The authors call for a "a critical EdTech agenda" that answers the questions of "how might schools and other educational institutions adopt and adapt 'convivial technologies' (Vetter 2018) which are not designed for profitability, efficiency and growth, but instead orient toward de-growth, and to more equitable, participatory, democratic, interrelated and ecological societies? (and) what possibilities are there for decolonising technology, or using what Tunstall (2019) calls 'respectful design'? These approaches contest the currently dominant racist, monolingual, ethnocentric and sexist discourses of EdTech by foregrounding relational and community approaches to design." These, of course, are questions I and many of my colleagues have been wrestling with for the last two decades or more. But propos for recognizing these as issues. The same authors, in the same journal issue, also author "What might the school of 2030 be like?" but this is behind a subscription wall and would cost me $US 43 to read, which I guess answers the question in the title and also points to why we have the sorts of problems listed above.
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