Researchers explored the future of datafication in primary schools - will the machine replace the teacher?
In primary schools, datafication - the use of data about school activities and students - brings both opportunities and challenges. Researchers Lauri Palsa, Janne Fagerlund and Pekka Mertala from the Department of Teacher Education at the Ä¢¹½Ö±²¥ interviewed 25 experts working in teaching and technology in different fields to find out how they see the future of datafication in primary schools.
"The way we imagine the future will influence the decisions we make in the present. It is therefore important to make the ideas that people have about the future visible," says Lauri Palsa.
Visions for the future of digitalisation in education
Experts presented a wide range of views on the future of datafication in education. Among other things, they hope that technology will make teachers' work easier by automating routine tasks such as assessment and by improving student learning. Technology-enhanced teaching could therefore free up teachers' time for activities such as teacher-student interaction.
At the same time, experts were concerned about the change in the role of the teacher that technology would bring, as well as the time required to ensure that the technology worked. Would it become the teacher's responsibility to develop the machine rather than to teach, in order to get the most out of technology-assisted teaching?
The potential of data-driven learning to harmonise education was also seen as a positive aspect. A data-driven approach could contribute to the uniformity of education and the transparency of education decisions across municipalities and schools.
Does datafication fit into Finnish culture?
Although the visions of the future were positive in principle, they were not presented as entirely unproblematic. For example, it was feared that increased transparency would lead to more monitoring and control. This was seen as being at odds with the culture of trust that characterises Finnish education.
In turn, it was feared that more effective learning would increase the burden on pupils or focus teaching on easily measurable issues.
"Technology can also have unexpected effects on the surrounding environment. In some cases, the expectations placed on technology may be at odds with the specific characteristics of Finnish education," Palsa explains.
Envisioning the future helps to take into account the specificities of the Finnish education system
The future of education is currently the subject of much debate both in Finland and internationally. The question of the future is not neutral, but always involves choices and priorities.
The researchers hope that the results of their research will support decision-making in education, but also provide tools for technological development. Recognising the potential of data technologies, including their unintended consequences, will help to make more informed and socially sustainable decisions.
"The more consciously we are able to balance the possibilities and consequences of technology, the better we will be able to make choices that are appropriate for Finnish education," Palsa concludes.
