In the last decade, educational settings on a global scale have experienced impacts associated with algorithmically informed forms of commercialization. Teachers are being digitally profiled for profit, as part of a working environment that mandates and encourages them to engage with commercial digital technologies.. Akin to political advertising, education is swamped with new corporate players that circumnavigate policies associated with established forms of privatization to promote techno-solutions. This project unpacks the various impacts and implications for teachers when data-driven predictions are part of the classroom. It aims to provide greater scrutiny into various information asymmetries associated with the ways teachers' data is being used to predict, nudge and experiment with teachers’ behaviour for profit.

The COVID-19 pandemic forced higher education academics and students to negotiate digital poverty to simply participate in distance teaching and learning overnight. The ways some academics incorporated emergency mitigation approaches, is akin to implementing trauma responsive practice. This project considers the ways academics identify students experiencing digital poverty and the strategies they employ to support quality student learning through trauma informed teaching practice in blended learning environments.

This project aims to bring together students, teachers, academics and researchers around the common topic of 'The impacts and implications of digital learning' in relation to education policy studies, specifically in terms of education governance and policy. The goal is to bring together together disparate people (students, communities, professionals, and researchers) around the role of automation, predictive analytics, artificial intelligence, and algorithmic decision making across a range of education contexts. A place to seed ideas, and watch them grow.