Taming EdTech

Why Children Stand to Lose in an Unregulated Digitised Classroom

Velislava Hillman (London School of Economics and Political Science, UK)

$49.99

Paperback

Not in-store but you can order this
How long will it take?

Availability Information

We source books from suppliers in Australia and overseas. For books we don't currently have in stock, the time it takes to get them from our suppliers can vary widely - from a few days to a few months - so we check each book with each supplier to determine the expected time it will take to be supplied to us.

We then advise you accordingly. If the time taken to get any book is too long for you, you can let us know and we will cancel or adjust your order, and refund as required.

To find out the anticipated arrival time for specific items prior to ordering, please contact us by phone or email:

Phone +61 2 9264 3111, or 1800 4 BOOKS (1800 4 26657) if outside Sydney:
option 1 Abbey's Bookshop (Crime, History, Science, Kids & more) • info@abbeys.com.au
option 2 Language Book Centre (ESL & Foreign Languages) • language@abbeys.com.au
option 3 Galaxy Bookshop (Sci-fi, Fantasy, Romance, Graphic Novels) • sf@galaxybooks.com.au

QTY:

English

Bloomsbury Academic
12 December 2024

Educational equipment & technology, computer-aided learning (CAL); Ethical & social aspects of computing

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.

By: Velislava Hillman (London School of Economics and Political Science UK)
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Dimensions: Height: 214mm, Width: 138mm, Spine: 24mm
Weight: 380g
ISBN: 9781350439795
ISBN 10: 1350439797
Pages: 304
Publication Date: 12 December 2024
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

Introduction: why a book about governing edtech? 1. Digitising the classroom: what’s the problem and is there a bigger picture? 2. Infrastructure capture: shouldn’t we worry about edtech businesses’ growing influence in education? 3. The panopticon classroom: how surveillance and datafication destroy the good intentions of School? 4. Automation: what are the risks of automating children’s futures? 5. Voice: what are children’s rights and agency in a digitised education? 6. Governance by distraction: what guarantees that digitising education works in children’s best interests? 7. Licensed to operate: how to fix the fragmented governance of edtech? Conclusion References Index

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.

Reviews for Taming EdTech: Why Children Stand to Lose in an Unregulated Digitised Classroom

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 human 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