Audrey Watters talks about "how we can push back on the hype surrounding ed-tech disruption and revolution, how we can ask questions about whose revolution this might be — to what end, for whose benefit — and how we can, should, must begin to talk more seriously about education technologies that are not [built] upon control and surveillance." I like especially the section about Alan Kay "pushing forward a vision of what we now call 'personal computing.' Not business computing. Not cryptography. Personal computing.... It's 'personal' because you pour yourself into it — your thoughts, your programming." Why then is education technology about "control, surveillance, and data extraction?" I also like the suggestion that "what we need to build are more consensus-building not consensus-demanding tools." Except, of course, we shouldn't care about the outcome of such tools. We should care about the process. See also The Future of Education: Programmed or Programmable.
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