AI 中文总结
本文通过中国K-12教育技术部署的定性研究，提出可见性不对称概念，梳理其四阶段机制，拓展CSCW领域相关研究并探讨反馈系统的优化方向。
AI 中文摘要
CSCW领域的基础设施研究常将故障视为基础设施变得可见的时刻，但在供应商管理的社会技术系统中，并非所有故障都能被有修复能力的主体看到。本文通过对中国K-12教育技术部署的回顾性定性研究（含11次访谈、5次课堂观察及28天以上的实地记录），引入可见性不对称这一敏化概念，用于理解相似的本地故障在被流转、识别和处理时遭遇的不均等条件。分析梳理出四阶段机制：采购类别将学校划分为注意力层级；人员配置与访问节奏遵循这些层级；仅部分本地问题能通过人员或管理员渠道流转；仪表盘可将未解决的修复劳动重新编码为采用证据。本文将研究重点从故障发生转向故障变得可操作的组织渠道，拓展了CSCW领域关于基础设施、衔接工作与修复的研究，最后讨论了可揭示修复需求且不扩大监控的反馈系统的意义。
英文摘要
Infrastructure scholarship in CSCW often treats breakdown as the moment when infrastructures become visible. However, in vendor-managed sociotechnical systems, not all breakdowns become visible to actors who have the capacity to repair them. Drawing on a retrospective qualitative study of a Chinese K-12 EdTech deployment, including 11 interviews, 5 classroom observations, and more than 28 days of field notes, this paper introduces visibility asymmetry: a sensitizing concept for understanding how similar local breakdowns encounter uneven conditions for being routed, recognized, and acted upon. The analysis traces a four-stage mechanism through which procurement categories sort schools into attention tiers; staffing and visit cadence follow those tiers; only some local problems travel through staff or administrator channels; and dashboards can re-code unresolved repair labor as evidence of adoption. By shifting attention from the occurrence of breakdown to the organizational channels through which breakdown becomes actionable, this paper extends CSCW work on infrastructure, articulation work, and repair. It concludes by discussing implications for feedback systems that can surface repair needs without expanding surveillance.
