The platformization of primary education in The Netherlands

Kerssens, Niels; Dijck, José van

doi:10.1080/17439884.2021.1876725

Cited by 66 publications

(34 citation statements)

References 22 publications

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“…The pandemic caused many schools to close; teachers used digital technology to teach and connect with their students, while policymakers increasingly observed that unequal digital opportunities excluded some young people from education and social networks (Williamson et al, 2020 ). The pandemic also provides opportunities for online learning experiments (Zimmerman, 2020 ), and initiates global educational technology changes: platformization, datafication, privatization, and commercialization (Kerssens & van Dijck, 2021 ; Selwyn, 2020 ; UNESCO, 2020 ; Williamson & Hogan, 2020 ). Currently, there are several famous online teaching platforms, such as ALEKS, Knewton, Smart Sparrow, and Whatfix, among others (Das, 2018 ); each of them has distinct features and effects on teaching methods.…”

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confidence: 99%

A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers’ Perspectives

Liu

2022

Educ Inf Technol

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This is a case study on precision education (PE) in a school using the Taiwan adaptive learning platform (TALP), established by the Ministry of Education of Taiwan. TALP can be viewed as a form of PE because it can identify students’ learning deficits, offer various learning materials, and provide feedback. There are limited studies on PE. The ways in which TALP enhances teaching and learning is meaningful for educational technologies, and to help improve TALP and applications of PE. Three fifth-grade classes in a Taiwanese elementary school were selected to participate in this study, comprising a total of 76 students and two teachers. Pre/post tests and regular tests were conducted. The quantitative data were analyzed with nonparametric statistics by using the Kruskal–Wallis Test and the Median Test, which did not show significant differences. However, based on the qualitative data, teachers confirmed PE could help them identify students’ learning deficits. Further, this study suggests that TALP and PE may enhance students’ learning to identify students’ learning challenges and offer feedback. Future research should focus on a longitudinal methodology and additional PE application studies; furthermore, research should also collect students’ observations and interviews.

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confidence: 99%

A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers’ Perspectives

Liu

2022

Educ Inf Technol

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“…These technology platforms have increasingly mediated how people interact commercially, socially, politically, culturally, professionally, and educationally ( (Kumar et al, 2019). Platformisation has been conceptualized as 'the penetration of infrastructures, economic processes, and governmental framework of platforms in different economic sectors and spheres of life' (Kerssens & Dijck, 2021). Platformisation's emphasis is about, as noted by Kerssens and Dijck (2021), "how platforms are not just 'objects' but the result of socio-technical and political-economic processes of development and implementation; they are technically integrated into the fabric of societal sectors, transforming their economic dynamics".…”

Section: Review Of Literature the Digital Technology Covid-19 Pandemi...mentioning

confidence: 99%

Platformisation of Education: An Analysis of South African Universities’ Learning Management Systems

Badaru

Adu

2022

RESSAT

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Several studies have focused attention on the crisis of the COVID-19 pandemic and the impact on the traditional face-to-face teaching and learning activities across the globe. There is, however, little research regarding the platformisation of education with the aid of the learning management systems (LMSs) in the contexts of South African universities. With a thematic content analysis of the extant literature and a systematic review of universities’ websites, this study explored and unearthed various LMS platforms which public universities in South Africa adopted and utilized before the outbreak of the COVID-19 pandemic and during the lockdown period. The findings revealed that the majority (46%) of South Africa’s public universities used the Blackboard LMS while another 34 percent of the 26 universities used the Moodle LMS. The rest of the public universities in South Africa used one of the following LMS platforms: the Vula, Efundi, ClickUp, RUConnected, Sakai, SunLearn, Canvas, and D2LBrightspace. Furthermore, the study found that a few South African universities had moved from one LMS platform to another, especially during the period of lockdown precipitated by the pandemic; beginning from the year 2020. The LMS platforms serve the pedagogical needs of the universities in terms of facilitation of online interaction between instructors and students, dissemination of course materials, announcements, submissions, assessments, and grading of student assignments electronically. It is recommended that future studies should investigate the challenging factors responsible for the switch from one LMS platform to another across the public universities in South Africa.

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“…The presence of tech giants in several open RAN consortia (Facebook is a founding member of the Telecom Infra Project, and Facebook, Google and Microsoft are part of Open RAN Policy Coalition) also reveals their interest in this trend. Interestingly, the endorsement of open RAN by tech giants goes against their common strategy to expand their market power by promoting intraoperable systems – that is, the vertically integrated proprietary platforms that Google, for example, promotes in primary education (Kerssens and van Dijck, 2021). Here, tech giants favour the interoperability that open RAN brings between components, against the intraoperability promoted by legacy suppliers.…”

Section: The Benefits Of Open Ran In Questionmentioning

confidence: 99%

The geopolitical hijacking of open networking: the case of Open RAN

Plantin

2021

European Journal of Communication

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This article investigates how discourses on open networking technologies provide a social imaginary that industry and government actors mobilize in an attempt to expand their control over mobile telecommunications networks. The case of recent initiatives aiming to ‘open up’ radio access network (or RAN, a key component of telecommunications infrastructure) with an ‘open RAN’ model reveals how the US Government came to promote this nascent technology to create an opposition between its own ‘open’ telecommunications networks versus proprietary and presumed ‘untrustworthy’ networks based on foreign equipment, namely Huawei. While a closer look casts doubts on the benefits of open radio access network to increase network security or to open up the equipment market, this case reveals how openness is an ambiguous notion that can be used by governments to exclude foreign trade enemies, while advocating for trust in telecommunications networks.

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The platformization of primary education in The Netherlands

Cited by 66 publications

References 22 publications

A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers’ Perspectives

A Case Study of the Adaptive Learning Platform in a Taiwanese Elementary School: Precision Education from Teachers’ Perspectives

Platformisation of Education: An Analysis of South African Universities’ Learning Management Systems

The geopolitical hijacking of open networking: the case of Open RAN

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