Analyzing Technology to Uncover Social Values, Attitudes, and Practices

Toscano, Aaron A.

doi:10.1007/978-94-007-3977-2_2

Cited by 2 publications

(1 citation statement)

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“…Building on Science and Technology Studies (STS), we view GAFE as a socio-technological constructed artefact inscribed with implicit social values (e.g. Fuller and Collier, 2004;Johansson, 1997;Toscano, 2012). STS is mostly concerned with the social dimensions of technological innovation, much less with the impact that technology has on social structures.…”

Section: Literature Reviewmentioning

confidence: 99%

Information We Collect: Surveillance and Privacy in the Implementation of Google Apps for Education

Lindh

Nolin

2016

European Educational Research Journal

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The aim of this study is to show how Google's business model is concealed within Google Apps for Education (GAFE) as well as how such a bundle is perceived within one educational organisation, consisting of approximately 30 schools. The study consists of two parts: 1) a rhetorical analysis of Google policy documents and 2) an interview study in a Swedish educational organisation. By making an implicit demarcation between the two concepts (your) 'data' and (collected) 'information' Google can disguise the presence of a business model for online marketing and, at the same time, simulate the practices and ethics of a free public service institution. This makes it problematic for Swedish schools to implement Google Apps for Education, bearing in mind Google's surveillance practices for making profits on pupil's algorithmic identities. From a front end viewpoint of Google Apps for Education, the advantages of the services are evident to the users, and emerge in the study, whereas back end strategies are relatively hidden.

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Section: Literature Reviewmentioning

confidence: 99%