|Read a Post for Take a Number, Stand in Line, Better Yet, Be a Number Get Tracked: The Assault of Longitudinal Data Systems on Teaching and Learning
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* How data systems can help qualitative research and teaching
|Posted By: Brett Lane on March 19, 2013|
|Interesting - I know that editorials are supposed to have some bias, but really?|
Having read my Foucault, I am fully aware of the power and danger of using information to define a narrative, thus restricting other points of view.
But I do think you read way too much into efforts to use longitudinal data systems to better inform (to make "better"....?) decision making that impacts students. For the most part, folks (in state departments of education, in higher ed) have a deep appreciation of the need to combine utilize quantitative data ("numbers", in your terminology) with rich and deep qualitative data. SLD systems are a means of enriching existing qualitative narratives - isn't that possible? That's what we are trying to do. For instance, it may be the case that there is a strong body of qualitative evidence around the experience of certain students, and how they reach and succeed in college. But until now, we haven't had the data systems to explore these case studies. Now we do, which will lead to new research and thinking.
Try to be more positive.