Stephen Downes

Knowledge, Learning, Community

The argument here (8 page PDF), as summarized by Alastair Creelman, is essentially that "as the power and sophistication of educational technology has increased so we see new inequalities and biases appearing," and so "institutions need to develop better platform literacy and be more able to demand safeguards from technology providers." As I reads it, Laura Czerniewicz is also clear that where there are not solutions to these inequities and biases, the technology in question should not be used at all. This makes sense in cases where technology causes harm, but if the issue of equity is lack of access to, say, electricity or data, does this mean nobody should use computers until everybody can use computers? None of this is simple, and the complexity is magnified in a world where for so many people these are not ethical issues at all.

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Stephen Downes Stephen Downes, Casselman, Canada
stephen@downes.ca

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Last Updated: Feb 26, 2024 3:35 p.m.

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