The Platform Classroom: Troubling Student Configurations in a Danish Primary School

Autor/in	Cone, Lucas
Titel	The Platform Classroom: Troubling Student Configurations in a Danish Primary School
Quelle	In: Learning, Media and Technology, 48 (2023) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cone, Lucas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2021.2010093
Schlagwörter	Foreign Countries; Elementary School Students; Learning Management Systems; Grade 2; Grade 9; Educational Technology; Mathematics Education; Electronic Learning; Humanism; Language Arts; Pronunciation; Denmark + Suchen Sie Ihr Suchwort? Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 09; 9. Schuljahr; Schuljahr 09; Unterrichtsmedien; Mathematische Bildung; Humanismus; Sprachkultur; Aussprache; Dänemark
Abstract	Spanning parent-communication and administration to content delivery and student monitoring, platforms have become an integral part of contemporary schooling. Building on two ethnographic episodes occurring in a Danish primary school in January 2020, this article engages in an analysis and discussion of how the ongoing "platformization" of schools affects the day-to-day relations of teachers and students in a 2nd and 9th grade class. The article draws on a posthuman theoretical framework to give an account of how two common education platforms used in the Danish primary school system -- the "MathFessor" platform for mathematics, and the "Gyldendal" portal for Danish language lessons -- become problematically constitutive of what and who matters in classroom interactions. By emphasizing and theorizing the relational embeddedness of education platforms, the episodes serve as invitations for a greater attentiveness to what bodies in schools can and cannot do in classroom-based platform practices. An attentiveness which, it is argued, extends well beyond the instrumental discourses of personalization, innovation, and efficiency surrounding the implementation and use of platforms in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01