The platform classroom: Troubling student configurations in a Danish primary school
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Standard
The platform classroom : Troubling student configurations in a Danish primary school. / Cone, Lucas.
I: Learning, Media and Technology, Bind 48, Nr. 1, 2023, s. 52-64.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - The platform classroom
T2 - Troubling student configurations in a Danish primary school
AU - Cone, Lucas
PY - 2023
Y1 - 2023
N2 - Spanning parent-communication and administration to content delivery and student monitoring, platforms have become an integral part of contemporary schooling. Building on two ethnographic episodes occurring in a Danish primary school in January 2020, this article engages in an analysis and discussion of how the ongoing platformization of schools affects the day-to-day relations of teachers and students in a 2nd and 9th grade class. The article draws on a posthuman theoretical framework to give an account of how two common education platforms used in the Danish primary school system – the MathFessor platform for mathematics, and the Gyldendal portal for Danish language lessons – become problematically constitutive of what and who matters in classroom interactions. By emphasizing and theorizing the relational embeddedness of education platforms, the episodes serve as invitations for a greater attentiveness to what bodies in schools can and cannot do in classroom-based platform practices. An attentiveness which, it is argued, extends well beyond the instrumental discourses of personalization, innovation, and efficiency surrounding the implementation and use of platforms in schools.
AB - Spanning parent-communication and administration to content delivery and student monitoring, platforms have become an integral part of contemporary schooling. Building on two ethnographic episodes occurring in a Danish primary school in January 2020, this article engages in an analysis and discussion of how the ongoing platformization of schools affects the day-to-day relations of teachers and students in a 2nd and 9th grade class. The article draws on a posthuman theoretical framework to give an account of how two common education platforms used in the Danish primary school system – the MathFessor platform for mathematics, and the Gyldendal portal for Danish language lessons – become problematically constitutive of what and who matters in classroom interactions. By emphasizing and theorizing the relational embeddedness of education platforms, the episodes serve as invitations for a greater attentiveness to what bodies in schools can and cannot do in classroom-based platform practices. An attentiveness which, it is argued, extends well beyond the instrumental discourses of personalization, innovation, and efficiency surrounding the implementation and use of platforms in schools.
U2 - 10.1080/17439884.2021.2010093
DO - 10.1080/17439884.2021.2010093
M3 - Journal article
VL - 48
SP - 52
EP - 64
JO - Learning, Media and Technology
JF - Learning, Media and Technology
SN - 1743-9884
IS - 1
ER -
ID: 372691666