Horvath Kenneth, Steinberg Mario
Educational Research, Zurich University of Teacher Education, Zurich, Switzerland.
Learn Media Technol. 2023 Jun 5;48(4):566-580. doi: 10.1080/17439884.2023.2219900. eCollection 2023.
Allowing learners to move across learning contexts in novel ways, digital tools play an increasingly central role for the formation of learning trajectories and identities. They thus presumably also affect dynamics of social sorting in education. Against this background, this article introduces a conceptual framework for unravelling dynamics of social sorting in digital learning environments. Inspired by French pragmatic sociology, we propose as analytical anchor point for disentangling the intricate interplays between educational technologies, learning situations, and wider moral and social orders. We present a 'speculative inquiry' into current AIED to demonstrate the added value this analytical perspective. We identify a hiatus between 'inspired' and 'industrial' logics of classification in current digital learning tools and environments that are likely to yield unwanted social sorting effects. A classification lens helps foreground social dynamics underlying such patterns, thus furthering our understanding of persistent patterns of disadvantaging in (digital) education.
数字工具使学习者能够以新颖的方式跨越学习情境，在学习轨迹和身份形成方面发挥着越来越核心的作用。因此，它们可能也会影响教育中的社会分类动态。在此背景下，本文引入了一个概念框架，以揭示数字学习环境中的社会分类动态。受法国实用主义社会学的启发，我们提出将其作为分析锚点，以理清教育技术、学习情境以及更广泛的道德和社会秩序之间错综复杂的相互作用。我们对当前的人工智能教育进行了一次“思辨性探究”，以展示这种分析视角的附加价值。我们发现在当前数字学习工具和环境中，“启发式”和“工业化”分类逻辑之间存在脱节，这可能会产生不良的社会分类效应。一个分类视角有助于凸显此类模式背后的社会动态，从而加深我们对（数字）教育中持续存在的劣势模式的理解。
