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From a 'Patchwork of Platforms' to the Platformized School? The Changing Nature of Data Infrastructures in Education

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Title: From a 'Patchwork of Platforms' to the Platformized School? The Changing Nature of Data Infrastructures in Education
Language: English
Authors: Luci Pangrazio (ORCID 0000-0002-7346-1313)
Source: British Journal of Educational Technology. 2026 57(3):674-689.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Data Use, Schools, Educational Technology, Data Collection, Consultants, Industry, School Personnel, Attitudes, School Administration, Data Analysis
Geographic Terms: Australia
DOI: 10.1111/bjet.70014
ISSN: 0007-1013
1467-8535
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503329
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Luci+Pangrazio%22">Luci Pangrazio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7346-1313">0000-0002-7346-1313</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(3):674-689.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 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.
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      – SubjectFull: Schools
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      – SubjectFull: Data Analysis
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      – SubjectFull: Australia
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