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.
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I was dreaming that some STEM-type was criticizing Bachelor of Arts degrees as “BS” and dream-me flew into a rage ready to defend the humanities until I woke up and realized that his joke didn’t even work.
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.
The focus on student learning in this year’s AECT reviews is good, but I worry that it blinds us to other important ed tech questions. I’d struggle to describe how surveillance, ethics, privacy impact student learning, but we desperately need that research too-or more!
🔗 linkblog: my thoughts on 'The Absurd One-Sidedness of the Ethics of AI Debate: A rant | Punya Mishra's Web'
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.
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