It’s that time of year (again) for signing the acceptable use policy for kiddo’s school, and I’m again grumpy about a lot of the details in here. Some of these details are me being a nitpicky academic, like the use of the word “technology” to refer to digital technologies alone. Others strike me as more serious, though. Let’s take a look at this paragraph, listed under a “Roles and Responsibilities of Parents/Guardians” header:

It’s a Chromebook-heavy “non-traditional instruction” snow day for kiddo today, and I’m having a lot of thoughts about Larry Cuban and that recent UNESCO report about emergency remote teaching during the COVID shutdowns.

I’ve been blogging about ClassDojo enough over the past few weeks that I think it’s time for a quick recap before sharing some of the latest developments. I heard about ClassDojo being used schoolwide back in late July and started wondering what approach I should take as both a student’s parent and an edtech researcher. On Monday of this week, I talked to kiddo’s teacher about it and wrote up some thoughts the next day about teachers’ diminished agency in the realm of edtech.

I really will get back to blogging on other subjects sometime soon, but here’s an email I just sent to kiddo’s principal raising some concerns I have going into the school year. I’m not sure what will come of this—and I’m not at all sure this was the right email to write—but in the off-chance it’s helpful for someone, I thought I’d post about it here. Dear Principal [so-and-so], We are very excited to be joining the VPE community this year: Our daughter is excited to be starting kindergarten, and we are happy to see how supportive, welcoming, and organized everyone has been.