As schools become suffused with ed-tech, is the only response to constant surveillance the right to remain silent?

Published by Anonymous (not verified) on Tue, 16/07/2019 - 8:15pm in

The growing prevalence of ed-tech in schools has prompted concerns over the ability of students (and parents) to develop informed decisions towards how, why, when and who uses school data. As technologies increasingly make record of students’ every word and move, Velislava Hillman asks whether the constant monitoring, micromanagement and data collection of students can guarantee a safe environment for […]

Thanks, Social Sciences!

Published by Matthew Davidson on Sun, 20/01/2019 - 3:22pm in

Facepalm of the week:

Educators must prepare students to be the multiliterate individuals that they will need to be successful in their futures. Schools are ultimately responsible for preparing students to be critical users of available technologies (Damarin, 2000; Leu, Kinzer, Coiro, & Cammack, 2004), problem solvers, and good communicators in networked civic spaces (Mishra & Kereluik, 2011; Binkley et al., 2012). 

To do this, educators must first explore the spaces provided by collaborative technologies for participants to engage in meaning-making in order to release the harnessed potential of said technologies.

Get it? Educators must release the harnessed potential of technologies, in order to harness students to the multiple literacies which will steer them to success.

Heaven forbid we were to get it muddled and release the potential of students, letting them steer the technologies according to the students' own definitions of success.