Digital data management in Catalan primary education: teachers' perceptions
DOI:
https://doi.org/10.21556/edutec.2023.86.2883Keywords:
datificación, plataformización, escuelas, profesorado, Educación primariaAbstract
The datafication of primary education has been accentuated by the neoliberalization processes and the technological solutionism imposed by Covid-19, as a result of the increase of the edtech industry and the widespread use of Bigtech. Given the international importance of data management and the scarcity of studies beyond higher education, the research aims to identify the main actors involved in the data networks of digital education in Catalonia, as well as to understand the perception of primary school teachers about who is responsible for its custody and management. To this end, a sequential mixed design was used based on 491 questionnaires and 19 interviews with primary school teachers from Catalan schools. It has been shown that the public-private pairing Departament d'Educació, as a representative of the public administration, and Google, as a technological giant, are the main actors in digital education in Catalonia, in reverse order. However, most of the interviewees ignore how the identified agents manage the data. That is why we insist on the need to generate educational practices and protocols that guarantee the digital sovereignty of the digital data of students and teachers.
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