Taming EdTech Why Children Stand to Lose in an Unregulated Digitised Classroom
Produktdetaljer
Biografisk notat
Velislava Hillman is Visiting Fellow at London School of Economics and Political Science, UK, and Founder of EDDS (Education Data Digital Sovereignty), UK. She is also a Fellow at the National Education Policy Centre, University of Colorado, Boulder, USA.Our schools are being transformed by EdTech platforms run for profit. Hillman’s refreshing and sharp-eyed book traces the huge shift of power away from educators that Big Data and AI today represent. Invoking the <i>human</i> goals of education that neoliberal policies and cutting-edge techniques obscure, Hillman calls for principled regulation before it is too late.
- Nick Couldry, co-author of "The Costs of Connection" (2019),
A must-read for educators, policymakers, and anyone interested in educational technology. A timely reminder that while technology can be a powerful tool for learning, children can only benefit if there is robust governance and ethical standards in the sector. This book is a significant contribution to the discourse on educational technology.
- Manolis Mavrikis, Professor of Artificial Intelligence in Education, UCL Knowledge Lab, UK,
As education becomes more dependent on data-intensive algorithmic systems, private corporate power continues to grow. Left unregulated, the implications for children’s basic rights and future life chances are not to be underestimated.
In this book, Velislava Hillman argues that datafication, i.e. turning all human actions into data, and surveillance have been normalised in eductional settings and shows how edtech products are not improving education equally for all children. She calls for a licensing regime which drives the edtech industry towards ethical practices and meeting appropriate standards before they are allowed to operate in schools. Looking beyond edtech’s potentials, this book outlines a governance framework across socio-technical, ethical, critical pedagogic, and human rights imperatives for governing the digitisation of education.
Acknowledgements
1. Introduction: Why a Book About Taming (Ed)Tech?
2. Digitising the Classroom: What Is the Problem?
3. Infrastructure Capture: What Might Be the ‘Big Picture’ of Digitising Education?
4. Automation: What Are the Risks of Automating Children’s Education?
5. Voice: What Do Children Say About the Digitised Classroom?
6. The Good Intentions of School: Why School Matters?
7. Governance By Distraction: Do the Tools of Oversight Guarantee the Benefits of Digitising Education?
8. Licensed To Operate: How to Fix a Fragmented Governance of EdTech?