Luci Pangrazio

This article examines digital parenting in the age of datafication. Based on in-depth interviews with 22 parents, the article explores the digital experiences of Australian families with at least one child aged eight years and under. Findings reveal that datafication has changed the way children experience digital technologies and how it is mediated by families. The article discusses the tensions parents must navigate, including providing digital opportunities while protecting their children from online harms, the lack of choice parents have regarding the digital platforms mandated by education and care providers, and the unsettling realisation that most digital experiences mean the erosion of their families’ privacy and the commodification of personal information. Given that parents are just one part of any data assemblage, their priorities must compete with an array of countervailing forces. The article explores how datafication is changing ‘digital parenting’ and how parents navigate these changes.

Since the COVID-19 pandemic, we have witnessed an influx of apps on the online marketplaces promising to improve the well-being and mental health of children and young people. Drawing on Fairclough's concept of recontextualisation , we investigate how well-being is represented and operationalised in four of these apps. We identified four common recontextualisation rules: (1) using monsters or anthropomorphic characters as mentors and guides; (2) framing well-being as a set of tasks and routines; (3) using templates to ‘diagnose’ users and draw them into personalised ‘therapeutic’ pathways; and (4) ‘curricularising’ well-being through literacy activities and tutorials. We conclude this paper by arguing that well-being apps for children often rely on narrow, decontextualised understandings of well-being, which offer quasi-solutions that responsibilise children (and their carers) to ‘manage’ their mental health.

This article examines recent trends in the data infrastructures of Australian schools. Data interoperability has become integral to school operations as it enables data to flow between the array of applications that are used by the school and the broader school system by using a standardized format. It leads to more efficient, responsive and inclusive school processes. By contrast, a lack of interoperability means staff are called on to manually facilitate data flows, which is a significant drain on a school's time and resources. In response to this issue, we are now seeing the emergence of the single platform solution, notably from big tech companies like Microsoft, with apps to cover all aspects of school life—from precise monitoring of student learning through to expense management and human resources. Interoperability is no longer an issue as all data (ie, personal and operational) is in the one platform ready for analysis via dashboards. I adopt an infrastructure studies approach to analyse the data infrastructures in two schools. I critically examine how and why the issue of data interoperability is pushing schools from a ‘patchwork of platforms’ toward a single platform solution. Drawing on interviews with staff in schools and edtech companies, as well as edtech consultants, I discuss the implications of moving to a single platform and big tech ‘lock‐in’, including how it decreases educator agency and shapes pedagogical design. The paper concludes by reflecting on the impact big tech platformization may have on reshaping teaching and learning and how this could be addressed through programs designed to develop critical understandings of data infrastructures. Practioner notes: What is already known about this topic: Digital platforms are used extensively in schools and education systems for a wide range of purposes. Data interoperability is important in schools and refers to the flow of data within and between platforms, as well as to education authorities beyond the school. Schools' data infrastructures have been described as a ‘patchwork of platforms’, with data flows between platforms enabled by a lot of manual teacher work. What this paper adds: This paper examines the data infrastructures in two schools as well as broader trends in the edtech market, noting the increasing importance of having edtech platforms that are interoperable, safe and secure. One solution to current challenges is the trend toward a single platform to minimize risks and offer seamless data flows across school administration, finance and HR, student and parent portals, learning and education tools, communication tools and data analytics. Microsoft's Connected Schools platform is an archetypal example of the ‘single platform solution’. This paper explores how and why two schools are turning toward the ‘single platform solution’ and the implications this has for teaching and learning. Implications for practice and/or policy: The ‘single platform solution’ leads to decreased teacher agency as many teachers can only use applications and tools within the platform. Given the compliance and operational resources required to ensure digital platforms are suitable for schools to use, as well as extant ‘backend’ data infrastructures, big tech companies are at a market advantage and therefore have an inordinate impact on teaching and learning. Key stakeholders in schools, edtech companies and universities should be supported to develop critical understandings of data infrastructures so they can make informed decisions regarding platform procurement.

In this chapter, we explore the platformization of family life by concentrating both on the specific context of parenting in early childhood and on a core function of many platforms—datafication. Drawing on two case studies of infant feeding apps, including qualitative research interviews with users, the chapter explores how understandings of what it is to be a “good” parent are now defined through datafication and explicit metrics which demonstrably transform maternal and paternal roles as well as impacting on intergenerational discussions, traditional knowledge and understandings of what it means to bring up a baby. We examine these cases by considering the role of datafication in developing self-understandings of the family narrative and changes about the relationship between the family and other “social envelope” institutions like school, care, and welfare. The chapter concludes by summarising how the various activities of family life might be re-mediating how families understand themselves as individuals, social units, and institutions.