This journal provides a critical analysis of how ClassDojo has revolutionised discipline within schools through the datafication of student behaviour and performance. Whilst the ClassDojo application was initially intended to record and provide feedback for student behaviour, the publication explains that the application has evolved due to the implementation of new features and now resembles an educational social media platform (Williamson, 2017). Langley and Leshon (2016) suggest that the improvement / implementation of new features creates a ‘participatory culture’ in which users become the data subjects, consumers and generators.
The publication appreciates that the application has become popular as behavioural management is an aspect of teaching that many practitioners find challenging (Evertson and Weinstein, 2006). Soroko (2016, p.64) argues that the application “masquerading as a progressive and empowering tool for student engagement and parental involvement, is a gamified version of traditional school practices involving intimidation, discipline and compliance.” contesting the view that ClassDojo is a productive and proactive educational tool. The application is intended to encourage positive behaviour, Garcia and Hoang (2015) comment on how the accumulation of ClassDojo points is motivating for students, and that friendly competition is created regarding which child can achieve the most ‘DojoPoints’. Manolev, et al (2018) highlight how applications such as ClassDojo have changed the way that feedback is given, traditional verbal feedback now incorporates qualitative and quantitative feedback cohesively as behaviour can be numerically recorded by the value of ‘Dojo points’ that each pupil has achieved.
ClassDojo focuses on a ‘control-orientated’ surveillance, Foucault (2009) explains that behavioural technologies such as ClassDojo demonstrate ‘hierarchised surveillance’ due to the datafication of pupil behaviour. The creators of ClassDojo claim that these feedback reports are purely to strengthen classroom communities by involving parents, teachers and pupils (ClassDojo 2019). However, it is argued in this journal that the datafication of behaviour is used in contemporary education to monitor and control pupils to achieve disciplinary power. Constant surveillance creates an unequal power divide between teachers and their pupils (Foucault, 2009).
ClassDojo 