World Yearbook of Education 2024

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of contributors
Chapter 1: Introduction: Digitalisation of education in the era of algorithms, automation and artificial intelligence
	Introduction
	Digitalisation, datafication, algorithms, AI and automation
	Machineries of education
		Social and technical expectations
		New educational data sciences
		Data-driven policymaking
		Digital economy transformations
		Industrial edtech
	Outline of the collection
		Sociotechnical foundations
		Political economy
		Digital governance
		Design and justice
	Conclusion
	References
Part I: Sociotechnical foundations
	Chapter 2: Theoretical foundations and historical roots of the ‘automated classroom’
		Introduction
		Cybernetics, constructivism and cognitivism: similar but different
		Command, control and communication: digital tools in schools
		Overcoming ‘tyranny’: changes in the intellectual culture
		Open conclusion
		Acknowledgements
		References
	Chapter 3: AI and lifelong learning: A genealogical approach to the analysis of educational imaginaries and problematisations
		Introduction
		A genealogy of sociotechnical imaginaries and lifelong learning
		The datafication of lifelong learning and bildung as rationalist governance, or the story of Gustav
		The power of data: when Section 1050 stopped computers
		Conclusion
		Notes
		References
	Chapter 4: Natural language generation and the automation of pedagogical communication
		Introduction
		NLG in education
		NLG and automated essay grading
			The political economy of automated essay grading
			AEG and educational labour
		Conclusion: generative AI and the living labour of education
		References
	Chapter 5: Educational vanishing points: When interoperable platforms turn infrastructural and back in higher education
		Introduction
		A platform-infrastructure approach
		Findings
			Cooperating: operations that make platforms work
			Teaching: pedagogical operations that attune platforms to education
			Intermitting: operations that stop and start platforms repeatedly
			Transforming: operations that cross and change platforms
			Dis/appearing: operations that organise platform practices and knowable actors
		Concluding discussion
		Funding
		Note
		References
Part II: Political economy
	Chapter 6: How platformisation affects pedagogical autonomy in primary schools
		Introduction
		Glocal infrastructures: how platformisation affects schools’ autonomy
		Digital classrooms: how platformisation reshapes teacher autonomy
		Conclusion: governing edtech as a public good
		Notes
		References
	Chapter 7: The relational powers of platforms and infrastructures played out in school: Differences and implications for teacher work
		Introduction
		Findings
			The differentiated digital ecosystem of public and private school organisers
			Work across and in (non-)interoperable platform infrastructures
			Devices decisive for the platform infrastructure configuration
			Ruled by or setting the rules of APIs and algorithms
		Conclusion
		References
	Chapter 8: Assetisation of higher education’s digital disruption
		Introduction
		Assetisation in higher education
		Assetisation and higher education digital disruption
			Digital disruption ‘in’ higher education: asset co-construction
			Digital disruption ‘of’ higher education: assetised PPP
			Digital disruption ‘to’ higher education: assetisation governance
		Governing imagined digital disruption as assetisation
		Conclusion
		Acknowledgements
		References
	Chapter 9: AI-shaped hole: Anticipation regimes and liminal policy rationalities
		Introduction
		Anticipation regimes in education and the unique case of AI
			AIed anticipatory policy rationalities
		The Israeli context: high-tech, lowly education
		Liminal policy work and the construction of the AI anticipatory ecosystem
			Policy bodies: intermediary liminal organisation and the logic of R&D
			Policy liminal rationalities
		AI-shaped hole: the tensions driving AI policy rationalities
			Inevitable-unknowable
			Disruptive-strategic
			Means-aims
		Conclusion
		Notes
		References
	Chapter 10: A political economy of AI and education in China
		Introduction
		AI and education in China
			State incentivisation
			Innovation and enterprise
		Three dimensions of a political economy
			Commodification
			Spatialisation
			Structuration
		Conclusions
		References
Part III: Digital governance
	Chapter 11: Platforming PISA: The OECD as a mobile governance actor in global education
		Introduction: platforms, policy and PISA
		The politics of platforms and topological spaces of governance
		The evolution of the OECD and PISA: new products, markets and audiences
			PISA for Schools
			PISA4U
		Discussion and conclusion: mobilising the OECD through PISA
		Acknowledgement
		Note
		References
	Chapter 12: Digital literacies as a ‘soft power’ of educational governance
		Introduction
		What is digital literacy?
		Case study: Study-screen
		What is Study-Screen and how does it work?
		Teachers
		Students
		Elements of digital literacy
		Caught between the possible and the quotidian
		Conclusion
		Funding
		Notes
		References
	Chapter 13: After digital literacy: Media pedagogies for platform ecologies
		Introduction
		Digital ‘literacy’
			The (digital) literacy myth
		‘Digital’ literacy
			Reassembling ‘the digital’
		An ecological alternative
		Conclusion: after ‘digital literacy’
		References
	Chapter 14: Social media’s education grab: Philanthrocapitalism, data centres and the metaverse vision of education
		Introduction
		Mark Zuckerberg, Meta and education
		Data centres and the creep of big tech in vulnerable towns
		Conclusion
		References
Part IV: Design and justice
	Chapter 15: Algorithmic bias and discrimination through digitalisation in education: A socio-technical view
		Introduction
			Inequity in an era of artificial intelligence
		Bias across the ‘ML pipeline’
			Measurement
		The politics and scale of data set creation
			Model learning
			Action
			Expertise
		The limits of technical approaches to inequity
			Resetting the agenda
		Conclusion
		Notes
		References
	Chapter 16: Digitalisation of education in the era of climate collapse and planetary breakdown
		Introduction
		Facing up to the unsustainability of digitalised education
		The need to think differently about education and the digital
			Scenario #1: holding out for a ‘green tech’ fix
			Why ‘green tech’ might not be enough
			Scenario 2: holding out hope for ‘radically sustainable computing’
		Towards radically sustainable forms of edtech?
		Future digitisations of education as a matter of climate justice and climate coloniality
		Conclusions
		References
	Chapter 17: The EdTech Stack: A speculative design thought experiment
		Introduction: the extrastatecraft of planetary edtech
		A public space to democratise expertise
		Experiment: the EdTech Stack
			Procurement capabilities: an exploitation controversy
			Cloud capabilities: a monopolisation controversy
			Multimodal capabilities: a datafication controversy
			IoT capabilities: a hyperconnection controversy
			Biometric capabilities: an authorisation controversy
			Co-evolutionary capabilities: an innovation controversy
		Measures to democratise Edtech Stack expertise
			Problematise innovation with careful measures
			Query authorisation with trustworthy measures
			Address hyperconnection with ethical measures
			Contest datafication with equitable measures
			Resist monopolisation with cooperative measures
			Surface exploitation with sustainable measures
		Conclusion: thinking with, and beyond, planetary edtech
		References
	Chapter 18: Design justice and educational technology: Designing in the fissures
		Introduction
		Design and justice
		Redesigning education
			Deliberative democracy and/or agonistic coalitions
			Design justice in the classroom
			Design in the fissures
		Concluding thoughts
		Acknowledgements
		Notes
		References
Index