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This paper overviews a summer 2020 pilot survey of educators’ perspectives on the intersection of educational technology and datafication in higher education classrooms. The brief, international survey of university teachers used four proxy questions to frame a baseline snapshot of higher education teaching populations’ knowledge, practices, experience, and perspectives on data and online learning: this paper focuses specifically on the results of the knowledge and practice questions. The paper suggests that, in the Emergency Remote Education (ERE) context generated by the COVID-19 pandemic, higher education instructors teaching online demonstrate patterns of limited knowledge and practice surrounding the data aspects of their classroom tools. The paper posits an urgent need for institutional and sector-wide policy and faculty development around data and online classroom tools, and for data ethics to be addressed as part of institutions’ ERE transition online.
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