Some of the “between the chapters” discussion of the serialised audio version of 25 Years of Ed Tech reminds me of how much value a book club can provide. Different perspectives can be revealed, leading to a deeper consideration and understanding of the material. In my recent reading, two topics have stood out.
Chapter 12: 2005 Video
Chapter 12 examines 2005 as the year in which video joined the ed-tech space. This coincides with the year that YouTube was launched (Encyclopaedia Britannica, n.d.). This chapter, and its companion discussion podcast episode, have immediate relevance to the current state of the ed-tech industry. In my role as an instructor, I use video in multiple ways. This chapter and discussion have given me serious pause. While the book focuses on the emergence of video-related technology, adoption, and accessibility, the discussion in the serialised audio version raises important points that deserve some focus.
As Bessette discusses at 22’00” in the discussion podcast, the use of video in education can present significant challenges for students, ranging from technical barriers to serious safety concerns. Some students may face technical difficulties that limit their ability to engage with video content. Others, particularly those living under restrictive regimes or in unsafe home environments, may encounter legal or personal risks that make video-based learning hazardous. For instance, in totalitarian states, accessing certain online content could have severe legal consequences, while in unsafe or dysfunctional homes, turning on a camera could expose a student to unwanted scrutiny or danger.
When teachers enforce a ‘cameras-on’ rule, they might inadvertently put students at risk in ways that extend far beyond the classroom’s reach or the teacher’s intent. The lesson from this is clear: educators must carefully consider the broader implications of learning modalities, beyond the immediate classroom context, to ensure that learners can engage safely and effectively.
Chapter 16: 2009 Twitter and Social Media
Twitter and Social Media are the focus of 2009 in Chapter 16 of 25 Years of Ed Tech. Weller could release a new edition of his book, with a rewrite of this chapter. In just a few years following the publication of the book and discussion podcast, Twitter has transformed into a dramatically different entity in terms of its culture and engagement.
Controversial business figure Elon Musk acquired Twitter, Inc. in October of 2022 (Wikipedia, n.d.) and swiftly made dramatic changes that has resulted in users leaving the platform in droves (Ingram, 2024). Musk rebranded the platform as simply “X”, eased moderation of hateful and toxic content, and reinstated user accounts that were previously banned for rule violations (2024). Advertisers have walked away from the platform as well, “with 75 out of the top 100 U.S. advertisers on X from October 2022 having ceased ad spending on it” (2024, para. 13).
While Weller acknowledges many of the negative aspects of Twitter and other social media in the book, his charge that Twitter has become part of the educational infrastructure now seems to have much less certainty (p. 107). Weller aptly notes that, considering the toxic-environment pockets that social media tends to foster, universities have a duty of care when promoting the use of social media to its communities (p. 110). What once was a popular and reliable platform where ed-tech engagement and learning could prosper, now seems to find itself on shaky footing. Even while Royals Roads maintains an active presence on X, I do not engage with the channel as part of my MALAT journey; Musk’s rapid and active deterioration of the platform led me to shutter my own account after having been an active user for 15 years.
Relying on a single tool can lead to significant vulnerability should that platform substantively transform. While other platforms have come online in the onset of the Twitter/X struggles, it remains to be seen whether one will rise to the prominence and relevance that Twitter once had.
Conclusion
These topics highlight that risk is not always immediately apparent. Sometimes the risk is indirect and outside of our observational scope. Other times, the risk is latent and does not appear for quite some time. We must consider implications that may exist beyond our own lived experience—risks that exist now, and risks that may present themselves over time. Every decision assumes a certain amount of risk. As educators, we need to critically weigh these technology-related risks along with all other aspects of our decision making.
References
Adobe Stock. (n.d.). Pastel watercolor background wallpaper, blue and orange smock glowing abstract texture art gradient background softly blended hues [Stock image]. Adobe Stock. https://stock.adobe.com/images/pastel-watercolor-background-wallpaper-blue-and-orange-smock-glowing-abstract-texture-art-gradient-background-softly-blended-hues/745459495
Bessette, L. S. & Pasquini, L. (Host). (2021, January 27). Between the Chapters #12 talking videos with @readywriting [Audio podcast]. In 25 Years of Ed Tech: The Serialized Audio Version. https://25years.opened.ca/2021/01/27/between-the-chapters-video/
Encyclopaedia Britannica. (n.d.). YouTube. In Britannica. Retrieved September 6, 2024, from https://www.britannica.com/topic/YouTube
Ingram, D. (2024, March 2). Fewer people are using Elon Musk’s X as it struggles to keep users. NBC News. https://www.nbcnews.com/tech/tech-news/fewer-people-using-elon-musks-x-struggles-keep-users-rcna144115
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press.
Wikipedia contributors. (n.d.). Acquisition of Twitter by Elon Musk. In Wikipedia, The Free Encyclopedia. Retrieved September 4, 2024, from https://en.wikipedia.org/wiki/Acquisition_of_Twitter_by_Elon_Musk
Hi Stephen,
I really appreciate how you brought up the risks tied to video use and social media in education, especially from the perspective of safety and accessibility. It’s easy to forget that something as simple as a ‘camera on’ rule could have serious consequences beyond our awareness, so your reminder that not all students can engage with video content safely or comfortably is so important.
Your reflection on Twitter/X is spot on, too. It’s unsettling to think about how influential platforms that are universally used can lack sufficient checks, like governmental regulations, to prevent them from becoming more harmful than helpful. In a few years, will a handful of people control all the tech giants, with no reins to curtail their power and influence?
Thanks, for the comment, Heidi.
Brazil is now the ninth country to ban X. Many of the countries on this list have banned the platform through fascist motives, so it would be counterproductive to include this movement as support for my argument. But ol’ Elon has been asking his followers to encourage their friends to join the platform, so whatever the reasons for the disengagement, the impact seems to be worrying Musk.
Your dystopian-futurist question is a good one. My money is on a sighing “yes.”
I agree with you, Stephen and Heidi, particularly on the lack of regulation of social media technologies and the rampant spread of mis/disinformation. I shared a quote in a blog post a while ago: “freedom of speech does not mean freedom of reach.” I wish most social media organizations and users would reflect on this.
There also needs to be more focus on consequences. Yes, people should have the right to speak freely, but they also have the right to be held accountable. Otherwise, we end up accumulating destructive externalities at scale, such as the impact of social media on teen mental health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10476631/
That said, what truly worries me is the acceleration dynamics that AI will bring to social media. This is a great article on the topic: https://www.economist.com/by-invitation/2024/05/29/a-tech-ethicist-on-how-ai-worsens-ills-caused-by-social-media
Hey Stephen,
I agree with Hilda’s response to your post. She raised a great point about the safety and accessibility concerns tied to video use in education. Your reminder about the risks of enforcing “cameras-on” policies really resonates, and Hilda’s emphasis on how these seemingly simple rules can have unintended consequences for students in unsafe environments adds an important perspective.
I also think Hilda captured the gravity of the situation with Twitter/X perfectly. Your reflection on how a platform that was once a valuable educational tool has shifted under Musk’s leadership highlights just how vulnerable we are when these platforms change hands. As Hilda mentioned, it’s unsettling to imagine a few individuals having so much unchecked influence over the tools we rely on for teaching and learning.
Thank you for reminding us of the need to constantly reassess the tech we use—not just for its immediate benefits, but for the longer-term implications it may have on student safety and educational equity.