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Post-Covid-19 Education and Education Technology Solutionism : a Seller s
Market
#MMPMID40477107
Teräs M
; Suoranta J
; Teräs H
; Curcher M
Postdigit Sci Educ
2020[]; 2
(3
): 863-878
PMID40477107
show ga
The Covid-19 pandemic and the social distancing that followed have affected all
walks of society, also education. In order to keep education running, educational
institutions have had to quickly adapt to the situation. This has resulted in an
unprecedented push to online learning. Many, including commercial digital
learning platform providers, have rushed to provide their support and
'solutions', sometimes for free. The Covid-19 pandemic has therefore also created
a sellers' market in ed-tech. This paper employs a critical lens to reflect on
the possible problems arising from hasty adoption of commercial digital learning
solutions whose design might not always be driven by best pedagogical practices
but their business model that leverages user data for profit-making. Moreover,
already before Covid-19, there has been increasing critique of how ed-tech is
redefining and reducing concepts of teaching and learning. The paper also
challenges the narrative that claims, 'education is broken, and it should and can
be fixed with technology'. Such technologization, often seen as neutral, is
closely related to educationalization, i.e. imposing growing societal problems
for education to resolve. Therefore, this is a critical moment to reflect how the
current choices educational institutions are making might affect with Covid-19
education and online learning: Will they reinforce capitalist instrumental view
of education or promote holistic human growth? This paper urges educational
leaders to think carefully about the decisions they are currently making and if
they indeed pave the way to a desirable future of education.
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