It’s not you, dear Twitter, it’s me. I’m having some trust issues and just need some space. Like so many others, I’ve made new friends and learned so very much, but I’m not sure what the future may hold.
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In an era when trust in government and private data collections is being called into question – and rightfully so – privacy-minded students and educators face a dilemma. Could obfuscation tactics offer a response?
I claim my strong opinions are weakly held, but – fair warning – I’m pretty invested in the notions that phrenology is junk science, ransomware is a type of malware, and technology is integral to personalized learning.
I’d hazard that most anyone who has worked in the education and technology arena for any length of time has had to navigate conflict of interest issues. Leading a national non-profit in the field as I did, I faced perhaps more than a typical share. Two news stories this week have turned my attention (again) to the issue of conflict of interest in education, technology, and public policy.
The increasingly common practice of public school teachers affiliating with edtech companies deserves greater scrutiny. On social media many educators proudly tout their corporate affiliations as proof of their digital learning expertise, much like NASCAR drivers wear corporate patches on their uniforms. I don’t know where we should draw the line on conflict of interest policies here, but I am convinced it is past due time to revisit those policies for a digital age.
New data analyses by NCES offer an updated assessment of the adoption of online learning by U.S. high schools – and the results allow us to (again) reassess the claims of proponents of disruptive innovation theory in education.
Cloudflare relies on the randomness of lava lamps to encrypt communications on the internet. This strikes me as both awesome and terrifying – and a stark reminder of the limits of computing.
As a favor to powerful industry lobbyists, ESSA mandates the teaching of the ‘harms of copyright piracy’ in schools.