (2019). Teachers and learners in a time of big data. Journal of Philosophy in Schools, 6(1). https://doi.org/10.21913/JPS.v6i1.1566.
Hardy, I., & Lewis, S. (2017). The ‘doublethink’of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education, 38(5), 671–685. https://doi.org/10.1080/01425692.2016.1150155.
Hill, P., & Barber, M. (2014). Preparing for a renaissance in assessment. London: Pearson.
Lingard, B., Martino, W., Reza-Rashti, G., & Sellar, S. (2016). Globalizing educational accountabilities. New York: Routledge.
Manolev, J., Sullivan, A., & Slee, R. (2019). The datafication of discipline: ClassDojo, surveillance and a performative classroom culture. Learning, Media and Technology, 44(1), 36–51. https://doi.org/10.1080/17439884.2018.1558237.
Sellar, S. (2017). Making network markets in education: the development of data infrastructure in Australian schooling. Globalisation, Societies and Education, 15(3), 341–351. https://doi.org/10.1080/14767724.2017.1330137.
Sellar, S., & Hogan, A. (2019). Pearson 2025: transforming teaching and privatising education data. Brussels: Education International.
Williamson, B. (2017). Big data in education: the digital future of learning, policy and practice. London: Sage.
Wyatt-Smith, C., Lingard, B., & Heck, E. (2019). Digital learning assessments and big data: implications for teacher professionalism: education research and foresight working paper no 25. Paris: UNESCO Education Research and Foresight.
Zuboff, S. (2019). The age of surveillance capitalism: the fight for the future at the new frontier of power. London: Profile Books.