Hillman Velislava, Martins João Pedro, Ogu Emmanuel C
London School of Economics and Political Science, London, WC2A 2AE UK.
Centre for Informatics and Systems, University of Coimbra, Pólo Il-Pinhal de Marrocos, 3030-290 Coimbra, Portugal.
Postdigit Sci Educ. 2021;3(3):990-1007. doi: 10.1007/s42438-021-00230-y. Epub 2021 Apr 23.
The EdTech debate continues to gather attention among academia, digital rights and privacy advocates, and the general public. While much ink is spilled by EdTech critics, with best interest for students facing a datafied and platformised education at heart, youth's voice is rarely present. Much is written about what EdTech means for education processes and what they might do to students or for them than is said in their own words. With the pandemic having kept children and youth at a computer distance from each other and society for over a year, what has been happening in their lives during this time should be heard - in their own words. This article follows on two emergencies gripping education globally as highlighted during the 2020 United Nations Internet Governance Forum (IGF), emphasised by two IGF youth representatives. On one hand, the pandemic crisis has exacerbated digital inequalities worldwide; on the other, the 'overdigitisation' of education has increased the risks of dataveillance and privacy loss. These two extremes intersect in their techno-deterministic drive, which risks side-lining students' perspectives. To counter this risk, this paper brings these youths' perspectives and reflections over the dichotomy of 'none' versus 'too much' EdTech and what 'works' and does not in their learning in a time of pandemic.
教育科技辩论继续在学术界、数字权利和隐私倡导者以及普通公众中引起关注。虽然教育科技批评者耗费了大量笔墨，他们一心想着学生在数据化和平台化教育中获得最大利益，但年轻人的声音却很少被听到。关于教育科技对教育过程意味着什么以及它们可能对学生产生什么影响或为学生做什么的论述，远比学生自己的表述要多。在疫情使儿童和青少年与彼此以及社会在电脑前保持距离长达一年多之后，这段时间里他们生活中发生了什么应该被听到——用他们自己的话来说。本文延续了2020年联合国互联网治理论坛（IGF）期间凸显的、由两位IGF青年代表强调的全球教育面临的两大紧急情况。一方面，疫情危机加剧了全球的数字不平等；另一方面，教育的“过度数字化”增加了数据监控和隐私丧失的风险。这两个极端在其技术决定论的驱动中相互交织，这有可能使学生的观点被边缘化。为了应对这种风险，本文呈现了这些年轻人对于教育科技“没有”与“过多”二分法的观点和思考，以及在疫情时期什么在他们的学习中“起作用”和“不起作用”。
