research-article

Wilma ruined my life: how an educational system became the criminal record for the adolescents

Authors:

Olli I. Heimo,

Minna M. Rantanen,

Kai K. KimppaAuthors Info & Claims

ACM SIGCAS Computers and Society, Volume 45, Issue 3

Pages 138 - 146

https://doi.org/10.1145/2874239.2874259

Published: 05 January 2016 Publication History

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Abstract

The information system StarSoft Wilma used to track and report on the adolescents' behaviour at school can cause problematic situations. These problems manifest themselves in various ways: many of the markings in the system are either wholly unnecessary or at least questionable in nature. This is made the adolescents (and some guardians/teachers) resent the system. In this paper these side-effects are looked through and compared with an analysis of posts in the Facebook-group 'Wilma Ruined My Life'. As conclusions we claim that the system can create an atmosphere of fear and suspicion amongst the students: resembling an Orwellian or panopticon-like environment which might undermine the students' ability to become full and capable members of an open democratic society.

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Suoranta JTeräs MTeräs H(2022)Rise of a “Managerial Demiurge”: Critical Analysis of the Digitalization of EducationThe Palgrave Handbook on Critical Theories of Education10.1007/978-3-030-86343-2_21(371-389)Online publication date: 14-Sep-2022
https://doi.org/10.1007/978-3-030-86343-2_21
Oinas SThuneberg HVainikainen MHotulainen R(2020)technology-enhanced-feedback-profiles-and-their-associations-with-learning-and-academic-well-being-indicators-in-basic-educationContemporary Educational Technology10.30935/cedtech/820212:2(ep271)Online publication date: 2020
https://doi.org/10.30935/cedtech/8202
Heimo ORantanen MKimppa K(2018)Three Views to a School Information System: Wilma from a Sociotechnical PerspectiveThis Changes Everything – ICT and Climate Change: What Can We Do?10.1007/978-3-319-99605-9_20(271-281)Online publication date: 26-Aug-2018
https://doi.org/10.1007/978-3-319-99605-9_20
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Wilma ruined my life: how an educational system became the criminal record for the adolescents

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cover image ACM SIGCAS Computers and Society

ACM SIGCAS Computers and Society Volume 45, Issue 3

Special Issue on Ethicomp

September 2015

446 pages

ISSN:0095-2737

DOI:10.1145/2874239

Issue’s Table of Contents

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Published: 05 January 2016

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Suoranta JTeräs MTeräs H(2022)Rise of a “Managerial Demiurge”: Critical Analysis of the Digitalization of EducationThe Palgrave Handbook on Critical Theories of Education10.1007/978-3-030-86343-2_21(371-389)Online publication date: 14-Sep-2022
https://doi.org/10.1007/978-3-030-86343-2_21
Oinas SThuneberg HVainikainen MHotulainen R(2020)technology-enhanced-feedback-profiles-and-their-associations-with-learning-and-academic-well-being-indicators-in-basic-educationContemporary Educational Technology10.30935/cedtech/820212:2(ep271)Online publication date: 2020
https://doi.org/10.30935/cedtech/8202
Heimo ORantanen MKimppa K(2018)Three Views to a School Information System: Wilma from a Sociotechnical PerspectiveThis Changes Everything – ICT and Climate Change: What Can We Do?10.1007/978-3-319-99605-9_20(271-281)Online publication date: 26-Aug-2018
https://doi.org/10.1007/978-3-319-99605-9_20
Kiesiläinen JRantanen MHeimo OKimppa K(2018)Unworthy Guardians: Nappula Child Welfare Information SystemWell-Being in the Information Society. Fighting Inequalities10.1007/978-3-319-97931-1_5(53-63)Online publication date: 29-Jul-2018
https://doi.org/10.1007/978-3-319-97931-1_5

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Harnessing our very life

Sexting experiences and motivations among adolescents with ADHD and ASD

Stressful life events and problematic Internet use by adolescent females and males: A mediated moderation model

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