Teacher Autonomy and Algorithmic Recommendation: A Position Paper on Classroom Decision Rights
DOI:
https://doi.org/10.5281/zenodo.22694765Keywords:
Teacher Autonomy and Algorithmic Recommendation; Educational technology; E-learning; Evidence synthesis; Research methodologyAbstract
Teacher Autonomy and Algorithmic Recommendation has moved quickly from a niche scientific question to something a wider
community can now investigate with reasonably reliable tools, but the evidence behind it has not always kept pace. We pull
together the current evidence for teacher autonomy and algorithmic recommendation, covering the methodological, practical,
regulatory and cost angles, with an eye on where practice has genuinely settled and where researchers and reviewers are still
largely working it out for themselves. Selective, context-specific pursuit looks better supported by the evidence gathered here than
either broad rollout or blanket avoidance.
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