| Popis: |
The so-called logic of datafication and platformisation, as a consolidated business model for the BigTech industry with applications to education (van Dijck et al. 2018), can also reach (and affect) early education and care. Social media and instant messaging are widely used in a kid culture that values documenting and sharing with parents. Educators feel overloaded with the challenges posed by digital platforms, but contextual issues are relevant to find ways for resistance and engagement in political actions to transform the edtech platforms domination. Investigating the specific discourses and approaches to platformisation from early education professionals appears relevant to promote not only awareness, but ways to rethink professional/political agency. Our preliminary study is based on 14 individual and 1 group interviews with educators in the Italian region of Veneto. After thematic analysis, our findings highlight that balancing technology-based documentation and children's privacy is not straightforward. Also, educators are claiming for policies and further support to technology-driven services and activities that make a thoughtful and conscious use to avoid harming children. Over these bases we advance recommendations to deepen early childhood educator professional development requirements in a data-driven and post-digital society. The current item contains three relevant records: 1- The Code-Tree generated after the analysis of the 15 interviews, with excerpts of text in Italian and English displaying the code creation criteria. 2- The Code Density tables, including the interviewees' profiles (Education, Experience, Province, Type of funding of the nursery where they work, belonging of the nurseryto a small or big town). 3- The interrater agreement procedure as extracted from NVIVO |
