Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9207
Title: Empowering Students in a Datafied World: Adult Stakeholders’ Perspectives on Digital Self-Determination in the U.S. K-12 Environment
Authors: Sylvan, Elisabeth
McGee, Madeline
Cortesi, Sandra
Keywords: CSCL
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Sylvan, E., McGee, M., & Cortesi, S. (2023). Empowering students in a datafied world: Adult stakeholders’ perspectives on digital self-determination in the u.s. K-12 environment. In Damșa, C., Borge, M., Koh, E., & Worsley, M. (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 257-260). International Society of the Learning Sciences.
Abstract: During the COVID-19 pandemic, when educational systems underwent a massive shift to online learning, stakeholders had limited time and resources to address the impact of increased datafication on their students. This use case describes adult U.S. education stakeholders’ perceptions of that shift and the path forward. It does so by applying a new, emerging principle, “Digital Self-Determination” (DSD), in which students’ agency and rights are respected throughout data use. We found that infrastructure, capacity, and knowledge barriers have kept schools from safely and effectively using data to improve student learning; that adult stakeholders’ needs and incentives as agents of DSD are, in some cases, poorly aligned with one another; and that while educators do have some concerns about the privacy of student data, they are poorly equipped to prioritize student data privacy.
Description: Short Paper
URI: https://doi.org/10.22318/cscl2023.346425
https://repository.isls.org//handle/1/9207
Appears in Collections:ISLS Annual Meeting 2023

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