Some Tech, AI & Academic Honesty Language for a HS Syllabus

I’ve been away from classroom teaching for the past year. I start back at a new job tomorrow. I’ve spent a little time over the last week working up the syllabi for my classes. During my year away from teaching I’ve done a lot of thinking about the role of Ed Tech in my classroom. I’m trying to go into this school-year more deliberate about my use of Ed Tech. That decision to be more deliberate has also prompted me to go more analogue in the classroom much of the time. With some of that in mind, I’ve drafted the below section for my syllabi (this one specific to my IBDP Psychology class). I’m returning to a school where I taught previously, but I’ve been gone from it for five years and it’s changed quite a bit. I need to re-learn the school’s policies and culture, meaning that I may have to adjust some of what I’ve written below. Nonetheless, it captures what I’m currently thinking. I’m very curious to hear from others. Where do you see the problems? Where would you go further? Where would you take issue with my approach?

Part 2 of My Reflections on Ed Tech and Horvath’s Book The Digital Delusion

Though I agree with much of his critique of Ed Tech, Horvath’s vision for how to do education better contains subtle reactionary tone. I first picked up on this political stance before I read the book. Horvath, in an interview with Drew Perkins on his Thought Stretchers Podcast, made mention that he felt that the 1990s and early 2000s, when he was coming up through secondary school, were “peak western education”. I found this a very odd claim. I am also a product of “western education” in the 1990s. I graduated from high school in Canada in 1998. I’m not so sure everyone had the same “peak” experience.

Some Reflections on Ed Tech After Reading The Digital Delusion by Jared Cooney Horvath (Part 1)

Discussions about AI in education are everywhere these days. It’s a topic on which I’ve been doing some reading and thinking lately. In that context, I recently finished reading the new book by Jared Cooney Horvath called The Digital Delusion. What follows are some of my reflections on Ed Tech, which had been brewing already, but have come into greater focus following my reading of Horvath’s book. I’ll use Horvath’s term, “Ed Tech,” throughout this post; he uses it as a catch-all term for digital and internet-connected education tools and devices. Horvath’s book is divided into three parts; he develops his critique in parts 1 and 2, while part 3 consists of recommendations and resources for how different stakeholders can respond. For me, parts 1 and 2 elicited different reflections, so I’ll focus on part 1 in this post, and in a subsequent post, on part 2.

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