Janine Aldous Arantes is an Academic in the College of Arts and Education at Victoria University.
Janine is interested in the implications of digital technology in education, with a particular focus on topics such as:
Before joining Victoria University in 2018, Janine held positions in both TAFE and Secondary School settings across Victoria as a:
Janine has been awarded a VU Fellowship in 2021 and was the recipient of the Cengage Fellow in 2019. Her research focuses on the implications of integrating digital technologies in schools. She completed her PhD titled ‘Big Data, Black Boxes, and Bias: The Algorithmic Identity and Educational Practice’ at the University of Newcastle.
She has presented her research both nationally and internationally in the area of implications associated with digital education, placing a particular emphasis on how Predictive Analytics, Big Data, and Algorithmic Bias may correlate to 'real-life' implications for teachers. She is currently working on research associated with how commercial technologies, educational policy, and teachers’ rights are evolving alongside the shifting nature of teachers' identities in digital classrooms.
Supervision of Masters (Minor Thesis), one student
Arantes, J. A. (2020). Review of Christian Fuchs (2019). Rereading Marx in the age of digital capitalism. Postdigital Science and Education (1-6).
Arantes, J.A. (2020). The servitization of Australian K-12 educational settings. Postdigital Science and Education.
Arantes, J. A. (2019). Equity implications of predictive analytics in K-12 classrooms. Ubiquitous Learning. An International Journal, 12(2), 63-84.
Arantes, J. A. (2019). Big data, black boxes and bias: The algorithmic identity and educational practice. In E. Misfeldt, & A. Siebert-Evenstone (Eds.), First International Conference on Quantitative Ethnography: Conference Proceedings Supplement (PDF) - Doctoral Consortium (pp. 63-65).
Arantes, J. A. (2018). Algorithmic identity and educational practice. In A. Pardo, K. Baltimore, G. Lynch, S. Shum, R. Ferguson, A. Merceron, & X. Ochoa (Eds.) Companion Proceedings of the 8th International Conference on Learning Analytics & Knowledge (LAK’18) (pp. 180-189).
Arantes, J. A., & Buchanan, R. (2019). Say goodbye to 'Teacher Influencers' and hello to 'Educational Data Advocates.’ Presentation at the Australian Association for Research in Education (AARE) Conference, December 2019, Brisbane, Australia.
Arantes, J. A. (2019). Big data, black boxes and bias. Poster Presentation at ICQE19 – The First International Quantitative Ethnography Conference, 20-22 October 2019, Madison, Wisconsin, USA,
Arantes, J. A. (2019). Big data, black boxes and bias. Poster Presentation at the 2nd Heidelberg Computational Humanities Summer School (HCH19), 15-19 July 2019, Heidelberg, Germany. Abstract published in Summer School of Computational Humanities Book of abstracts.
Arantes, J. A. (2019). Potential implications of predictive analytics in K-12 education. Presentation at Twenty-sixth International Conference on Learning: Learning to make a social difference (PDF), 24-26 July 2019, Belfast, Ireland.
Arantes, J. A. (2019). Algorithmic logics and K-12 pedagogies. Paper presented at the 12th International Conference on e-Learning & Innovative Pedagogies, 2-3 May 2019 Hobart, Australia. Abstract published in 12th International Conference on e-Learning & Innovative Pedagogies conference program (PDF)
See all of Janine's publications in the VU Research Repository.
Over 15 years’ experience in Victorian secondary schools.
Arantes, J. A. (2019, 12 August). Ban smartphones in schools. Not because they’re disruptive, but because of this [Web blog message]. Australian Association for Research in Education (AARE): EduResearch Matters.
