Factors in Car Price Quotations; The Struggle over Educational Technology in the United States

Ocal, Mert, School of Engineering and Applied Science, University of Virginia
Norton, Peter, EN-Engineering and Society, University of Virginia
Basit, Nada, EN-Comp Science Dept, University of Virginia

In the U.S. public schools, how are tech companies, school systems, K-12 teachers,
parents and students competing to influence the proper place of edtech in the classroom? The
best use of edtech in K-12 education in the United States is controversial. School districts, tech
companies, K-12 teachers, parents, and students compete to determine how edtech should be
used. Edtech raises problems of data privacy / security, and about whether it should supplement
or displace traditional teaching methods. It also entails problems of training and support for
teachers. Underlying the debate are fundamental differences in educational ideas and values.
People who regard learning as the highest purpose of education tend to welcome edtech as a
class of tools that can improve students’ learning capacity and measure what they have learned.
People who maintain that education serves purposes higher than learning, such as personal
growth, autonomy, judgment, and communal harmony, tend to accept edtech in supplementary
roles, while favoring direct interpersonal modes of education for most classroom activities.

BS (Bachelor of Science)

School of Engineering and Applied Science
Bachelor of Science in Computer Science
Technical Advisor: Nada Basit
STS Advisor: Peter Norton

Issued Date: