TY - JOUR
AU - Eynon, Rebecca
AB - Learning, Media and Technology, 2013 Vol. 38, No. 3, 237 – 240, http://dx.doi.org/10.1080/17439884.2013.771783 EDITORIAL The rise of Big Data: what does it mean for education, technology, and media research? The interest in Big Data is growing exponentially. Research calls, commercial insights, and government initiatives all seem to be focused on exploiting the potential of technology to capture and analyse massive amounts of data in increasingly powerful ways. Big Data, that is, data that are too big for standard database software to process, or the more future-proof, ‘capacity to search, aggregate, and cross-reference large data sets’ (boyd and Crawford 2012, 663), is everywhere. For some, Big Data represents a paradigm shift in the ways that we understand and study our world, and at the very least it is seen as a way to better utilise and creatively analyse fine grained data for public and private benefit. In some ways, this is not a new phenomenon. Those working in the commer- cial sector have been collecting and combing large data sets to improve segmen- tation of goods to customers and better understand their market for many years (Manyika et al. 2011). Nor is it particularly big news to those working in 
TI - The rise of Big Data: what does it mean for education, technology, and media research?
JF - Learning Media & Technology
DO - 10.1080/17439884.2013.771783
DA - 2013-09-01
UR - https://www.deepdyve.com/lp/taylor-francis/the-rise-of-big-data-what-does-it-mean-for-education-technology-and-BMI16lm467
SP - 237
EP - 240
VL - 38
IS - 3
DP - DeepDyve
ER -