Before we build, we need to dismantle the surveillance ed-tech that already permeates our schools. And we need to dismantle the surveillance culture that it’s emerged from. I think this is one of our most important challenges in the months and years ahead. We must abolish “cop shit,” recognizing that almost all of ed-tech is precisely that.

Source: Building Anti-Surveillance Ed-Tech

Yes!

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What if anything “good” about ed-tech this past decade was so overwhelmed by all the money funneled into the “bad” that the “good” didn’t matter one whit? What if all that “bad” meant any semblance of “good” was stifled, suffocated? What if, as David Kernohan has suggested, there wasn’t anything this past decade but technological disappointment? What if there wasn’t anything good about ed-tech?

I’m serious. Sit with that sentence a minute before you pipe up to defend your favorite app or social network or that cute robot your kids coded to move in a circle. What if there wasn’t anything good about ed-tech? What if ed-tech is totally inseparable from privatization, behavioral engineering, and surveillance? What if, by surrendering to the narrative that schools must be increasingly technological, we have neglected to support them in being be remotely human? What if we can never address the crises of our democracies, of our planet if we keep insisting on the benevolence of tech?

Source: HEWN, No. 337

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A pedagogy controlled by algorithms can never be a pedagogy of care, integrity, or trust.

Teachers: stop uncritically adopting and promoting Google products, for crying out loud. It doesn’t make you innovative or progressive. It makes you a shill for surveillance capitalism. You’re not preparing your students for a better future simply by using the latest shiny tech. You’re aiding a company — indeed a system — that’s stealing their future.

Knowledge production has a new police force: digital technology.

Source: HEWN, No. 317

I maintain that behaviorism never really went away and, despite all the talk otherwise, it remains central to computing — particularly educational computing. And as Shoshana Zuboff argues, of course, behaviorism remains central to surveillance capitalism.

Source: HEWN, No. 314

Ed-tech relies on amnesia.

Ed-tech is a confidence game. That’s why it’s so full of marketers and grifters and thugs. (The same goes for “tech” at large.)

Source: HEWN, No. 297

Despite scant evidence in support of the psychopedagogies of mindsets, mindfulness, wellness, and grit, the ed-tech industry (press) markets these as solutions to racial and gender inequality (among other things), as the psychotechnologies of personalization are now increasingly intertwined not just with surveillance and with behavioral data analytics, but with genomics as well. “Why Progressives Should Embrace the Genetics of Education,” a NYT op-ed piece argued in July, perhaps forgetting that education’s progressives (including Montessori) have been down this path before.

Does It Make More Sense to Invest in School Security or SEL?” Edsurge asked its readers this summer. Those are the choices – surveillance or surveillance.

What an utter failure of imagination.

Source: The Stories We Were Told about Education Technology (2018)