Ciccone, Michelle

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Ciccone
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Michelle
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    Surveillance and the edtech imaginary via the mundane stuff of schooling
    (2022-01-01) Ciccone, Michelle
    The use of edtech in schools is growing, as is a critical edtech research agenda. This research, combined with student activism, helps us understand the problematic impact of edtech and the way in which these predictive and coercive surveillance technologies pose a threat to students and educators’ ability to live self-directed lives. This chapter considers the use of QR codes for a digital hall pass system in one high school during the COVID-19 pandemic as a way to examine how seemingly mundane uses of technologies can have a significant impact. Combining insights from critical edtech research with media literacy education can help us understand how we might resist the edtech imaginary and exercise a different relationship to technologies in our schools.
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    Complexities with Bridging the Digital Divide
    (2022-01-01) Ciccone, Michelle; Brayton, Spencer
    In our work—Michelle as a technology integration specialist at a suburban high school in Massachusetts, and Spencer at a community college library in Illinois—we have seen the digital divide impact students, faculty, and staff in intersecting and distinct ways. We understand that the digital divide in our communities stems from and reinforces entrenched inequities, and so it is of paramount importance that we work to bridge these gaps. Our backgrounds in critical media, information, and digital literacies also alert us to the ways in which “bridging the digital divide” can lead to practices that may be coercive, overly expose users to surveillance technologies, and result in information overload for students and employees. As we reflect on evolving understandings of the digital divide and the complexities uncovered when working to bridge these gaps, we acknowledge our own privileges and opportunities to learn more about this vast and important topic.