The tie between [Progressive-era] administrative authority and the discourse of special education lay in three connected features: the objects of study in the field, the evangelism of experts embedded in personal and professional networks, and the technical tools that experts and their public partners used in practice. We can call this set a triangle of expertise: objects, experts, and tools. – Artiles, Dorn, & Bal (forthcoming, Review of Research in Education)
After the failure of most polling aggregators this week, I am not all that surprised that some observers of education have taken it as a warning about the flaws in big data in education, whether Harry Boyte, Audrey Watters, or others. As someone who has written a bit about the history of expertise in education — yes, the block quotation above is a bit of a tease about a future article — I am sympathetic towards that skepticism. Yet that is not the only conclusion one can draw, and it is important to consider alternative arguments.