DE-ESCALATING 'DATAVEILLANCE' IN SCHOOLS.

LIBRARY fines; STATISTICAL decision making; YOUNG adults; LGBTQ+ students

In our research, we found that school and district technology policies often originated from a singular administrator (e.g., an IT coordinator) and tended to focus on narrow data protections and expectations for appropriate technology use. This is especially concerning because the data harvested in classrooms rarely resides in schools but is funneled back to the developers of dataveillance technologies, who may have different standards for privacy than educators or families (Garcia & Nichols, 2021). What results is a cycle scholars have called the data imperative (Fourcade & Healy, 2017) - where the perceived benefits of collecting some data are used to justify the collection of more data, and so on. Indeed, educators we've worked with in our research on dataveillance technologies often report feeling uneasy about both the volume of data harvested and the ways this information can position students as potential risks to be managed rather than learners to care for and support. [Extracted from the article]

Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)