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

Ryan Walters continues to be shameful.

Real uptick in emphasis on grades, homework, and tests in kiddo’s school this year, and I’m torn between a paternal impulse to get really invested in all of that and my professional disdain for how invested we all get in all of that.

In the summer of 2015, New Zealander Nigel Richards won the French-language world Scrabble championships despite not speaking a word of French. I heard this story on a Radio Télévision Suisse news show repackaged as a podcast (probably Le 12h30, but I can’t remember exactly) and wrote myself a note that if I ever got a chance to teach a class on games and learning, I would use this story in it.

I’m grateful for George’s comments here.

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.

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.

What a dumb world we live in.

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.

What a load of garbage.

Appreciate Joshs’s reflections here—espeically as it relates to disciplinary and language differences within education.

My issue with computer science education isn’t the idea of computer science education—it’s that it’s overwhelmingly driven by workforce and economic concerns instead of concerns related to citizenship and democracy.

Look, I’m not opposed to expanding computer science education, but if the motivation is to fill jobs and keep tech giants thriving, that seems to me to be a red flag. Education ought to focus on democracy above the economy; we need to be producing citizens, not employees. There are ways to teach tech in a way that supports democracy and produces citizens, but if I get grumpy about computer science educstion, it’s because we rarely talk about it that way.

Tom the Dancing Bug is usually just the right level of dark.

I am, technically speaking, a STEM educator, but the reason I get so cranky about STEM hype is that these disciplines cannot on their own address the problems I’m most worried about right now.

Good for these students.

Why are people still touting facial recognition as a convenience?