Rheingold presents a bleak view on our own complacency in adopting technologies and technological practices that slowly erode our privacy and autonomy, that challenge equitable and democratic participation, or that support unethical entities merely out of convenience or “outright seduction by high-tech tools”. He suggests that “somnambulism” (or sleepwalking) is a key factor in technological politics. Essentially, decisions are made because decision makers are asleep. As discussed in Module 3, when we looked at ethics and harm, technology is not neutral. Without a critical approach to adopting new technologies or incorporating them into our teaching practices, we run the risk of normalising extractive or harmful designs for education.

This prompt asks you to consider the question posed by Rheingold: “What do we need to know to design, deploy, control, and live humanely with the tools we are creating?”

Technology is indisputably tied to education. Educational institutions will continue to adopt new technologies and integrate them into the design and delivery of curriculum. But, what implications can undiscerning adoption of new technologies have for education?

Consider the following questions:

  • What should institutions consider before adopting new technologies?
  • What should instructors consider before implementing new tools or approaches to teaching in their own practices?
  • What hidden motivations may impact the adoption of new technological tools? How could these motivations impact the future of education long term

Make sure to also include a short self-reflection on why you chose this activity, how it aligned with your learning goals, and what you learned through the research that you completed.