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.