The ethics of using digital trace data in education: a thematic review of the research landscape

Journal article

This article presents the findings of a systematic qualitative analysis of research in the ethics of digital trace data use in learning and education. From the resulting analysis of 77 peer-reviewed studies, we (1) map the characteristics of research by study type, academic community, institutional setting, and national context; (2) identify the primary ethical concerns and related responses; and (3) highlight the research gaps. Four areas of focus are identified in this emerging area: (1) privacy, informed consent, and data ownership; (2) validity and integrity; (3) ethical decision making; and (4) governance and accountability. We highlight the lack of evidence particularly for preschool and school-aged children and the disparate communities working in this domain, and we suggest a more cohesive approach, where the wider learning and educational ecosystem is recognized, explicit engagement with ethical theory is central, and mid- to long-term ethical issues are considered alongside immediate concerns.

Authors: Hakimi, L; Eynon, R; Murphy, V

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: SAGE Publications
• Journal: Review of Educational Research
• Volume: 91
• Issue: 5
• Pages: 671-717
• Publication date: 2021-06-21
• Acceptance date: 2021-05-05
• DOI: 10.3102/00346543211020116
• EISSN: 1935-1046
• ISSN: 0034-6543
• Language: English
• Keywords: FFR