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.”

My sister-in-law recently gifted me a copy of R. Sikoryak’s weird but wonderful comic Terms and Conditions, which “adapts” the 2015 iTunes terms and conditions into a comic format. I was as delighted by the gift, which I’m sure only contributed to her bewilderment (she knew I wanted the book, but I can’t blame anyone for not understanding why I wanted it).

One of the gags of the comic is, obviously, the idea that a comic adaptation would get you to actually read through the whole document instead of just pretending that you have. The other gag—and one that breaks up the monotony of reading through the document—is that each page is an homage to a famous work of comic art, but with Steve Jobs inserted in the place of one of the characters. My favorite is one that I’ve shared in a previous post about the book, a shout-out to Frank Miller’s The Dark Knight Returns:

Survey respondent mistyped “Infinite Campus” as “Infinite Camus,” and now I’m looking for a French existentialism punchline.

See, as worried as I am about ChatGPT use in education, this actually worries me more, because it’s basically plagiarism detection, which I’m opposed to.

Looking for help from people working in or familiar with ed and ed tech: Do you know anything about an LMS, student information system, or other software called “Reef”? It’s showing up in survey data, but I can’t find anything on it.

Personally, I’m not very optimistic about ChatGPT, and I think OpenAI should have better considered disruptions to fields like education before releasing the tool. That said, I don’t think a ban is the solution here.

Edtech professionals aren’t paying nearly enough attention to this sort of thing.

I see a worrying future for edtech ahead, and I’m not sure the academic discipline is adequately prepared for it.

The Black Friday email I got from ClassDojo today is representative of everything wrong with the ed tech industry.

Josh is doing important work here—the kind of work that edtech researchers often don’t consider as being in their purview. Glad to see this getting coverage.

See, I get the impression that it’s increasingly district, school, and legislative priorities that are driving tech choices. I agree that teachers ought to have the agency, but I don’t know that’s the case.

Really important story here, and glad to see George Veletsianos quoted. I’ve long been an advocate for developing assessments that are impossible to cheat at, but I don’t know if that’s the entire (or even a practical) response to GPT-3. We are continuing to develop technologies whose societal effects we are not prepares for.

I hate that there’s a need for articles like this, but I’m glad WIRED is putting them together.

Lot of worrying stuff in here. Edtech needs to take surveillance tech more seriously, because the two are increasingly simultaneous.

As kiddo’s school year has gotten into full swing and mine has gotten busier, I’ve spent less time griping about her school’s use of ClassDojo. However, I’ve also become increasingly annoyed at the fact that the weekly update email I get from the company always has the subject line “What did your child accomplish this week?” The body of the email is divided into two sections: The number of “points” that my child was assigned, and the number of “stories” that my child appeared in. Do points and stories reflect accomplishment?

This week, I’m hurriedly putting together some revisions for a book chapter on data ethics that I’ve been working on for an open access volume on ethics in educational technology. I’m excited about the volume, and I’ve really loved writing the chapter, so it’s kind of fun to be doing these revisions, even if I waited for the last minute to do them.

One reviewer suggestion that I’m particularly grateful for is to elaborate on a sentence I wrote arguing that “learning management systems allow us to monitor students in invasive ways that would be unimaginable in a face-to-face context.” In making that argument, I was drawing from Lance Eaton’s 2021 article The New LMS Rule: Transparency Working Both Ways, which I’ve taken a lot from. Here’s the whole paragraph that I had in mind—and that I’ll be taking inspiration from as I respond to this reviewer’s suggestion:

I have been writing a lot about ClassDojo recently, spurred by a combination of my professional concerns about the app and by my frustration that my kid’s school is now using it. Last week, I was pleased to see a new report from the United Kingdom-based Digital Futures Commission about not only ClassDojo but also Google Classroom. I’m sure my kid will have to use this latter software as well, so it’s good to be aware.

Early in the school year, I signed up to be a parent representative on one of the Site-Based Decision Making (SBDM) committees for kiddo’s school. I had already started being a rabble-rouser about ClassDojo and some of my other edtech concerns, and I wanted to show that I could put in work where my whining was: That is, that I wasn’t just going to complain about things, but that I was going to show support for the school by helping out where I could. Besides, I have long term aspirations to run for a school board seat, so this seems like a good way to work my way there; also, I’d guess there aren’t as many dads as moms that are available for 3pm committee meetings (hooray for a flexible academic’s schedule!), so I figured I’d try to balance out some of the gender representation there.

Yesterday, I complained about Apple putting artificial limitations on what its hardware and software can do in terms of music syncing in order to make more money out of its consumers (and, probably, keep music companies happy). As I was writing that, I was thinking about similarities with the business model of a lot of mobile apps—let people download the app for free, but keep bonus features (or even the best features) behind a paywall. I understand that business models for apps are tricky, and after a childhood and young adulthood of delighting in how much is free on the internet, I’m finally starting to understand that it’s important to spend money on software and content that we care about. However, it bugs me when this kind of model is used when it doesn’t need to be. Apple is fantastically wealthy and doesn’t need to nickel and dime us like this.

In addition to all the irritating ClassDojo stuff going on at kiddo’s school, I’ve also spent some time banging my head against the wall made up of two forms: One to opt out of FERPA directory information sharing, and the other to opt out of kiddo’s information being shared with media outlets. I’m too tired tonight to get into all the details of what’s been going on, but the short version is that there’s no (clear, easy) way for spouse and I to request that kiddo’s name and image not be shared on school social media without also insisting that kiddo’s name and image not appear in innocuous things like… a school yearbook.

What a mess of a story. School safety tech is edtech, and like edtech, a lot of it appears to be more posturing and theater than effective practice.

I’ve been grumpy about ClassDojo all week, and this is the only thing that’s made me feel better about it—BECAUSE THIS IS SO MUCH WORSE.

The new semester at the University of Kentucky starts on Monday, and I am flailing to try to get my data science course ready to go—including putting together an open, alternative textbook for my students. I’ve been borrowing heavily from Catherine D’Ignazio and Lauren Klein’s Data Feminism for my textbook: It’s a fantastic resource, and I’m hoping my students take a lot from it.

Of course, my kid’s semester has already started, and I’ve already blogged a bunch about my frustrations with her new school’s use of ClassDojo this year. It turns out that Data Feminism is also a helpful resource here. Riffing on the common “data is the new oil” metaphor, D’Ignazio and Klein argue that:

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. In recognition of that diminished agency, I went ahead yesterday and voiced my concerns directly to the principal about ClassDojo and student monitoring software installed on Chromebooks.