I will gain a detailed and evidence-based understanding of the appropriate and effective use of educational technologies in postsecondary contexts.
Goal #3
Goal 3 Main Page | Artifact #9 | Artifact #10 | Artifact #11 | Artifact #12
Format: Comic Strip
Course: ETEC 511 New Foundations of Educational Technology
One of the challenges in this course was to examine a particular technology and to assess what would constitute a tipping point for its widespread adoption. I decided to look at eProctoring, a suite of technologies that claim to be able to reduce cheating in online exams. I went with a graphic representation because I thought this was an effective way to communicate my ideas. Select the image below to open the artifact in a new tab.
Guiding Theories and Frameworks
As with my readings for ETEC 523 Mobile and Open Education (exemplified in Artifact 5), researchers and authors writing about the potential downsides of ed tech were prominent in my thinking for this artifact. eProctoring tools are algorithmically driven, so Safiya Noble’s Algorithms of Oppression (2018) and Daniel Neyland’s The Everyday Life of an Algorithm (2019) were helpful.
Reflections
Looking at a particular technology in depth was a very useful exercise, and a good way to think about broader themes surrounding ed tech adoption.
eProctoring is front and centre at my college – faculty are increasingly concerned about cheating, while administrators are concerned about the ethics of surveillance tech, as well as its actual effectiveness. Right now we are at a tipping point – administration is holding out against the adoption of these tools, while faculty continue to push for them.
I can refer back to this artifact, and my learnings from the course in general, to help me remain consistent and evidence-based in my advocation for *not* using these tools.