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* Stallman, Richard. [https://www.gnu.org/philosophy/free-software-even-more-important.en.html "Free Software is Even More Important Now."] Free Software Foundation.  
 
* Stallman, Richard. [https://www.gnu.org/philosophy/free-software-even-more-important.en.html "Free Software is Even More Important Now."] Free Software Foundation.  
 
* Watters, Audrey. [http://hackeducation.com/2018/10/20/machine-learning Machine Learning, Machine Teaching, and the History of the Future of Public Education]. Hack Education. October 20, 2018.
 
* Watters, Audrey. [http://hackeducation.com/2018/10/20/machine-learning Machine Learning, Machine Teaching, and the History of the Future of Public Education]. Hack Education. October 20, 2018.
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See our [[:Meta:Further_resources|further resources]] for more.

Revision as of 00:35, 12 February 2019

Ethical EdTech is a collaborative wiki of software for ethical pedagogy. Much of what passes for educational technology is designed for purposes of profit-seeking, surveillance of students, and user lock-in. Other kinds of technology exist, but they typically lack the marketing and sales budgets of competing vendors. This is a directory, created by and for higher-ed educators, for sharing tools and use-cases. We believe that education can be a critical site through which to transform the broader tech industry and the cultures surrounding it.

Who is we?

Ethical EdTech emerged out of a collaboration between Erin Glass (UCSD) and Nathan Schneider (CU Boulder), and a project of CU Boulder's Media Enterprise Design Lab.

To see who else is taking part, browse the active user list here.

Criteria for inclusion

At this stage of the process, we have yet to define explicit criteria for inclusion or exclusion in this directory. We know it when we see it. Currently, we are looking out for tools that:

  • provide students and educators with greater control over their data and greater understanding of data collection practices
  • avoid commercialization of the educational experience and the power relations involved in it
  • expose students to the principles and practices of free/libre software
  • foster more participatory, critical modes of relating to software
  • teach students how to recreate ethical tech practices outside of the classroom

"Ethical EdTech" does not assume a perfect or universally agreed-upon set of digital tools or rules. Tools by themselves do not guarantee ethical pedagogy, and we do not deny that tools not included here can be used in ethical ways. Rather, we seek to point out tools that value user freedom, privacy, and control, so that these norms might become more easily within reach.

Further Reading

See our further resources for more.