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Cited by 208Digital Education and SocietyGlobal Educational Policies and ReformsTechnology-Enhanced Education Studies

The DOI matches its Crossref record; 42 of the 45 references it cites were found in a registry or an index.

Automation, APIs and the distributed labour of platform pedagogies in Google Classroom

Perrotta, Carlo, Gulson, Kalervo N., Williamson, Ben, Witzenberger, Kevin·2021·Critical Studies in Education
DOI 10.1080/17508487.2020.1855597

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Abstract

Digital platforms have become central to interaction and participation in contemporary societies. New forms of ‘platformized education’ are rapidly proliferating across education systems, bringing logics of datafication, automation, surveillance, and interoperability into digitally mediated pedagogies. This article presents a conceptual framework and an original analysis of Google Classroom as an infrastructure for pedagogy. Its aim is to establish how Google configures new forms of pedagogic participation according to platform logics, concentrating on the cross-platform interoperability made possible by application programming interfaces (APIs). The analysis focuses on three components of the Google Classroom infrastructure and its configuration of pedagogic dynamics: Google as platform proprietor, setting the ‘rules’ of participation; the API which permits third-party integrations and data interoperability, thereby introducing automation and surveillance into pedagogic practices; and the emergence of new ‘divisions of labour’, as the working practices of school system administrators, teachers and guardians are shaped by the integrated infrastructure, while automated AI processes undertake the ‘reverse pedagogy’ of learning insights from the extraction of digital data. The article concludes with critical legal and practical ramifications of platform operators such as Google participating in education.

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Crossref · 10.1080/17508487.2020.1855597

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Citations

Cites

Show all 45 references

Research works printed but not linked: 7

  1. Clark J., 2014, International Journal of Communication, 8, 1446
  2. Gerlitz C., 2019, Computational Culture, 7
  3. 10.7551/mitpress/9780262525374.003.0009 · DOI · Paper page
  4. Selwyn N., 2019, Should robots replace teachers? AI and thefuture of education
  5. Snodgrass E., 2019, First Monday, 24
  6. Srnicek N., 2017, Platform capitalism
  7. Witzenberger K., 2018, Media Theory

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Metadata

Authors
Perrotta, C., Gulson, K. N., Williamson, B., & Witzenberger, K.
Affiliations
  • Monash University (AU)
  • School of Education and Social Work, University of Sydney, Sydney, Australia
  • University of Edinburgh (GB)
  • UNSW Sydney (AU)
Corresponding author
Perrotta, Carlo
ORCID
Venue
Critical Studies in Education
Publisher
Informa UK Limited
Published
2020-12-09
Volume
62
Issue
1
Pages
97-113
ISSN
  • 0076-6275 (ISSN-L)
  • 1750-8487
  • 1750-8495
DOI
10.1080/17508487.2020.1855597
OpenAlex
W3112490946
Cited by
208
References
45
Citations by year
2026: 39 · 2025: 24 · 2024: 38 · 2023: 45 · 2022: 40 · 2021: 22
FWCI
25.19
Type
journal article
Language
en
Open access
closed
Locations
  • Critical Studies in Education (publishedVersion)
  • OSF Preprints (OSF Preprints) (submittedVersion)
Topics
  • Social Sciences › Education › Digital Education and Society
  • Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
Google Classroom, application programming interfaces, educational automation, school surveillance, datafication, interoperability, platformization of education, artificial intelligence in education, school administrators, guardians, digital infrastructure

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