In this post "we are reflecting on elements of Watters' historical take on personalised learning — one specific aspect of EdTech — and sharing five decolonial reflections on the current form and landscape of EdTech." The reflections are (quoted): technology as the saviour to a broken education system; behaviourism as the underpinning learning theory of personalised learning; lack of user-led development of digital personalised learning; proprietary algorithms inaccessible to users; and conditions and inherent coercion within EdTech products. These are all worthy topics of discussion, and can certainly be viewed from a decolonizing perspective, but I wonder whether it would be more productive to think of them under the wider heading of power and control generally.
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