Educators' understandings of digital classroom tools and datafication: perceptions from higher education faculty

被引:0
作者
Szcyrek, Samantha [1 ]
Stewart, Bonnie [1 ]
Miklas, Erica [1 ]
机构
[1] Univ Windsor, Fac Educ, Windsor, ON, Canada
关键词
datafication; higher education; data; datafied systems; technology in education;
D O I
10.25304/rlt.v32.3040
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Research has shown that critical data literacies development for educators is seldom a core component of most campus conversations about datafication, even as extractive, datafied systems become pervasive throughout the higher education sector. This article outlines findings from an international, qualitative, Comparative Case Study (CCS) of university professionals teaching online during the COVID-19 pandemic. It overviews beliefs and barriers shaping educators' responses to datafication and focuses specifically on their perceptions of faculty development opportunities related to digital classroom tools and to datafication more broadly. The article presents insights into how faculty understands higher education's contemporary datafied infrastructure and highlights participants' voices about faculty professional development and critical data literacies. Based on our findings, we recommend formal faculty development and broader professional learning conversations as a means of enhancing faculty awareness and agency within the higher education sector.
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页数:13
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