IntroductionList of Author Blogs and Twitter AccountsIndex by AuthorIndex by TopicLicensing Information1. Innovation & Disruption25 Years of Ed TechIf We Were Really Serious about Educational TechnologyWe Can't Let Educators Off the HookInterventionsWaiting for O SupermanA Field Guide to "Jobs that Don't Exist Yet"A Definition of Emerging Technologies for EducationInnovation in Higher Education ... and Other Blasts from the PastTo Lecture Capture or Not to Lecture Capture?Possible Futures for Innovation and Technology in Higher EducationThis is Not the Online Learning You (or We) are Looking ForReclaiming Disruption2. Openness & SharingInto the OpenDefining the 'Open' in Open Content and Open Educational ResourcesExploring the Open Knowledge LandscapePlanning to Share Versus Just SharingThe Access Compromise and the 5th ROpen Textbooks? UGH.My Open Textbook: Pedagogy and PracticeRemix, Mashups, Aggregation, Plagiarism Oh MyCrossing the Field Boundaries: Open Science, Open Data & Open EducationThe CCK08 MOOCOERs: The Good, the Bad and the UglyWhat's Right and What's Wrong about Coursera-Style MOOCsOpening Up Open PedagogyOpen Pedagogy and a Very Brief History of the ConceptInternational Something: Why You Should Care #DigPedDoes Open Pedagogy Require OER?Pragmatism vs. Idealism and the Identity Crisis of OER AdvocacyOpen Ends?The Fallacy of 'Open'3. Identity & ParticipationThe Question Should be: Why Are You *Not* BloggingThe Kindness of BloggingAn Introduction to Connective KnowledgeRhizomatic EducationA History of Knowledge, Distributed Cognition, and the PhDSome Observations on PLE DiagramsE-Learning 2.0The Role of Personality in EducationDigital IdentitiesKithNobody's Version of Dumbsomething is rotten in the state of ... TwittercliqueonomicsColonisers and Edupunks (&C.)Digital Trespass and Critical Literacy #OER174. Equity & PowerThe Golden Age of Education that Never WasBlackboard Patents the LMSThe Glass BeesWhat Do We Owe Students When We Collect Their Data - A ResponseAI is Coming for Your Instructional and Learning Design Jobs, ApparentlyMOOCs and Directing an Academic FieldThe Audacity: Thrun Learns a Lesson and Students PayThe Lower Ed Ecosystem: Bootcamps Edition#BreakOpen Breaking OpenOpen Cyborgs at #ALTCPlatform Literacy in a Time of Mass GaslightingWhy We Shouldn't Let Economists Play with EducationConnectivity as PovertyReproducing Marginality?Inclusion AgainOER, Equity, and Implicit Creative RedliningFor Now, Our OwnConcluding ThoughtsAppendicesA List of Some Great EdTech BlogsRecommendations for Formal Learning
4

Equity & Power

Many children smiling

From the earliest days of technology in education, devices and technical advances have been seen as tools for shaping a utopian future wherein everyone can more fully realize the promises of education.

The actual history of the field, however, is replete with examples of how technologies perpetuate inequities (or create new ones) and establish power structures that can allow for oppression, censorship, and the advancement of interests other than those of the learner (e.g., corporations in a market economy).

One illustrative example of this in recent history is the rise of the electronic textbook. Touted as the solution to ballooning textbook cost burdens on students, publishers have provided the same material in electronic formats for learners to rent at nominal price reductions (made possible by much lower material costs on the publisher's part to provide the resources digitally). However, embedded in this shift are technologies that allow for digital rights management of content, which prevents learners from sharing, reselling, or keeping their textbooks (as they previously could), which actually has led to higher textbook costs (e.g., no purchasing of used textbooks or reselling them when done) and reduced access for learners (e.g., access to the book ends once the course ends). In this example, the technology permits for-profit publishers to exert heretofore unseen power over learners through their products, enforcing new restrictions and creating new access barriers.

Other examples of such power shifts and their effects on equity include the LMS-ification of higher education, the commoditization of online learning, the use of inaccessible media for learners with disabilities, the use of algorithms and learning analytics to track students or predict performance, and so forth.

In this section, authors grapple with both implicit and explicit power structures that are introduced or perpetuated by emerging technologies and the effects that such technology-enabled power grabs have on promises of equitable learning experiences for all.

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