new publication: ClassDojo and student conflation of educational technologies

Last year, Daniela DiGiacomo, Sarah Barriage, and I published an article on student and principal perceptions of ClassDojo. Our findings weren’t entirely what we expected, even if they weren’t a huge surprise. In short, students and practitioners don’t always share the concerns about edtech platforms (like ClassDojo) that are gaining steam in the critical educational technology literature. I don’t say this to shame edtech users for not thinking the way that we ivory tower types do—rather, it speaks to a long-recognized tension between theoretical and conceptual concerns held by academics vs.

📝 writeblog: spent 0:55:02 on 'publish ClassDojo and conflation of ed tech platforms study'

Trying to get back into writeblogging—and, well, just writing, since it was a very family-focused summer. We recently got reviewer feedback on this manuscript, and so I met with co-authors today to discuss our approach to revisions.

📝 writeblog: spent 0:33:17 on 'publish ClassDojo and conflation of ed tech platforms study'

Met with Sarah and Daniela today to review the data and discuss where to go from here. I have some new tasks, and we have some new ideas—looking forward to seeing where things go!

📝 writeblog: spent 1:01:43 on 'publish ClassDojo and conflation of ed tech platforms study'

My co-authors recently got back to me with comments on my “coding” of respondents’ open-ended answers. Based on that, I made some tweaks and then started grouping “codes” into categories. It turns out there are fuzzy boundaries between many types of edtech, which probably exacerbates the underlying phenomenon we’re getting at.

📝 writeblog: spent 0:51:56 on 'publish Dojo and platforms study'

A few years ago, Sarah Barriage, Daniela DiGiacomo, and I surveyed some undergraduate students on their previous experience with ClassDojo. One thing that startled us about the data is how often students treated other edtech apps and platforms (e.g., Canvas, Kahoot, Zoom) as equivalent to Dojo, when we saw Dojo as a different kind of edtech. I’ve been meaning to write that up for years, and I’m finally getting off my butt and doing it.

🔗 linkblog: my thoughts on 'CI’s DiGiacomo views information, media literacy as tool to preserve democracy | UKNow'

Glad that my colleagues’ interesting work is getting recognition from our university. link to ‘CI’s DiGiacomo views information, media literacy as tool to preserve democracy | UKNow’

parent agency and edtech

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.

being a student's parent as an edtech researcher

Kiddo starts at a new school this year, so we got the chance to all go as a family today and get introduced to everything. Kiddo got to meet teachers and other kids while we filed into a meeting to fill out a ton of paperwork and learn about how this school does things. For years, I’ve been wondering when my research in educational technology (and, increasingly, critical research on social technologies more broadly) were going to become relevant as a parent with a kid in school, and it looks like it’s going to be this year.