Claire Wyatt-Smith is Professor of Assessment and Literacy. She is the Director of the Institute for Learning Sciences & Teacher Education at the Australian Catholic University.Bob Lingard is a Professorial Fellow at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University and Emeritus Professor of Education at the University of Queensland. Elizabeth Heck is a Research Assistant at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University.

State of the art papers by the leading researchers in field of digital education are included in this volume. The collection explores how the meaning and experience of education are being changed by the EdTech disruption. The insights offered are research based, critically relevant and of urgent significance for anyone interested in the future of teaching and learning.Professor Stephen Ball Emeritus Distinguished Professor, Institute of Education, University College LondonWhat teachers traditionally needed to master -- curriculum, pedagogy and assessment – has now come under siege by the new realities of datafication and digitalization. Addressing both researchers and practitioners, the authors of this book brilliantly analyze these trends and show that digital learning assessments require from teachers a special kind of data literacy to inform reflective practice for improving student learning.Professor Gita Steiner-Khamsi, Teachers College, Columbia University, New York and Director of NORRAG, the global network for international policies and cooperation in education and training Much policy discussion in education is parochial, within the profession and with little account of parallel developments in other domains. On educational assessment, much practice is even more parochial, sometimes based on a claim that little of value can be known by other than the students’ teachers. The value of this book lies in the scope that Wyatt-Smith, Lingard and Heck conceived for it and in the breadth of perspectives and experiences in education and in industry of the chapter authors whom they recruited. The book describes emerging developments and provides challenging and forward-looking insights.Emeritus Professor Barry McGawFormer Director for Education, OECD

• 1: Transforming schooling through digital disruption: Big data, policy, teaching and assessment; 2: Automated knowledge discovery: Tracing the frontiers, infrastructures and practices of education and data science; 3: Artificial intelligence and machine learning: A practical and ethical guide for teachers; 4: The relationship between humans and machines in public policy; 5: Amazon Go for education? Artificial intelligence, disruption and intensification; 6: Pearson’s digital transformation and the disruption of public education; 7: Costs of big data: Challenges and possibilities of cost-benefit analysis of ILSAs – Laura C. Engel and David Rutkowski; 8: Data infrastructures and the (ambivalent) effects of rising data interoperability: Insights from Germany; 9: Datafication and surveillance capitalism: The Texas Teacher Evaluation and Support System (T-TESS); 10: Governing by dashboard: Reconfiguring education governance in the Global South; 11: Next generation online assessments, technical democracy and responding to digital disruption; 12: ‘Lenses on COVID-19’ – Provocations

Claire Wyatt-Smith is Professor of Assessment and Literacy. She is the Director of the Institute for Learning Sciences & Teacher Education at the Australian Catholic University.Bob Lingard is a Professorial Fellow at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University and Emeritus Professor of Education at the University of Queensland. Elizabeth Heck is a Research Assistant at the Institute for Learning Sciences & Teacher Education at the Australian Catholic University.

State of the art papers by the leading researchers in field of digital education are included in this volume. The collection explores how the meaning and experience of education are being changed by the EdTech disruption. The insights offered are research based, critically relevant and of urgent significance for anyone interested in the future of teaching and learning.Professor Stephen Ball Emeritus Distinguished Professor, Institute of Education, University College LondonWhat teachers traditionally needed to master -- curriculum, pedagogy and assessment – has now come under siege by the new realities of datafication and digitalization. Addressing both researchers and practitioners, the authors of this book brilliantly analyze these trends and show that digital learning assessments require from teachers a special kind of data literacy to inform reflective practice for improving student learning.Professor Gita Steiner-Khamsi, Teachers College, Columbia University, New York and Director of NORRAG, the global network for international policies and cooperation in education and training Much policy discussion in education is parochial, within the profession and with little account of parallel developments in other domains. On educational assessment, much practice is even more parochial, sometimes based on a claim that little of value can be known by other than the students’ teachers. The value of this book lies in the scope that Wyatt-Smith, Lingard and Heck conceived for it and in the breadth of perspectives and experiences in education and in industry of the chapter authors whom they recruited. The book describes emerging developments and provides challenging and forward-looking insights.Emeritus Professor Barry McGawFormer Director for Education, OECD

• 1: Transforming schooling through digital disruption: Big data, policy, teaching and assessment; 2: Automated knowledge discovery: Tracing the frontiers, infrastructures and practices of education and data science; 3: Artificial intelligence and machine learning: A practical and ethical guide for teachers; 4: The relationship between humans and machines in public policy; 5: Amazon Go for education? Artificial intelligence, disruption and intensification; 6: Pearson’s digital transformation and the disruption of public education; 7: Costs of big data: Challenges and possibilities of cost-benefit analysis of ILSAs – Laura C. Engel and David Rutkowski; 8: Data infrastructures and the (ambivalent) effects of rising data interoperability: Insights from Germany; 9: Datafication and surveillance capitalism: The Texas Teacher Evaluation and Support System (T-TESS); 10: Governing by dashboard: Reconfiguring education governance in the Global South; 11: Next generation online assessments, technical democracy and responding to digital disruption; 12: ‘Lenses on COVID-19’ – Provocations