Automating what? Scholastic products and instructional automation in virtual schooling

Bibliographic Data

ID2932449
AuthorsJan Nespor (0000-0002-7354-8937, Both of Educational Studies, The Ohio State University, Columbus, OH, USA, corresponding author), Julie Fitz (0000-0002-2029-4988, Both of Educational Studies, The Ohio State University, Columbus, OH, USA)
Year2023
Volume44
Issue5
Pages768-781
Publication date2023-09-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2022.2141691
OpenAlexW4308202665
LanguageEN
Citations received3
References cited34

Schools produce multiple products and digitization articulates with them in different ways. In this paper we expand the frame for analyzing instructional automation by examining its implications for three scholastic products – embodied learning, grades and test scores, and the narratives that connect the two. We draw on data from interviews with 47 teachers in four full-time virtual elementary and secondary schools in the US to argue that at present most of the actual work of automation in virtual schools is focused on the production of marks and grades, and that the narrative products of digitization efforts – routinization discourses, potentials discourse, and ‘live’ teaching discourse, play key roles in shaping how we understand the connections between those products and student learning

Art · Automation · Digitization · Embodied cognition · Literature · Mathematics education · Multimedia · Narrative · Pedagogy · Sociology · Computer Science · Digital Education and Society · Digital literacy in education · Engineering · Psychology · Social Media and Politics · Artificial Intelligence

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