Resist, align or adhere. Schools and families facing BigTech and their digital educational platforms
DOI:
https://doi.org/10.21556/edutec.2022.82.2615Keywords:
Digital Platforms, BigTech, educational technology, schoolAbstract
The pandemic has highlighted the ability of certain technology service providers, especially of digital platforms, to adapt and respond quickly to the alleged needs of the education system.
In this article we identify some of the tensions that the intensification in the adoption of digital educational platforms has brought to light in the school and family environment. Based on a mixed methodological design, which included six in-depth interviews with school principals and a survey of 2112 families, we analysed the positions of the school community and families on the use of digital educational platforms in public schools in Catalonia.
The results reveal conflicts linked to the "need" to adapt to a post-digital reality in which adopting critical -minority- positions is perceived as a threat to the free development of professional practice and to equal access to education. At the same time, the results underline the role of teachers in the deepening of critical and reflective positions that make it possible, also for students, to question naturalised forms of work and interaction.
Funding
Agència Catalana de Cooperació al Desenvolupament (ACCD) (subvencions a projectes de desenvolupament i d'educació per al desenvolupament, convocatoria 2021 ACC145/21/000103). 2022-2023
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