A Patchwork of Platforms: Mapping Data Infrastructures in Schools

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  • Author(s): Pangrazio, Luci (ORCID Pangrazio, Luci (ORCID 0000-0002-7346-1313); Selwyn, Neil (ORCID Selwyn, Neil (ORCID 0000-0001-9489-2692); Cumbo, Bronwyn
  • Language:
    English
  • Source:
    Learning, Media and Technology. 2023 48(1):65-80.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Secondary Education
    • Subject Terms:
      Data Use; Data Analysis; Data Collection; Information Management; Secondary Schools; Foreign Countries; Maintenance; Information Technology
    • Subject Terms:
      Australia
    • Accession Number:
      10.1080/17439884.2022.2035395
    • ISSN:
      1743-9884
      1743-9892
    • Abstract:
      This paper explores the significance of schools' data infrastructures as a site of institutional power and (re)configuration. Using 'infrastructure studies' as a theoretical framework and drawing on in-depth studies of three contrasting Australian secondary schools, the paper takes a holistic look at schools' data infrastructures. In contrast to the notion of the 'platformatised' school, the paper details the ad hoc and compromised ways that these school data infrastructures have developed -- highlighting a number of underlying sociotechnical conditions that lead to an ongoing process of data infrastructuring. These include issues of limited technical interoperability and differences between educational requirements and commercially-led designs. Also apparent is the disjuncture between the imagined benefits of institutional data use and the ongoing maintenance and repair required to make the infrastructures function. Taking an institutional perspective, the paper explores why digital technologies continue to complicate (rather than simplify) school processes and practices.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1378245