Papers by Rachel Buchanan
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Learning, Media and Technology, 2023
Commercial platforms are being increasingly used in classrooms as teaching and learning tools. Be... more Commercial platforms are being increasingly used in classrooms as teaching and learning tools. Beyond shifts in practice to accommodate this, the teacher becomes a tool of the platform – generating and collecting data for commercial entities. It is time to move from commercial platforms working through teachers to influence education, towards working with teachers in the ethical use of educational data. The purpose of this paper is twofold. Firstly, we draw on semi-structured interviews to present an exploratory typology of teacher influencer behaviour. Secondly, we argue that there is potential for teacher influencers to act as advocates. We introduce the conceptual notion of an ‘educational data advocate’. We call for Teacher Influencers to be recognised as a source of expertise to understand the implications of the use of data-driven educational technologies. By doing so, a new pedagogical economy that promotes ethics and rights alongside educational and commercial outcomes may be generated.
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Policy Futures in Education, 2020
In many educational jurisdictions, school systems are striving to demonstrate constant improvemen... more In many educational jurisdictions, school systems are striving to demonstrate constant improvement. In Australia, the latest iteration of this concern is represented by the recent federal government report, Through growth to achievement. The report offers a number of recommendations to address declining achievement in Australian schooling. Pulling together scholarship on policy and educational technology I provide an analysis of key aspects of this report. This analysis draws attention to three salient features of the report: continuous assessment for continuous improvement; education as personalized learning; and growth mindset as a policy mandate. I explore the implications for schooling in Australia if these features were to be taken up. Analysis indicates that Australia could undergo significant change: teaching would be reconstituted as a process of continuous assessment; processes of personalized learning would lead to algorithmically tethered educative opportunities based upo...
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Global Studies of Childhood, 2019
Teachers are under increased pressure to teach children digital skills, and parents are having to... more Teachers are under increased pressure to teach children digital skills, and parents are having to manage children’s online presence as well as their offline lives. Much of the discussion surrounding the issue of children’s digital footprints highlights the potential present and future risks that children could be exposed to. While parents and teachers are expected to educate and protect children online, little is known about what parents and educators know in the Australian context and how they feel about being the custodians of children’s digital presence. The purpose of this article is twofold. Firstly, the authors report on the Best Footprint Forward project, which employed focus groups to qualitatively investigate the digital-footprint awareness of parents and teachers from three primary schools in regional Australia. Secondly, the authors outline an ethical framework that can be used to provide guidance to those who teach children on how to manage their online presence. Parents...
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Australian Journal of Teacher Education, 2011
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Postdigital Science and Education
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Online Postgraduate Education in a Postdigital World, 2021
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Gender and Education, 2019
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Video Journal of Education and Pedagogy
Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived e... more Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived experience of two visual art (va) educators, the authors seek to learn how working between online and studio learning approaches shaped teacher perceptions of student learning during the outbreak of covid-19 in 2020 and 2021. The research has two phases. Phase 1 sees the two va educators create learning narratives. These narratives, reported in summary in the article, through both material and digital form became the baseline data. In Phase 2 these themes were reworked as conversational questions. These questions then became the stimulus for a critical reflective online video conversation between the two va educators. The resulting discussion around the borderlines looks beyond specific apps, platforms, or products that the teachers used, their successes and failures and examines the digital, non-digital, material, social relations and pedagogical realities and futures that may or may be ...
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Educational Philosophy and Theory, 2021
Michael A. PetersBeijing Normal University, PR ChinaImmature poets imitate; mature poets steal; b... more Michael A. PetersBeijing Normal University, PR ChinaImmature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something ...
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The global rise of the enterprise university (Marginson & Considine, 2000) reflects the increasin... more The global rise of the enterprise university (Marginson & Considine, 2000) reflects the increasing dominance of neoliberal discourses within the field of education (Connell, 2013; Bennett et al., 2012). Although seemingly economic in focus, neoliberalism is a comprehensive socio-political paradigm that informs our sense of ethical responsibility and social justice. Neoliberal concepts of timeliness, accountability, individual entrepreneurship, efficiency, calculability, productivity and competitive achievement permeate universities and, some would argue, the subjectivities that higher education longs to produce (Clegg, 2010).
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Educational Philosophy and Theory, 2020
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Video Journal of Education and Pedagogy, 2022
Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived e... more Through an ethnomethodological and dialogical encounter with Australian classrooms in the lived experience of two visual art (va) educators, the authors seek to learn how working between online and studio learning approaches shaped teacher perceptions of student learning during the outbreak of covid-19 in 2020 and 2021. The research has two phases. Phase 1 sees the two va educators create learning narratives. These narratives, reported in summary in the article, through both material and digital form became the baseline data. In Phase 2 these themes were reworked as conversational questions. These questions then became the stimulus for a critical reflective online video conversation between the two va educators. The resulting discussion around the borderlines looks beyond specific apps, platforms, or products that the teachers used, their successes and failures and examines the digital, non-digital, material,
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Postdigital Science and Education, 2019
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Journal of Philosophy in Schools, 2019
Policy and technological transformation have coalesced to usher in massive changes to educational... more Policy and technological transformation have coalesced to usher in massive changes to educational systems over the past two decades. Teachers’ roles, subjectivities and professional identities have been subject to sweeping changes enabled by sophisticated forms of governance. Simultaneously, students have been recast as ‘learners’; like teachers, learners have become subject to new forms of governance, through technological surveillance and datafication. This paper focuses on the intersection of the metrics driven approach to education and the political as a way to re-think the future of schooling in more explicitly philosophical terms. This exploration starts with a critical examination of constructions of teachers, learners and the digital data-driven educational culture in order to explicate the futures being generated. The trajectory of this future is explored through reference to the techno-educational models currently being developed in Silicon Valley. Drawing on Deleuze’s not...
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This project established an evidence base for the development of resources and strategies to educ... more This project established an evidence base for the development of resources and strategies to educate undergraduate students in managing and curating their digital footprints for successful personal and professional outcomes. A multi-pronged, multi audience communication and dissemination strategy was devised to ensure students from disadvantaged backgrounds (e.g. Low socioeconomic status; First-in-Family; Indigenous; Regional and Remote; and Disability) could develop essential digital knowledge and skills.
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The signing of Melbourne Declaration by Australia’s state and federal education ministers in Dece... more The signing of Melbourne Declaration by Australia’s state and federal education ministers in December 2008 has set the agenda for Australia’s educational future. The Melbourne Declaration seeks the creation of an educated citizenry and the investment in education is justified by the increased economic prosperity that such expenditure will generate. Belying its goals of equity and excellence, its emphasis on educational advancement via technological means infers that the declaration is underpinned by Human Capital theory. The proposed National Curriculum and the Digital Education Revolution are two examples of radical changes to education in Australia that have been facilitated by the agreement reached with this document. But what is the future being ushered in by the Melbourne Declaration? We seek in this paper to critically examine the implications of Melbourne Declaration for Australia’s education systems.
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Very little is known about the effects of immersive virtual reality on children and young people,... more Very little is known about the effects of immersive virtual reality on children and young people, yet it is incumbent upon researchers and educators to identify risk, mitigate harm and provide an ethical and safe environment for students under their care. The purpose of this paper is to describe the VR School Project, a study using immersive virtual reality in Australian high school classrooms, and to present and elaborate on the ethical and safety protocols and resources produced as a key component of the research. Specifically, the paper provides an exploration of the four key dimensions of ethical conduct and safety that emerged during the initial phase of the research. These were: screening students for cybersickness and other potential harms; student education for health and safety; the role of observation in maintaining a safe environment; and child protection protocols. The paper provides practical resources for researchers, teachers and students.
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In this paper we describe the state of pla ng the use of ICT in education in the Australian conte... more In this paper we describe the state of pla ng the use of ICT in education in the Australian context. We exam e the role of globalisation in the the reg Ru fiel digi co ove aro mo of
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Postdigital Science and Education
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Papers by Rachel Buchanan