Exploring the impact of digital technologies on professional responsibilities and education

• Published in: European educational research journal EERJ Vol. 15; no. 1; pp. 117 - 131
• Main Authors: Fenwick, Tara, Edwards, Richard
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.01.2016
• Subjects: Accountability; Data Analysis; Data Collection; Educational Technology; Professional Education; Professional Personnel; Responsibility; Technology Uses in Education; analytics; Professional responsibility; algorithms; professional education; big data; digital technologies; accountability
• ISSN: 1474-9041; 1474-9041
• DOI: 10.1177/1474904115608387

Digital technologies in combination with ‘big’ data and predictive analytics are having a significant impact upon professional practices at individual, organisational, national and international levels. The interplay of code, algorithms and big data are increasingly pervasive in the governing, leadership and practices of different professional groups. They are reshaping the relationships between professional grouping and between professionals and their clients/users/students. New forms of accountability and responsibility are emerging as a result of these trends, raising important questions about culpability and decision-making in professional practice. However, to date, despite the introduction of many professional codes on the use of digital data and social media, these issues have received limited examination in research addressing professional education. This article aims to explore some of these trends, how they are manifested in different professions and what might be the educational implications. Our argument is that new digital technologies are reconfiguring professional practice and responsibility, but that the education of professionals has yet to adequately reflect these changes.