Bon, je comprends ces soucis, mais je ne suis pas sûr que de telles interdictions soient la bonne réponse. Pourtant, vu que je suis plus ouvert à une interdiction de l’IA à l’école, il faut que je développe un peu plus ma philosophie ici.

Bookmarked this a while ago and am finally reading it. So infuriating.

I hate everything in this article.

I’ve repeatedly referenced 20th century French technology scholar Jacques Ellul on my blog(s) since the beginning of the year. While my interest in Ellul’s work is also personal and political, I wrote back in February that one of the main reasons I’m reading a lot of Ellul right now is to add a stronger theoretical foundation to my scholarly work. With that context in mind, I’m happy to share that my first Ellul-inspired article has just been published in the Journal of Computing and Higher Education!

This video has been on my mind all morning, and it makes me so sad.

I was already planning to voice skepticism about Apple partnerships with universities in a manuscript I’m writing, but now I’ve got this to cite as well.

I feel like half of ClassDojo’s business model is “let’s prey on parental anxiety.”

I intentionally keep receiving ClassDojo marketing emails because I keep thinking I ought to archive them all to write an autoethnography of my (negative) experience with it as a parent with an ed tech PhD, but I keep not doing that and just being angry at the emails.

Cory Doctorow taking on Proctorio by proxy is such a delight. This story on how dumb proctoring software is, how it could be beat technically, and how it needs to be beat politically ought to be required reading for everyone in ed tech. It also has compelling characters, enough food porn to remind you who the author is, some fun technical asides (learned a lot about WannaCry!), and is just fun.

I am way more pessimistic about AI than Masnick is, but we agree on this sort of thing. Algorithmic surveillance is no more appropriate in response to AI concerns than it is to cheating concerns.

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:

Two books that I’ve recently (re)read have been helpful in making sense of some thoughts I’ve been mulling over for the past few weeks. Let’s begin with my rereading of Gérard Siegwalt’s La réinvention du nom de Dieu (“Reinventing God’s Name”). At a few points in his book, Siegwalt makes some points about “rationalism” having replaced God in the modern world and the need to keep rationalism but put it in its place as we develop a new conception of God that this world needs better.

Oh, please no no no. I usually read a whole article before posting it, but just the first few paragraphs are giving me such a visceral reaction that I don’t know if I’ll make it through the rest. The existing tech giants already have such a hold on us, let’s please not let OpenAI in the door.

Audrey Watters was warning about something like this almost a decade ago. It’s time for edtech folks to step up and recognize that technology in schools goes far beyond that exciting new classroom tech—and that we can’t do something about stuff like this if we’re overly focused on efficiency and effectiveness.

I think what bothers me about “improving learning” approaches to educational technology is that it tends to prioritize utilitarianism at the expense of everything else. Ethical concerns about AI don’t matter if grades go up, what students should learn about is largely shoved aside, and so forth.

Punya is a bit warmer on AI than I am, so I wasn’t sure what I would be reading based off of the title, but this is one of the best things I’ve read on generative AI in education. These companies have so much power and could use a little more Parkerian responsibility.

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.

This is a really important read. It’s why educational technology researchers should be concerned about more than “does it improve learning?"—and why our understanding of edtech needs to include all of these platforms, not just the obvious stuff.

When I learned that Stephanie Moore and Tonia Dousay were editing a volume on ethics in educational technology, I jumped at the chance to write something on data ethics. Stephanie and Tonia’s book is now published on Royce Kimmons’s open access EdTechBooks platform as Applied Ethics for Instructional Design and Technology, and my chapter is available alongside six others on other subjects related to ethics and educational technology. Here’s a link to the online version, and I have a PDF archived on my website.

My Mormon Studies research will probably never get the citations that my edtech work has, but it’s neat how much more layperson and media interest it generates. That said, I hope late-night weekend presentations stay rare because I’m very tired this morning.

I’m becoming more and more skeptical of “improve teaching and learning” as a motivation for education (and especially edtech) research—it’s a noble goal, but it distracts us from so many other important questions.

This morning, I read an excellent piece by Lam Thuy Vo at The Markup expressing concern about how services like Amazon’s Ring cameras can distort police priorities and perpetuate bias. Here’s a good summary passage: As a reporter, I’ve always been interested in systems that disadvantage some people—when it comes to policing, they are often Black or Latino—while prioritizing the wishes of a smaller, much more powerful subset—often affluent White folks.

You know, I think the combination of research training in ed tech and currently teaching ICT classes makes me particularly critical of the “digital native” idea.

Look, I’m glad my university is aware of and responding to the digital divide, but I’d appreciate a more critical treatment of what we’re doing. This sounds almost like ad copy for Apple, and it’s falling into a lot of tired edtech tropes about how technology must necessarily improve learning.

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.

It’s already indefensible that ClassDojo promises greater access to teachers for parents willing to pay, but these features also translate into letting richer parents put more pressure on teachers. This business model is awful.

I’d like to read the whole report before coming to definitive conclusions but wow, are there some important lessons in here for edtech—not least, that efficacy cannot be our only concern!

Kiddo’s school is contracting with a company called Booster to raise $78,000 for new technology for the school. U.S. schools are, of course, underfunded, and I’m generally in favor of getting more money into their bank accounts. I have a number of concerns about this fundraiser, though, and it’s making me grumpy. what “technology”? I have a PhD in educational technology, which means two things in this context. First, I’m very aware of the fundamental—and often useful—role that technology plays in learning, so I’m not opposed to updating the tech in kiddo’s school.

It’s good to ask whether generative AI is good or bad for students, instructors, or education, but it’s arguably more important for ed. stakeholders to ask who else generative AI is good or bad for. Edtech needs to pay more attention to broader contexts.

Student monitoring software is gross to begin with, but monitoring for LGBTQ+ content makes it even grosser. Love it when EFF tackles ed tech.

Heading into finals, campus sent out a message about AI detection tools maybe not being trustworthy, which is great. However, this is in the context of these tools being wrapped into plagiarism detection software we already have access to, so they should say the same about it, too.

Lots of helpful stuff in here.

If ClassDojo can send me “hey, check the new content in ClassDojo” emails, it could also send me that content in the email itself, so that I never have to open the app. Too bad it’s too dedicated to walled gardening.

After bouncing off of it a year or so ago, I recently decided to restart Cory Doctorow’s novel Walkaway (which led NPR reporter Jason Sheehan to describe Doctorow as “Super-weird in the best possible way”). The audiobook is excellent, and since I started a couple of days ago, it’s displaced my podcast listening and given me another chance to wrestle with Doctorow’s ideas here. There is way too much going on (and I’m not far enough into the book) for me to engage with the underlying message of the novel (or even to be sure of what it is yet), but one passage stood out to me so much this morning that I have to write it down now.

The desire to “enhance” or “improve” learning is a noble one, but I’m increasingly convinced it gets too much attention—and distracts us from as (or more) important questions about education and technology.

Canvas: “You can draw conclusions about student participation with our analytics!” Also Canvas: “Mobile page view data aren’t exact, and our analytics only update every 24 hours, so don’t draw too many conclusions, lol.”