DATAFIED – DATA For and In EDucation. The Construction of School in the Process of Datafication

Project number: 01JD1803D

Funding Agency: Federal Ministry of Education and Research (BMBF)

Funding Period: 2018-2021

Principal Investigators: PD Dr. Sigrid Hartong (HSU, TP 1), Prof. Andreas Breiter und Dr. Juliane Jarke (ifib Bremen, TP 2), Prof. Felicitas Macgilchrist (GEI Braunschweig, TP 3) und Dr. Sieglinde Jornitz (DIPF Frankfurt/Main, TP 4)

Research Team Members at HSU: M.A. Vito Dabisch (Research Fellow), Tim-Fabian Schubert (stud. Hilfskraft), Nelly Kewitz (stud. Hilfskraft)

Together with our project partners, the Georg Eckert Institute – Leibniz Institute for International Textbook Research (GEI), the Institute for Information Management Bremen GmbH (ifib), and the Leibniz Institute for Educational Research and Information (DIPF), we investigate the effects of the advancing digitisation and datafication in the school system. Datafication, by the means of the school education system, can be perceived in a way that data is collected on all processes of the school system, which simultaneously influences decision-making and opinion-forming processes of various school actors (e.g. education policy, school supervision, school authorities, teachers or parents).

The collection and use of data is by no means neutral: Which data is collected for which reasons, which is not queried? What happens to the data? What conclusions can be drawn from this, with regard to the ideal of “good” education and the “right” implementation of digital support?

The BMBF and the Kultusministerkonferenz have anchored the increasing digitisation of the school system within their strategy papers. In addition to that, the currently discussed amendment to the the “Digitalpakt” is reaffirmed. In this context DATAFIED is an important constituent in the research and evaluation of the progress made so far.

Alongside the digitisation, a comprehensive datafication of the school system is occurring, which collects data in all processes of the school system which simultaneously influences decision-making and opinion-forming processes in education policy, school supervision, school authorities, school management, teachers, pupils and their parents as well as the public. Their origin, interpretation and use is not (value-) neutral, as the data itself already includes ideas of “good education” or “good school” and “good teaching“. The increasing datafication is changing the roles of teachers, pupils and other actors in the education system and their relationships with each other. This joint research project will describe these processes of change from four different, interwoven perspectives and analyse them on the basis of its own empirical studies at four interfaces of the school education system: School authorities and ministries (SP1), school management and school information systems (SP2), digital learning software and teaching (SP3), teachers and students in class (SP4). The aim is to describe the formative role of data in order to gain insights about the role change and professional understanding, and to generate impulses that support future decisions regarding the design of data practices in the education system.

The joint research project DATAFIED is part of the “Rahmenprogramm empirische Bildungsforschung” of the Federal Ministry of Education and Research.

For further information to this topic as well as other projects you can find on the homepage:

Hartong, Sigrid; Förschler, Annina & Dabisch, Vito (2021) Data infrastructures and the (ambivalent) effects of rising data interoperability: insights from Germany. In: Wyatt-Smith, Claire; Lingard, Bob & Heck, Elizabeth (Eds.) Digital Disruption in Teaching and Testing: Assessments, Big Data, and the Transformation of Schooling, Routledge.


Letzte Änderung: 11. April 2021