Techno-tracking: new educational technologies and the reproduction of inequality :a dissertation in Educational Leadership and Policy Studies

Joanne Centeio DaSilva

doi:10.62791/19820

Back

Dissertation

Open access

Techno-tracking: new educational technologies and the reproduction of inequality :a dissertation in Educational Leadership and Policy Studies

Joanne Centeio DaSilva

Doctor of Philosophy (PHD), University of Massachusetts Dartmouth

2020

DOI:

https://doi.org/10.62791/19820

Abstract

Tracking is a system in which students are grouped together based on ability. This system has historically contributed to reproducing a racialized class hierarchy under the guise of merit and talent. While traditional forms of tracking have declined new educational technologies have revived the practice. With promises to predict future progress, and optimize learning, many districts and administrators are looking to these new educational technologies to change the dynamics of teaching. New educational technologies such as Learning Analytics and Biometrics promise innovation and security but instead create a new high-tech tracking system. With the implementation of these new technologies, dominant ideologies that express the economic and political interests of dominant classes and cultural groups are being produced in education under a guise of disinterested objectivity and neutrality. This project analyzes the new techno-tracking and explores venues for resistance and egalitarian possibilities for the uses of educational technology.

Files and links (1)

pdf

DaSilva J.C. CAS PhD Dissertation 2020605.98 kBDownload View

Open Access

Metrics

2 File views/ downloads

5 Record Views

Details

Title: Techno-tracking
Creators: Joanne Centeio DaSilva
ORCID: 0000-0001-5675-6817
Contributors: Kenneth Saltman (Advisor) - University of Massachusetts Dartmouth
Joao M. Paraskeva (Committee Member) - University of Massachusetts Dartmouth
Alexander Means (Committee Member) - University of Hawaii System
Number of pages: vii, 127 pages
Language: English
Table of contents: Introduction -- Chapter 1. History of tracking -- Compulsory education -- History of tracking and the social context in which it emerged from -- Class and social control through the factory model and modes of production -- Neoliberalism and how tracking has evolved from this ideology -- Chapter 2. Adaptive learning technology -- The rise of adaptive learning technology -- History and timeline of personalized learning -- Personalized learning as a for-profit industry -- Learning analytics -- Knewton -- Lytics lab -- Summit personalized learning platform -- The privatization of education and techno-tracking -- The transformation of the pedagogy of teaching and learning -- Objectivity and neutrality -- Conclusion -- Chapter 3. Biometrics -- Introduction to biometrics -- History of biometrics -- Biometrics and education -- Security and digital capitalism -- Affectiva -- Silicon valley’s EdSurge -- Biometrics and the transformation of the pedagogy of teaching and learning -- Biometrics as a form of techno-tracking -- Conclusion -- Chapter 4. Social emotional learning -- The new model of financial investing and profit making -- Non-cognitive aspects of learning that are linked to academic progress -- The growth mindset mindset -- Class DoJo, class Tag and the focus on character development -- EdSurge and the culture of calm -- Conclusion -- Chapter 5. Data mining and privacy -- Data mining and data analytics -- History of data mining -- Data as capital -- Data and race -- Data as representation -- Privacy -- Data mining as a form of techno-tracking -- Conclusion -- Conclusion -- References.
References: Includes bibliographical references (pages 116-124).
Awarding Institution: University of Massachusetts Dartmouth
Degree Awarded: Doctor of Philosophy (PHD)
Academic Unit: Department of Education
Degree in: Educational Leadership and Policy Studies
Resource Type: Dissertation
DOI: https://doi.org/10.62791/19820
Record Identifier: 9914424878401301