Does educational technology remember too much?

Maybe we need intentional forgetting.

First in a longer series. There's a lot to unpack still.

This is bad not, for the most part, because of its effect on professors (though that's pretty bad), but because it creates a terrible learning environment for students:

How about *less* cameras in the classroom, not more?

Too often in education a problem gets addressed with an over-engineered edtech "solution" when the better strategy would be to remove something.

This piece today in WaPo gets at why this is an important (and difficult) way to think:

Can minimalism have a value prop that works for the business of edtech? Teacher brain says no. Business brain is unhappy.

What would edtech for introverts look like? And how would it work? Is it out there already?

First part is identifying the problem:

As a lifelong introvert but also having seen so many students react in different ways to edtech (both positively and negatively) this issue is on my mind a lot.

Is some edtech more legible than others? Is it a good thing?

I'm beginning to think that illegible edtech can be both a sign of something that's problematic; but we could also use legibility to identify things that are too conventional.

I dreamed last night that I was collaborating with Peter Jackson on framing shots for my Zoom class. I think this is a sign I've finally reached my breaking point with teaching remotely this year.

Looking back on a year teaching online, I realize that I have a decidedly un-minimalist teaching setup:

I'm curious. Has your at-home teaching technology gotten simplified and streamlined this past year or has it grown and piled up?

What are the alternatives to surveillance edtech?

Maybe these are problems that don't need technological solutions so much as pedagogical reflection

How often is this asked about educational technologies?

> Why do you build what you're building? I think I'm after something real, for once, in a sea of crappy commercialism.

Perhaps that's the question we need to ask about every edtech product. Why did you build this? Was it for something real? Like teaching or learning? Or for something else, like marketing and data harvesting?

If you’re a developer in 2021 and you’re adding tracking devices from Google, Facebook, etc., to your sites and apps, the one thing you can’t do any longer is to feign innocence. You know exactly what you’re doing and you’re complicit in perpetuating surveillance capitalism.

What difference does it make that the production writing comes down to two programs for most students?

Indeed. Technosolutionism is never the fix.

I'm all for asking why. As Rosen says:

"A culture that embraces surveillance and technosolutionism is one that has abandoned trust. If we value a humanistic approach to solving problems, one that nurtures trust not only in our institutions and communities but also in each other, an approach that draws on the strength of that trust to rebuild, then asking those “whys” is the first and most important step."

Not directly edtech and it remains to be seen whether design thinking can have deep pedagogical impact, but I certainly agree with the bit at the end:

"Students are not cogs, schools are not corporations, and education cannot be reduced to numbers."

Does your edtech seem to be yelling and screaming at you sometimes? I think mine is far too noisy.

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