L’INGIUSTIZIA INCORPORATA IN GOOGLE CLASSROOM E GOOGLE MEET: UNA VERIFICA TECNO-ETICA DELLE TECNOLOGIE EDUCATIVE A DISTANZA
Barra laterale dell'articolo
Pubblicato:
Apr 13, 2021
Parole chiave:
Tecnologie Didattiche, Google, Apprendimento Online, COVID-19, Tecnologie per l'Apprendimento
Contenuto principale dell'articolo
Abstract
Utilizzare le strutture scolastiche pre-COVID-19, adattandole forzatamente alla realtà della pandemia globale, significa sottovalutare i pericoli insiti nelle strutture sistemiche, incorporate nell'istruzione pubblica delle scuole pre-pandemiche, nei confronti degli studenti marginalizzati dal razzismo e dal neoliberismo. Questo studio, basato su teorie critiche delle tecnologie educative, analizza il modo in cui la progettazione di tecnologie centrali nell'istruzione emergenziale a distanza, porta con sé prospettive potenti sulla natura e le dimensioni dell'apprendimento. Abbiamo utilizzato il framework concettuale di una verifica tecno-etica, attraverso cui abbiamo chiesto a studiosi e professionisti di analizzare le tecnologie con l’obiettivo di scoprire i presupposti della pedagogia, le implicazioni per la democrazia e le complicità nell'ingiustizia inerenti alla progettazione della tecnologia. La verifica ha individuato un sistema che limita le interazioni significative, considera gli studenti come utenti della tecnologia con poca libertà di azione o controllo e li predispone a inutili pratiche di sorveglianza e monitoraggio, il tutto mentre li sottopone a regimi di raccolta e condivisione dei dati per il profitto aziendale. Applicato su larga scala e nelle comunità emarginate, l'attuale sistema nega un diritto di giustizia a milioni di studenti sottoposti a pratiche educative dannose. Attraverso questo studio, presentiamo tre raccomandazioni per migliorare l'apprendimento online: insegnare la crisi, implementare l'apprendimento basato su progetti, e indagare sulle esperienze tramite la tecnologia.
Dettagli dell'articolo
Sezione
Articoli - Numero speciale
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Riferimenti bibliografici
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Benjamin, R. (2019). Race after technology: Abolitionist tools for the new JIM code. Hoboken, NJ, US: John Wiley & Sons.
Cammarota, J. (2007). A social justice approach to achievement: Guiding latina/o students toward educational attainment with a challenging, socially relevant curriculum. Equity & Excellence in Education, 40(1), 87-96.
Cattafi, K. (2020, September 11). Edgewater school called police after sixth-grader had Nerf gun during Zoom class. NorthJersey.com [blog]. Retrieved from https://www.northjersey.com/story/news/bergen/edgewater/2020/09/11/edgewater-nj-police-called-after-student-had-nerf-gun-during-zoom-class/3468499001/
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Chen, G. (2020, August 13). Students of color disproportionately disciplined in schools. Public College Press. COVID-19. [blog]. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog29_dropout-prevention-in-COVID-19.asp
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York, NY, US: Teachers College Press.
della Cava, M. (2020, April 18). Latinos disproportionately dying, losing jobs because of the coronavirus: 'Something has to change'. USA Today. Retrieved from https://www.usatoday.com/story/news/nation/2020/04/18/coronavirus-latinos-disproportionately-dying-losing-jobs/5149044002/
Dumas, M. J. (2014). ‘Losing an arm’: Schooling as a site of black suffering. Race Ethnicity and Education, 17(1), 1-29.
Evelyn, K. (2020, April 8). 'It's a racial justice issue': Black Americans are dying in greater numbers from Covid-19. The Guardian. Retrieved from: https://www.theguardian.com/world/2020/apr/08/its-a-racial-justice-issue-black-americans-are-dying-in-greater-numbers-from-covid-19
Ewing, E. L. (2018). Ghosts in the schoolyard: Racism and school closings on Chicago's South Side. Chicago, IL, US: University of Chicago Press.
Feenberg, A. (1991). Critical theory of technology. New York, NY, US: Oxford University Press.
Faubion, J. D. (Ed.). (2000). Essential works of Foucault 1954–1984. Vol. 3. Power. New York, NY, US: The New Press.
Fox, C. (21 January 2019). Google hit with £44m GDPR fine. BBC News. Retrieved from https://www.bbc.com/news/technology-46944696
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
Gleason, B., & Von Gillern, S. (2018). Digital citizenship with social media: Participatory practices of teaching and learning in secondary education. Journal of Educational Technology & Society, 21(1), 200-212.
Gleason, B. (2013). #Occupy Wall Street: Exploring informal learning about a social movement on Twitter. American Behavioral Scientist, 57(7), 966-982.
Grose, J. (2020, October 14). Mothers are the shock absorbers of our society: The pandemic is forcing moms out of work at great financial, societal and marital costs. The New York Times. Retrieved from: https://www.nytimes.com/2020/10/14/parenting/working-moms-job-loss-coronavirus.html
Google Suite (nd). Retrieved from https://edu.google.com/products/gsuite-for-education
Healy, J. (2020, April 12). It’s “People people people” as lines stretch across America. The New York Times. Retrieved from: https://www.nytimes.com/2020/04/12/us/coronavirus-long-lines-america.htm
Heath, M. K., & Segal, P. (2020). The trap of technocentrism: (Re)Centering pedagogy for emergency remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. Waynesville, NC, USA: Association for the Advancement of Computing in Education (AACE)
Heath, M. K. (2020). Buried treasure or Ill-gotten spoils: the ethics of data mining and learning analytics in online instruction. Educational Technology Research and Development, 1-4.
hooks, b. (1995). Killing rage: Ending racism. New York, NY, US: Henry Holt.
Klein, R. (2020, August 11). The new school suspension: blocked from online classrooms. Huffpost. [blog] Retrieved from https://www.huffpost.com/entry/school-discipline-remote-learning_n_5f329829c5b64cc99fde4d64
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Krutka, D. G., Heath, M. K., & Mason, L. E. (2020). Editorial: Technology won’t save us - A call for technoskepticism in social studies. Contemporary Issues in Technology and Teacher Education, 20(1), 108-120.
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Min, H. (2019, September 5,). Google to pay $170 million for violating kids' privacy on YouTube. CBS News. Retrieved from https://www.cbsnews.com/news/ftc-fines-google-170-million-for-violating-childrens-privacy-on-youtube/
Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2020). High school students’ feelings: Discoveries from a large national survey and an experience sampling study. Learning and Instruction, 66, 101301.
Morozov, E. (2013). To save everything, click here: The folly of technological solutionism. New York, NY, US: Public Affairs.
Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. New York, NY, US: NYU Press.
Pickert, R. (2020, April 23). U.S. jobless claims at 4.43 million in rout’s fifth week. Bloomberg. Retrieved from: https://www.bloomberg.com/news/articles/2020-04-23/u-s-jobless-claims-at-4-43-million-in-labor-rout-s-fifth-week?sref=vuYGislZ
Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2016). Digital ethnography: Principles and practices. London, UK: Sage.
Regional Educational Laboratory Appalachia (nd). Dropout Prevention in the Time of Covid-19. [report] Retrieved from https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog29_dropout-prevention-in-COVID-19.asp
Romm, T. (2020, March 16). ‘It shouldn’t take a pandemic’: Coronavirus exposes Internet inequality among U.S. students as schools close their doors. The Washington Post. Retrieved from: https://www.washingtonpost.com/technology/2020/03/16/schools-internet-inequality-coronavirus/
Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73.
Singer, N., & Wakabayashi, D. (February 20, 2020). New Mexico Sues Google Over Children’s Privacy Violations. The New York Times. https://www.nytimes.com/2020/02/20/technology/new-mexico-google-lawsuit.html
Solnit, R. (2020, April 2). What disasters reveal about hope and humanity. WAMU.org [blog]. Retrieved from https://wamu.org/story/20/04/02/rebecca-solnit-on-what-disasters-reveal-about-hope-and-humanity/
Suggs, E. (2019, March 11). Mari Copeny: Activist, 11, is face, voice of Flint water crisis. Atlanta Journal Constitution. (A3). Retrieved from https://www.ajc.com/lifestyles/mari-copeny-activist-face-voice-flint-water-crisis/ltBhSYnuS7ViDK6W8DHeeP/
Taub, A. (2020, April 6). A new Covid-19 crisis: Domestic abuse rises worldwide. The New York Times. Retrieved from: https://www.nytimes.com/2020/04/06/world/coronavirus-domestic-violence.html
Tufekci, Z. (2018). How social media took us from Tahrir Square to Donald Trump. MIT Technology Review. Retrieved from https://www.technologyreview.com/2018/08/14/240325/how-social-media-took-us-from-tahrir-square-to-donald-trump/
Vaidhyanathan, S. (2012). The googlization of everything:(and why we should worry). Berkley, CA, US: University of California Press.
VanAsdalan, L.C. (2020, September 25). More students ditch York County public schools for charters. The York Daily Record. Retrieved from https://www.yorkdispatch.com/story/news/education/2020/09/25/more-students-ditch-york-county-public-schools-charters/3510941001/
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media, Technology, 45(2), 107-114.
Zuboff, S. (2019). The age of surveillance capitalism: The Fight for a Human Future at the New Frontier of Power. London, UK: Profile Books.