This article highlights the problems encountered with teaching methodology based on technological instrumentalism.
It also draws attention to the marketisation of education and how much money is now being spent in venture capital investment in education.
Another aspect it looks at is how a utopian view of technology, like students being able to have their own private tutor in a machine, overlooks the human/emotional side that is so strongly accompanies real student-teacher interaction.
We live in a world run by algorithms, computer programs that make decisions or solve problems for us. In this riveting, funny talk, Kevin Slavin shows how modern algorithms determine stock prices, espionage tactics, even the movies you watch. But, he asks: If we depend on complex algorithms to manage our daily decisions — when do we start to lose control?
I thought this TED talk was interesting as Slavin indicates that the way humans and algorithms interact is an ‘ecosystem’, a complex interconnected system when one facet cannot survive in the same way without the others. This supports the idea that ‘spaces…cannot be entirely controlled by teachers, students, or the authors of the software’ Knox (2014).
Just Pinned to Technology: What are algorithms? (Infographic): http://ift.tt/1XjFBFc http://ift.tt/2mWSfPw
I’m trying to understand how algorithms work, how they came into existence and how they will be relevant to the future of education.
I thought I would pin an item from Pinterest into my feed because while browsing for my content there were quite a few articles from users who were very unhappy about the algorithmic changes Pinterest made to the way pinners interact with their audience and other pinners.
I’ve been grappling with how Donna Haraway’s utopian metaphor of the cyborg relates to our relationship with technology and contemporary politics, as well as how it fits in with digital education.
If we are to live as cyborgs as Haraway’s metaphor suggests, we cannot divorce our own nature and history from that of our future selves. This seems implausible, unachievable and very much like an allegorical fairy tale from bygone times. But much like those fairy tales about power and loss, we see the dominations of ‘race’, ‘gender’, ‘sexuality’ and ‘class’, by those in positions of power, evident throughout our technological world.
In relation to education, Watters in her article Ed-Tech in the Time of Trump gives examples of how universities can use data to carry out surveillance on students and staff. She demonstrates how this happens through the collection of data. Using data, universities, big companies, governments and powerful individuals are able to control what we see, where we go and how we access information. This is evident in the UK with the Government’s Counter-Terrorism Strategy and how universities are tasked with monitoring extremism with the Prevent Duty agenda. Students are being monitored more than ever before.
The ‘ubiquity’ and ‘invisibility’ of the cyborg that Haraway dreams of is simply not possible because the technology and the spaces that we inhabit when online, have been taught to recognise us. Technology has been taught to read us, tasked to find out what we like, see what we look like and with whom we engage. It knows what we buy, sell, watch, read, and search for. It knows where we worship and who we love. It knows us. Most importantly technology has been taught to remember this information, this information then shapes our experiences online.
The control universities, companies and governments have over our information perpetuates the injustices and exclusions that occur in the physical world. If individuals are not aware of the information that is being collected, and of how that information is being used, they could marginalised without knowing it.
Haraway, D (1991). “A cyborg manifesto” from Bell, David; Kennedy, Barbara M (eds), The cyber cultures reader pp.34-65, London Routledge
Watters, A (2017). Ed-Tech in a time of Trump. Retrieved: 6 February 2017 http://hackeducation.com/2017/02/02/ed-tech-and-trump