Software and the hidden curriculum in digital education

Taylor & Francis makes every effort to ensure the accuracy of all the information (the " Content ") contained in the publications on our platform. Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Versions of published Taylor & Francis and Routledge Open articles and Taylor & Francis and Routledge Open Select articles posted to institutional or subject repositories or any other third-party website are without warranty from Taylor & Francis of any kind, either expressed or implied, including, but not limited to, warranties of merchantability, fitness for a particular purpose, or non-infringement. Any opinions and views expressed in this article are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. It is essential that you check the license status of any given Open and Open Select article to confirm conditions of access and use. Computer technologies and computer-mediated information and communication are increasingly parts of curriculum-making practices in education. These technologies are often taken to be simply tools to be used to enhance teaching and learning. However, in recent years, a range of cross-disciplinary studies have started to point to the work of code, algorithms and standards in selecting and shaping the information, forms of knowledge and modes of interaction available to teachers and students. Concerns have been raised about how data is selected, shaped and represented by software in ways which are not always apparent to those using computer technologies. In this sense, software can be considered as part of the hidden curriculum of education. Drawing upon the increasing research in software studies, this article explores theoretically some of the issues raised in relation to curriculum-making practices and possible lines of empirical research to be pursued. Introduction Computer technologies and computer-mediated information and communication are increasingly parts of educational practices at all levels in most parts of the globe. These technologies are often taken simply to be …