Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24797
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Decoding ClassDojo: psycho-policy, social-emotional learning and persuasive educational technologies (Forthcoming/Available Online)
Authors: Williamson, Ben
Contact Email: ben.williamson@stir.ac.uk
Keywords: behaviour change
ClassDojo
fast policy
growth mindsets
social-emotional learning
Issue Date: 16-Jan-2017
Citation: Williamson B (2017) Decoding ClassDojo: psycho-policy, social-emotional learning and persuasive educational technologies (Forthcoming/Available Online), Learning, Media and Technology.
Abstract: ClassDojo is one of the world’s most successful educational technologies, currently used by over 3 million teachers and 35 million children globally. It reinforces and enacts emerging governmental ‘psycho-policies’ around the measurement and modification of children’s social and emotional learning in schools. This article focuses specifically on the ways ClassDojo facilitates psychological surveillance through gamification techniques, its links to new psychological concepts of ‘character development,’ ‘growth mindsets’ and ‘personal qualities,’ and its connections to the psychological techniques of Silicon Valley designers. Methodologically, the research mobilizes network analysis to trace the organizational, technical, governmental and scientific relations that are translated together and encoded in the ClassDojo app. Through its alignment with emerging education psycho-policy agendas around the measurement of non-cognitive learning, ClassDojo is a key technology of ‘fast policy’ that functions as a ‘persuasive technology’ of ‘psycho-compulsion’ to reinforce and reward student behaviours that are aligned with governmental strategies around social-emotional learning.
DOI Link: http://dx.doi.org/10.1080/17439884.2017.1278020
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Learning, Media and Technology on 16 Jan 2017, available online: http://www.tandfonline.com/10.1080/17439884.2017.1278020

Files in This Item:
File Description SizeFormat 
WilliamsonB_Decoding ClassDojo postprint_2017.pdf431.03 kBAdobe PDFUnder Embargo until 16/7/2018     Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.



This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.