Chris Zomer
Biographic Data
| ID | 766069 |
|---|---|
| NAME | Chris Zomer |
| GIVEN NAMES | Chris |
| FAMILY NAME | Zomer |
| SIGNATURE | ZOMER C |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0003-2206-4462 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How ‘much’ engaged are you? A case-study of the datafication of student engagement
Teachers are increasingly reliant on data dashboards developed by EdTech companies to interpret their students’ learning and behaviour. This article presents the findings of a walkthrough of the engagement dashboard and Live Feed of Education Perfect, a popular learning platform in Australian and New Zealand schools. Using the poststructuralist idea of logics, I will demonstrate how the platform closes off certain understandings of engagement and…
Children's engagement with digital technology in educational spaces: A scoping review
Children's engagement in play and learning is becoming increasingly complex as educational spaces integrate digital experiences. While engagement is often seen as a multifaceted construct, there is often no clear and generally accepted definition or understanding of what is meant when the term ‘engagement’ is used. This scoping review synthesised the ways in which engagement has been conceptualised within young children's digital experiences in e…
The power of the norm: How schools interpret, use and disclose education data
While education data is frequently collected and used in schools, critical edtech research has revealed a range of issues and harms for individuals and institutions. In this article, the authors investigate how school administrators, teachers, parents and students understand the collection, use and disclosure of school data. They foreground data justice to reveal systemic issues in Australian education, revealing a complex picture of how school d…
Researching the Edtech Industry for Children: Methodological Reflections on a Design-Based Approach
Digital platforms and services are making inroads into the everyday lives of even very young children. As with many other domains of life, children’s learning and education are increasingly digitised through ‘educational technology’ software, or more commonly EdTech. The rise of the EdTech industry provokes new questions about children’s education in the digital age. Methodologically, studying the EdTech industry for children largely falls in the…
‘Visual White noise’? Stock photo literacies in English education
This article, authored by White European/Australian and First Nations collaborators, addresses an under-recognised and under-researched digital literacy, the capacity to create, use and critique contemporary digital stock photography. Interest in this medium emerges from an Australian study of the teaching of digital writing in secondary English classes, and the development of a writing lab website incorporating images. We propose that researchin…
Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition
Many museums have begun to integrate digital technologies as a way of providing opportunities for children to play, explore, and make meaning of artworks. However, little is known about the specific ways children interact with digital artworks in museum spaces. This paper presents findings from a study that explored young children’s interactions with digital artworks at the Beings by Universal Everything exhibition, held at ACMI (formerly known a…
Domesticating data-generating technologies in Australian homes
Family homes are now sites of data generation. Devices, smart home technologies, and connected toys generate data that can be collected and processed to bring detailed insights into family life. This article combines critical data studies with domestication theory to investigate how data-generating technologies are integrated into family routines. Drawing on two detailed case studies, the article explores how Australian families with children und…
Edutainment 2.0 or eduwashing? The production of educational legitimacy for children’s apps
On the Apple App Store or Google Play Store, parents can choose from a dazzling number of ‘edutainment apps’ that claim to teach children essential skills whilst also being ‘fun’ and ‘engaging’. In this article, we introduce the phenomenon of ‘eduwashing’ by showing the variety of semantic strategies used by app developers to ‘produce’ educational legitimacy. Taking the popular app Lingokids as a case study, we identify the following three dimens…
The dashboard school: Governing Teachers, Students and Parents in the Data-Driven School
The use of digital data dashboards is increasingly common in education. Dashboards often have visually appealing layouts and promise to make complex phenomena and large data sets visible and actionable to inform so-called ‘data-driven’ decision-making. In this paper we present a case-study of local dashboard governance in an independent school in Australia that recently implemented a series of dashboards created with Microsoft PowerBI. Drawing on…
Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
The dashboard school: Governing Teachers, Students and Parents in the Data-Driven School
The use of digital data dashboards is increasingly common in education. Dashboards often have visually appealing layouts and promise to make complex phenomena and large data sets visible and actionable to inform so-called ‘data-driven’ decision-making. In this paper we present a case-study of local dashboard governance in an independent school in Australia that recently implemented a series of dashboards created with Microsoft PowerBI. Drawing on…
Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Researching the Edtech Industry for Children: Methodological Reflections on a Design-Based Approach
Digital platforms and services are making inroads into the everyday lives of even very young children. As with many other domains of life, children’s learning and education are increasingly digitised through ‘educational technology’ software, or more commonly EdTech. The rise of the EdTech industry provokes new questions about children’s education in the digital age. Methodologically, studying the EdTech industry for children largely falls in the…
‘Visual White noise’? Stock photo literacies in English education
This article, authored by White European/Australian and First Nations collaborators, addresses an under-recognised and under-researched digital literacy, the capacity to create, use and critique contemporary digital stock photography. Interest in this medium emerges from an Australian study of the teaching of digital writing in secondary English classes, and the development of a writing lab website incorporating images. We propose that researchin…
Exploring children’s meaning-making as they interact with digital artworks through play at a museum exhibition
Many museums have begun to integrate digital technologies as a way of providing opportunities for children to play, explore, and make meaning of artworks. However, little is known about the specific ways children interact with digital artworks in museum spaces. This paper presents findings from a study that explored young children’s interactions with digital artworks at the Beings by Universal Everything exhibition, held at ACMI (formerly known a…
Domesticating data-generating technologies in Australian homes
Family homes are now sites of data generation. Devices, smart home technologies, and connected toys generate data that can be collected and processed to bring detailed insights into family life. This article combines critical data studies with domestication theory to investigate how data-generating technologies are integrated into family routines. Drawing on two detailed case studies, the article explores how Australian families with children und…
Edutainment 2.0 or eduwashing? The production of educational legitimacy for children’s apps
On the Apple App Store or Google Play Store, parents can choose from a dazzling number of ‘edutainment apps’ that claim to teach children essential skills whilst also being ‘fun’ and ‘engaging’. In this article, we introduce the phenomenon of ‘eduwashing’ by showing the variety of semantic strategies used by app developers to ‘produce’ educational legitimacy. Taking the popular app Lingokids as a case study, we identify the following three dimens…
The dashboard school: Governing Teachers, Students and Parents in the Data-Driven School
The use of digital data dashboards is increasingly common in education. Dashboards often have visually appealing layouts and promise to make complex phenomena and large data sets visible and actionable to inform so-called ‘data-driven’ decision-making. In this paper we present a case-study of local dashboard governance in an independent school in Australia that recently implemented a series of dashboards created with Microsoft PowerBI. Drawing on…
How ‘much’ engaged are you? A case-study of the datafication of student engagement
Teachers are increasingly reliant on data dashboards developed by EdTech companies to interpret their students’ learning and behaviour. This article presents the findings of a walkthrough of the engagement dashboard and Live Feed of Education Perfect, a popular learning platform in Australian and New Zealand schools. Using the poststructuralist idea of logics, I will demonstrate how the platform closes off certain understandings of engagement and…
Children's engagement with digital technology in educational spaces: A scoping review
Children's engagement in play and learning is becoming increasingly complex as educational spaces integrate digital experiences. While engagement is often seen as a multifaceted construct, there is often no clear and generally accepted definition or understanding of what is meant when the term ‘engagement’ is used. This scoping review synthesised the ways in which engagement has been conceptualised within young children's digital experiences in e…
The power of the norm: How schools interpret, use and disclose education data
While education data is frequently collected and used in schools, critical edtech research has revealed a range of issues and harms for individuals and institutions. In this article, the authors investigate how school administrators, teachers, parents and students understand the collection, use and disclosure of school data. They foreground data justice to reveal systemic issues in Australian education, revealing a complex picture of how school d…
Child Development and Digital Technology (3 works) · Computer Science (3 works) · Literacy, Media, and Education (3 works) · Psychology (3 works) · Sociology (3 works) · Educational Assessment and Improvement (2 works) · Educational Theory and Curriculum Studies (2 works) · ICT in Developing Communities (2 works) · Mathematics education (2 works) · Pedagogy (2 works)