Technology-centered Bias in Classroom Interaction Research:Limitations and Transcendence
In the current prosperity of research on classroom interaction,powered by information technologies such as artificial intelligence and big data,there is a potential risk that researchers may give up their subjectivity and agency to technology,causing the understanding and exploration of classroom interaction to be limited to"technical analysis".Biases such as linguistic centrism,anthropocentrism,and the"scriptwriter"stance that exist in the field of classroom interaction research may resurface under the guise of information technology,potentially forming new forms of technological centrism.This study analyzes current technology-supported classroom interaction research to reveal specific manifestations of technological centrism and examines its causes from three aspects:methodological stereotypes,worship of big data and algorithmic limitations,and the obscuring of daily cultural contexts.This study argues that correctly handling the relationships between big data and microdata,researchers and technology,as well as researchers and teachers and students in the classroom is essential for transcending the limitations of technological centrism.
万方数据
维普
