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Matt Barnum: Mark Zuckerberg and the Failure of “Personalized Learning”

By dianeravitch
October 16, 2023 //
24

For several years, vendors of Education technology have promoted the bizarre idea that learning on a computer is “personalized,” as compared to human interaction with a teacher. Tech leaders like Mark Zuckerberg and Bill Gates believed that technology would make it possible to accelerate learning and raise test scores by standardizing teaching.

Matt Barnum reports in Chalkbeat that Zuckerberg’s efforts failed. He and his wife Priscilla Chan via their CZI Initiative realize that their support of Summit Learning failed. However they are now betting on artificial intelligence.

What’s clear is that they do not trust teachers.

Barnum begins:

Several years ago, Mark Zuckerberg had grand designs for American schools.

The Facebook founder and his wife, pediatrician Priscilla Chan, poured well over $100 million into an online platform known as Summit Learning that initially aspired to be in half of the nation’s schools. In 2017, Zuckerberg suggested that technology-based “personalized learning” could vault the average student to the 98th percentile of performance.

Fast forward to this summer: The Chan Zuckerberg Initiative, the couple’s philanthropic arm, laid off dozens of staff on its education team and announced a shift in strategy. “Our understanding of what’s possible in the world of education — and in our world more generally — has changed,” Sandra Liu Huang, CZI’s head of education, wrote in an August blog post. “And so, at CZI, our education efforts must change too. Navigating these changes is humbling and challenging, but ultimately, necessary.”

It was an acknowledgement that the company’s prior education strategy had fallen short of its hopes. Through a spokesperson, Huang declined an interview request, but noted in her blog post that the company is continuing its work in education, albeit with a different strategy. “This moment demands not just investment but innovation — and that’s why we are building a team of experts and partners to identify opportunities where technology and grantmaking can drive coherence,” she wrote.

CZI’s shift in approach marks something of a coda to an era when various advocates and funders believed that computer-based “personalized learning” could dramatically improve education. Summit, CZI’s pet project, has not spread as far as once hoped, and there’s little evidence that it or similar efforts have led to the large learning gains that Zuckerberg envisioned. This gap between ambitions and results underscores the difficulty of using technology to dramatically improve America’s vast system of decentralized schools.

“People keep hoping that our technologies are the Swiss Army knives or steamrollers that they can do everything,” said Justin Reich, a professor at MIT and author of a book on the limits of technology in education. “Instead, our best technologies are very particularly shaped ratchet heads and the landscape of education is millions of bolts.”

Please open the link and read the rest of this fascinating article. CZI has not given up on technology. Imagine if they had spent those millions on health clinics in schools. Or anything else human-based.

Categories Chan-Zuckerberg Initiative, Corporate Reform, Education Industry, Teachers, Technology

Steve Nelson: Kids Need a Real Life

By dianeravitch
October 8, 2023 //
21

Steve Nelson, retired educator, objects to the simulated experiences that young people are increasingly exposed to. Technology has become a means of depriving them of direct encounters with life. Life should not be a simulation. It should be real. For the reasons he describes, I do not write about ChatGPT or AI. Sometimes it’s inevitable, but I don’t consider these technological gimmicks to be educational.

He writes:

“This car climbed Mt. Washington.”

This bumper sticker is commonly seen in New England and refers to the highest peak in the East. As implied, there is a winding road to the summit. These bumper stickers never fail to irritate, as the “achievement” is remarkably unremarkable. It’s rather like having a CD player with a label reading, “This electronic device played the Brahms Violin Concerto.”

This long-standing pet peeve was rekindled by the explosion (one can wish) of the e-bike phenomenon. Many areas in Colorado are allowing the use of e-bikes on mountain bike trails and in wilderness areas. On my local single track trails it is now common to be passed on uphills by rather smug looking riders half my age and half again my weight.

There are legitimate benefits to the e-bike phenomenon, including emission-free commuting and expanded opportunities for the elderly or impaired. I suppose riding an e-bike is a notch above a recliner and a beer – but only a notch.

But I come to bury, not praise.

I admit to being a physical purist. There are certain experiences that should be earned, at least if the “earning” is possible. At the very least, if one chooses ease and convenience over commitment and effort, don’t brag about it, whether Mt. Washington or Brahms.

Most alarming, at least in my community, is the proliferation of e-bikes among young folks. Many riders are careless, helmet-less, and riding far too fast for conditions. I expect a rapid increase in head injuries. I suspect that the serious injury curve is lagging just behind the soaring sales curve.

The segue from e-bikes to AI or ChatGPT should be obvious. Like an e-bike, ChatGPT produces results that are disproportionate to effort. Perhaps the analogy is a bit tortured, but creating cogent prose demands conscious effort resulting in real satisfaction , just as pedaling with your own effort to the top of single track trails elevates one’s heart rate and spirit.

I worry that in these ways and many others we are denying children the experiences they most need. They can sit on an e-bike to get to school, use a calculator to calculate, write an essay with a few prompts, “paint” a picture on a computer screen, “play” music on a pre-programmed electronic keyboard, create a cinematic masterpiece on an iPhone and go home to a dinner prepared by scanning a QR code.

As an educator I often ranted about the digital representation of life. Such representations are not life, although advances in technology can make one hard to distinguish from the other. The conveniences and efficiencies of technology have benefits, I suppose, but technology can also deprive children (and adults) of the most valuable and meaningful learning experiences – and life experiences.

A central principle of progressive education is learning by doing. It is not merely a philosophical slogan. It is rooted in the most sophisticated understanding of neurobiology and cognition. A mathematical concept is better understood through using all senses. Truly making music is finding perfect bow speed on a violin string, adjusting lip position to turn futile blowing into a glorious tone on a flute or feeling the deep sonorities of a cello in your bones. The feeling of a brush stroke transmits emotion directly to the canvas.

The phrase “no pain, no gain” is trite but true, although perhaps more aptly phrased, “no effort, no gain.” My life and the lives of most people have been immeasurably enriched by striving. (It is a concept that should be untethered from its more toxic companion, achievement.) At age 76, partially impaired and slowed by age, I still feel great satisfaction from summiting a small peak or charging down a pump track on a mountain bike, knowing I earned the gift of gravity by investing effort. The pace and duration are irrelevant. The feeling is undiminished from decades ago.

Years ago, the cardiologist/writer George Sheehan wrote that we are, at the core, simply mammals and that our first responsibility is to be a good animal. That means running, playing, sucking air deep into your lungs, reaching a destination by dint of your own power and knowing the joy of exhaustion.

I am sufficiently self-aware to know that I may be seen as a strident romanticist. I plead guilty. But I fervently believe that children must be exposed to real things, not their convenient digital or electric doppelgänger. They should pedal bikes, not just sit on them. (And wear helmets!!) They should climb mountains, not ride up in the family car. They should play instruments, finger paint, and bake cookies.

When small humans have real experiences they will prefer them to technologically-enhanced imposters. Providing those experiences is our primary responsibility as parents, grandparents and educators.

Categories Creativity, Real Education, Technology

Paul Bonner: The Fundamental Fallacy of Ed-Tech

By dianeravitch
October 6, 2023 //
23

Retired educator Paul Bonner succinctly summarized the error at the core of education technology:

The principle fallacy of the Ed Tech movement is the supposition that input equals output. This bias is based on the idea that the human brain is merely a biological representation of a CPU. What contemporary brain science tells us is that the mass in our cranium is just a portion of the brain that is our entire body. We cannot simply plug information into our brain matter and get a preferred result. We are sentient beings. We have touch, feel, smell, hearing, and voice to interpret and act on various stimuli in our environment. We have to be in proximity to one another and various environments to adapt to the intellectual requirements needed to interact with everything around us. The various media that make up our technological tools create an incomplete data source that inhibits the developing mind if we ignore the emotional and physical aspects of intellect that bring about motivation and creativity. What we should have learned through the pandemic is that presence in a school community is critical for learning. Technological and digital tools are no substitute for human interaction.

Categories Creativity, Democracy, Education Industry, Ethics, Technology

Is It OK for Big Tech to Create AI by Using 183,000 Books?

By dianeravitch
October 3, 2023 //
71

Several authors have filed suit against Meta (Zuckerberg), Bloomberg, and other tech corporations for violating the copyright on their books. Alex Reisner has written three articles in The Atlantic about how the developers of Artificial Intelligence (AI) have used 183,000 books to train AI how to write.

Two of those 183,000 books are mine: The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education and Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. As an author, I am outraged that huge tech corporations used my books as training fodder for their profiteering.

Reissner writes:

This summer, I acquired a data set of more than 191,000 books that were used without permission to train generative-AI systems by Meta, Bloomberg, and others. I wrote in The Atlantic about how the data set, known as “Books3,” was based on a collection of pirated ebooks, most of them published in the past 20 years. Since then, I’ve done a deep analysis of what’s actually in the data set, which is now at the center of several lawsuits brought against Meta by writers such as Sarah Silverman, Michael Chabon, and Paul Tremblay, who claim that its use in training generative AI amounts to copyright infringement.

Since my article appeared, I’ve heard from several authors wanting to know if their work is in Books3. In almost all cases, the answer has been yes. These authors spent years thinking, researching, imagining, and writing, and had no idea that their books were being used to train machines that could one day replace them. Meanwhile, the people building and training these machines stand to profit enormously.

Reached for comment, a spokesperson for Meta did not directly answer questions about the use of pirated books to train LLaMA, the company’s generative-AI product. Instead, she pointed me to a court filing from last weekrelated to the Silverman lawsuit, in which lawyers for Meta argue that the case should be dismissed in part because neither the LLaMA model nor its outputs are “substantially similar” to the authors’ books.

It may be beyond the scope of copyright law to address the harms being done to authors by generative AI, and the point remains that AI-training practices are secretive and fundamentally nonconsensual. Very few people understand exactly how these programs are developed, even as such initiatives threaten to upend the world as we know it. Books are stored in Books3 as large, unlabeled blocks of text. To identify their authors and titles, I extracted ISBNs from these blocks of text and looked them up in a book database. Of the 191,000 titles I identified, 183,000 have associated author information. You can use the search tool below to look up authors in this subset and see which of their titles are included.

The article contains a search tool that anyone can use to see whether their copyrighted work was fed into the AI training process.

As an author whose works were used, I feel aggrieved. I think that all of us whose works were utilized without our knowledge or consent should be compensated.

AI is the latest iteration of big-tech’s efforts to make human beings irrelevant. AI may “learn” how to write well, but AI can never “learn” the wisdom, experiences, memories, fears, hopes, and emotions that lie behind every book.

Categories Education Industry, Technology

UNESCO Report: The Dangers of Ed-Technology!

By dianeravitch
September 25, 2023 //
33

This is the only post today. Read as much of it as you have time for. The report is a valuable reminder that Ed-tech is oversold and even dangerous. It has its uses, for sure. But it should never replace teachers or parents.

UNESCO released a major blockbuster report warning about the dangers of relying too much on education technology. The author of the report was Mark West. The title of the report is An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19.

An alternate link: https://teachertaskforce.org/sites/default/files/2023-09/2023_UNESCO_An-ed-tech-tragedy_Educational-technologies-and-school-closures-in-the-time-of-COVID19_EN_.pdf

The puzzle at the heart of the document is the clash between learned experience and the imperatives of greed. We learned during the pandemic about the risks of becoming dependent on ed-technology as the main driver of instruction. As we reflect on the period from March 2020 to now, we can discern the damage that occurred to students when their teachers were replaced by virtual instruction: boredom, learning loss, mental health issues, loneliness, lack of socialization with their peers, lack of personal interaction with teachers.

Yet with most people believing that the pandemic (or the worst of it) lies in the past, ed-tech corporations are focused on selling more of what has already failed. Why would we want to expand what has demonstrably proved inadequate and harmful to students?

You probably will take a long while to read the full report, but do read the summary and conclusions to whet your appetite. The overview concludes that the global reliance on ed-tech was necessary in the circumstances, but was a tragedy. Children need human teachers. They need people who look them in the eye and encourage them. Education is not a mechanical process; people are not widgets.

The UNESCO report reviews the global evidence of the harm caused by dependence on ed-tech:

[The report] exposes the ways unprecedented educational dependence on technology often resulted in unchecked exclusion, staggering inequality, inadvertent harm and the elevation of learning models that place machines and profit before people.

The summary says:

An Ed-Tech Tragedy? documents how widespread school closures and the hard pivot to remote learning with connected technology during the COVID-19 pandemic resulted in numerous unintended and undesirable consequences.

Although connected technology supported the continuation of education for many learners, many more were left behind. Exclusion soared and inequities widened. Achievement levels fell, even for those with access to distance learning. Educational experiences narrowed. Physical and mental health declined. Privatization accelerated, threatening education’s unique standing as a public good and human right. Invasive surveillance endangered the free and open exchange of ideas and undermined trust. Automation replaced human interactions with machine-mediated experiences. And technology production and disposal placed new strains on the environment.

Visions that technology could form the backbone of education and supplant school-based learning – in wide circulation at the outset of the health crisis – had promised better outcomes. Ed-tech proponents held that the immense challenges of school closures could be met with technology and that deeper technology integration would transform education for the better. But these high hopes and expectations unraveled when ed-tech was hurriedly deployed to maintain formal education as COVID-19 tore across countries.

An Ed-Tech Tragedy? recounts this tumultuous period, documenting the actions and decisions taken by governments, schools and technology companies. The publication contrasts the promises of ed-tech with the realities of what ed-tech delivered as a response to school closures that impacted over 1.6 billion learners and stretched intermittently from the beginning of 2020 to the end of 2022. The evidence and analysis highlight trends observed across countries and zoom in on the specificities of local experiences, creating a global mosaic of what students, teachers and families experienced when connected technology was elevated as a singular portal to teaching and learning.

Aimed at general and specialist audiences alike, this publication shows how the abrupt and deep changes brought about by the recourse to remote digital learning during the pandemic continue to ripple through the education sector even as schools have fully reopened. It questions whether more and faster integration of technology is desirable for learners, teachers and schools and if ed-tech is, as it is often billed, a key ingredient of educational resilience.

An Ed-Tech Tragedy? posits that new principles are needed to forge more humanistic directions for ed-tech development and use. In-person schooling and teaching should be guaranteed even as technologies improve and connectivity becomes more ubiquitous. Governments need to anchor this guarantee in the legal architecture upholding the right to education, especially for young learners. Moreover, future applications of ed-tech must show greater concern for holistic student well-being. While academic learning is central to education, it is not the only component. Ed-tech needs to support the multiple individual and collective purposes of education, from socio-emotional and personal development, to learning to live together, with the planet, as well as with technology.

In detailing what happened when ed-tech was deployed in response to pandemic school closures, as well as questioning why ed-tech was often elevated as a singular solution, this publication clarifies how the education community can move beyond merely reacting to technological change and instead play a more assertive role steering the digitalization of education towards the more holistic goals of education to shape inclusive, just and sustainable futures.

The future of education needs to be a humanistic one. The lessons extracted from what is premised here as an ed-tech tragedy illuminate the ways technology can better foster education that teaches and revitalizes human values, strengthens human relationships and upholds human rights.…

Ed-tech was supposed to solve a problem but it created other problems.

An Ed-Tech Tragedy? examines the many ways that the hurried embrace of technology solutionism steered responses to a global education challenge directly towards ed-tech. Along the way, the logic of technology solutionism changed understandings of educational problems to be solved. The analysis presented here helps reveal, for example, how technological solutions deployed during school closures took a narrow view of education and focused almost exclusively on furthering the academic progress of students in pared-down curricular subjects. This meant that little attention was paid to other education goals, such as fostering curiosity and inquiry and supporting physical health, mental well-being and social and emotional learning. This analysis also shows how ed-tech, originally cast as a solution to maintain learning continuity in the face of widespread disruptions to schooling, has more recently been positioned as a tool to help reverse learning loss. This ‘loss’, however, grew out of the deficiencies of technology-dependent remote learning to preserve the pace of academic learning that would have been typical without school closures stemming from the pandemic. The problem that ed-tech initially set out to solve morphed from assuring the continuity of learning to remedying lost learning. The way the problem was reframed while maintaining connected technology as the centrepiece of the solution is an example of technology solutionism at work.…

Recognizing the chaotic pivot from in-school learning to technology-facilitated distance learning as having a tragic arc provides a forceful rebuttal to a growing consensus that the education sector somehow ‘advanced’, ‘leapfrogged’, ‘catapulted’ or ‘disrupted’ itself to a better future when it deployed technology on a massive scale as an interim measure to confront a crisis. The evidence overwhelmingly points in the opposite direction: education became less accessible, less effective and less engaging when it pivoted away from physical schools and teachers and towards technology exclusively. ‘Tragedy’ in this sense signals regression – a denigration of the status quo,rather than a desired evolution. The narrative that ed-tech should be or must be a central component of ‘building education back better’ warrants new scrutiny after a careful examination of the experiences during the pandemic.

The invocation of tragedy also facilitates awareness that connected technologies, despite their growing reach, power and potential, remain tools in a repertoire of many others to construct stronger, more agile and more flexible education systems that can respond and adapt to disruption. Other tools include strengthened teacher training and support; enhanced school leadership and pedagogical management of schools; curricular renewal; smaller class sizes; and improved physical resources and infrastructure for schools and classrooms. Crises that necessitate the prolonged closure of schools and demand heavy or total reliance on technology have been exceedingly rare historically. Future crises may present entirely different challenges. The trauma of the pandemic has, in many circles, functioned to elevate technology as an almost singular solution to assure educational resilience by providing flexibility in times of disruption. Investments to protect education wrongly shifted away from people and towards machines, digital connections and platforms. This elevation of the technical over the human is contradictory to education’s aim to further human development and cultivate humanistic values. It is human capacity, rather than technological capacity, that is central to ensuring greater resilience of education systems to withstand shocks and manage crises.

Overall, the pandemic is a case study in how technology in its current iterations is not yet a suitable foundation for actualizing the diverse goals that communities assign to education. Expectations that technology may, in time, help further increase the reach, improve the quality and strengthen the agility of education are valid. For now, though, the experiences since early 2020 have shown it to be an alarmingly brittle solution – one incapable of effectively responding to widespread and extended school shutdowns. For far too many students, it was a solution that either never started in earnest or quickly broke down. The sudden shift to ed-tech also accelerated a concerning transfer of authority away from teachers, schools and communities and towards private, for-profit interests. Additionally, the censorship, data extraction, advertising, top-down control, intimidation and surveillance that so often characterize current models of digital transformation have made education less free and, arguably, less capable of facilitating critiques of and positive changes to the status quo. [emphasis added by DR.]

Countries made massive investments to digitalize education through much of the COVID-19 pandemic. But it remains far from clear whether these investments will improve education over the longer term and make it an engine of just, inclusive and sustainable development, especially when compared with conventional school-based and teacher-facilitated education. The digital transformation of education may yet be a force for beneficial change. But the logic of technological solutionism and its associated business models currently steering this transformation, led largely by the commercial technology entities that are remaking so many aspects of society, tend to treat education and knowledge as private commodities and not as global public goods that provide collective as well as individual benefits.

It is hoped that this analysis and its use of tragedy as a metaphor might moderate the discourse and popular view that the pandemic has ‘unshackled’ education systems and ‘launched’ them into desirable futures characterized by greater technology use. Documenting the severity and scope of the many negative consequences of ed-tech responses during the health crisis inverts the triumphalist narratives that accompany many descriptions of technology deployments to address the educational disruption caused by school closures. A critical examination of the assumptions of technology solutionism and a review of the existing evidence provide a corrective and a counterargument to notions that more, deeper and accelerated use of technology is uniformly positive for education…

Throughout the review that follows, considerable evidence illustrates how the rush to distance and remote learning with ed-tech accelerated the privatization of education in many contexts. While some countries and localities managed a shift to digital learning with limited privatization of the educational experience, a defining characteristic of the technology-centric response to the educational disruptions of the pandemic tended to be the elevation of for-profit, private ed-tech companies. In addition to considering the ways reliance on ed-tech impacted educational inclusion, equity and quality, this publication also explores the complex and often symbiotic links between ed-tech and the privatization of education during the pandemic.The rush to distance and remote learning with ed-tech accelerated the privatization of education.

Most such reports tend to summarize the status quo. This one challenges it. It’s time to take stock before the Ed-tech industry takes control of our most precious asset: our children.

Categories Childhood, Corporate Reform, Curriculum, Data and Data Mining, Democracy, Disruption, Education Industry, Ethics, Failure, For-Profit, Global Education Reform Movement (GERM), Hoax, Inequity, International, Online Learning, Privacy and Privacy Rights, Privatization, Propaganda, Technology

The Most Dangerous and Most Powerful Man in the World

By dianeravitch
August 24, 2023 //
12

The New York Times published a startling article about the increasing global dominance of one man. He may be the richest man in the world, but that’s not why he is the most dangerous man in the world. He currently is launching satellites into orbit on a weekly basis. He owns almost 5,000 satellites now, and the number in orbit increases regularly. If you can open the article, you will see graphic visualizations of the thousands of satellites owned by one man and unregulated by any government. That man is Elon Musk.

The article begins:

On March 17, Gen. Mark A. Milley, the chairman of the Joint Chiefs of Staff, and Gen. Valeriy Zaluzhnyi, the leader of Ukraine’s Armed Forces, dialed into a call to discuss Russia’s invasion of Ukraine. Over the secure line, the two military leaders conferred on air defense systems, real-time battlefield assessments and shared intelligence on Russia’s military losses.

They also talked about Elon Musk.

General Zaluzhnyi raised the topic of Starlink, the satellite internet technology made by Mr. Musk’s rocket company, SpaceX, three people with knowledge of the conversation said. Ukraine’s battlefield decisions depended on the continued use of Starlink for communications, General Zaluzhnyi said, and his country wanted to ensure access and discuss how to cover the cost of the service.

General Zaluzhnyi also asked if the United States had an assessment of Mr. Musk, who has sprawling business interests and murky politics — to which American officials gave no answer.

Mr. Musk, who leads SpaceX, Tesla and Twitter, has become the most dominant player in space as he has steadily amassed power over the strategically significant field of satellite internet. Yet faced with little regulation and oversight, his erratic and personality-driven style has increasingly worried militaries and political leaders around the world, with the tech billionaire sometimes wielding his authority in unpredictable ways.

Since 2019, Mr. Musk has sent SpaceX rockets into space nearly every week that deliver dozens of sofa-size satellites into orbit. The satellites communicate with terminals on Earth, so they can beam high-speed internet to nearly every corner of the planet. Today, more than 4,500 Starlink satellites are in the skies, accounting for more than 50 percent of all active satellites. They have already started changing the complexion of the night sky, even before accounting for Mr. Musk’s plans to have as many as 42,000 satellites in orbit in the coming years.

A global satellite network

There are over 4,500 Starlink satellites orbiting Earth. What appear to be long lines here are recently launched satellites approaching their place in orbit.

An animation showing circles that represent Starlink satellites orbiting Earth as it rotates. Most of the satellites are spaced out and move in a gridlike formation between Earth’s poles, while a few are closely clustered and move together in lines. [You must open the link to see the animations that show the global reach of Starlink satellites.]

The power of the technology, which has helped push the value of closely held SpaceX to nearly $140 billion, is just beginning to be felt.

Starlink is often the only way to get internet access in war zones, remote areas and places hit by natural disasters. It is used in Ukraine for coordinating drone strikes and intelligence gathering. Activists in Iran and Turkey have sought to use the service as a hedge against government controls. The U.S. Defense Department is a big Starlink customer, while other militaries, such as in Japan, are testing the technology.

But Mr. Musk’s near total control of satellite internet has raised alarms.

A combustible personality, the 52-year-old’s allegiances are fuzzy. While Mr. Musk is hailed as a genius innovator, he alone can decide to shut down Starlink internet access for a customer or country, and he has the ability to leverage sensitive information that the service gathers. Such concerns have been heightened because no companies or governments have come close to matching what he has built.

In Ukraine, some fears have been realized. Mr. Musk has restricted Starlink access multiple times during the war, people familiar with the situation said. At one point, he denied the Ukrainian military’s request to turn on Starlink near Crimea, the Russian-controlled territory, affecting battlefield strategy. Last year, he publicly floated a “peace plan” for the war that seemed aligned with Russian interests.

At times, Mr. Musk has openly flaunted Starlink’s capabilities. “Between, Tesla, Starlink & Twitter, I may have more real-time global economic data in one head than anyone ever,” he tweeted in April.

Mr. Musk did not respond to requests for comment. SpaceX declined to comment.

Worried about over-dependence on Mr. Musk’s technology, Ukrainian officials have talked with other satellite internet providers, though they acknowledged none rival Starlink’s reach.

“Starlink is indeed the blood of our entire communication infrastructure now,” Mykhailo Fedorov, Ukraine’s digital minister, said in an interview.

At least nine countries — including in Europe and the Middle East — have also brought up Starlink with American officials over the past 18 months, with some questioning Mr. Musk’s power over the technology, two U.S. intelligence officials briefed on the discussions said. Few nations will speak publicly about their concerns, for fear of alienating Mr. Musk, said intelligence and cybersecurity officials briefed on the conversations.

U.S. officials have said little publicly about Starlink as they balance domestic and geopolitical priorities related to Mr. Musk, who has criticized President Biden but whose technology is unavoidable.

The federal government is one of SpaceX’s biggest customers, using its rockets for NASA missions and launching military surveillance satellites. Senior Pentagon officials have tried mediating issues involving Starlink, particularly Ukraine, a person familiar with the discussions said.

The Defense Department confirmed it contracts with Starlink, but it declined to elaborate, citing “the critical nature of these systems.”

Other governments are wary. Taiwan, which has an internet infrastructure that could be vulnerable in the event of a Chinese invasion, is reluctant to use the service partly because of Mr. Musk’s business links to China, Taiwanese and American officials said.

China has its own concerns. Mr. Musk said last year that Beijing sought assurances that he would not turn Starlink on inside the country, where the internet is controlled and censored by the state. In 2020, China registered with an international body to launch 13,000 internet satellites of its own.

The European Union, partly driven by misgivings about Starlink and Mr. Musk, also earmarked 2.4 billion euros, or $2.6 billion, last year to build a satellite constellation for civilian and military use.

“This is not just one company, but one person,” said Dmitri Alperovitch, a cybersecurity expert who co-founded the Silverado Policy Accelerator think tank and has advised governments on satellite internet. “You are completely beholden to his whims and desires.”

The graphics in the article are powerful. Please open the link if you can.

As I read the article, I could not help thinking of the super-villains in James Bond movies who wanted to control the world.

Categories Accountability, Billionaires, Democracy, Deregulation, Media, Technology

Big Tech Cashes In on Fears of “Learning Loss”

By dianeravitch
August 14, 2023 //
41

Alec MacGillis of ProPublica wrote recently in Raw Story about the feeding frenzy that accompanied Big Tech’s sales pitch: the tech industry claims that its hardware and software can cure learning loss. The salesmen dazzle teachers and administrators with promises and swag. The irony, as the story points out, is that “learning loss” was associated with remote learning, lack of personal interaction with their teachers. Why not more of the same that exacerbated the problem?

For the nation’s schoolchildren, the data on pandemic learning loss is relentlessly bleak, with education researchers and economists warning that, unless dramatic action is taken, students will suffer a lifelong drop in income as a result of lagging achievement. “This cohort of students is going to be punished throughout their lifetime,” noted Eric Hanushek, the Stanford economist who did the income study, in ProPublica’s recent examination of the struggle to make up for what students missed out on during the era of remote learning.

For the burgeoning education technology sector, however, the crisis has proven a glimmering business opportunity, as a visit to the industry’s annual convention revealed. The federal government has committed $190 billion in pandemic recovery funds to school districts since 2020, and education technology sales people have been eagerly making the case that their products are just what students and teachers need to make up lost ground.

“We’re huge in learning loss,” said Dan DiDesiderio, a Pittsburgh-area account manager for Renaissance Learning, a top seller of educational software and assessments. He was talking up his company’s offerings in the giant exposition hall of the Philadelphia Convention Center, where dozens of other vendors and thousands of educators gathered for three days late last month at the confab of the International Society for Technology in Education. For DiDesiderio, who was a school administrator before joining Renaissance, this meant explaining how schools have been relying on Renaissance products to help students get back on track. “During COVID, we did see an increase across the board,” he said.

Renaissance is far from the only player in the ed tech industry that is benefiting from the surge in federal funding, and the industry enjoyed a huge wave of private funding as the federal tap opened: The annual total of venture capital investments in ed tech companies rose from $5.4 billion to $16.8 billion between 2019 and 2021 before tailing off.

The largest chunk of the federal largess, $122 billion that was included in the American Rescue Plan signed by President Joe Biden in March 2021, requires that schools put at least 20% toward battling learning loss, and companies are making the case that schools should spend the money on their products, in addition to intensive tutoring, extended-day programs and other remedies. “The pandemic has created a once-in-a-lifetime economic opportunity for early stage companies to reach an eager customer base,” declared Anne Lee Skates, a partner at venture capital firm Andreessen Horowitz, in a recent article. (Her firm has invested in ed tech companies.) The federal funds “are the largest one-time infusion of funds in education from the federal government with almost no strings attached.”

Five days before the convention, the National Center for Education Statistics had released the latest devastating numbers: The decline in math scores for 13-year-olds between the 2019-20 and 2022-23 school years was the largest on record, and for the lowest-performing students, reading scores were lower than they were the first time data was collected in 1971.

But the mood was festive in Philadelphia. The educators in attendance, whose conference costs are generally covered by their district’s professional development funds, were excited to try out the new wave of nifty gadgets made possible by the advances in artificial intelligence and virtual reality. “For a lot of us, it’s like coming to Disneyland,” said one teacher from Alabama.

One could also detect the slightly urgent giddiness of a big bash in its final stages. Schools need to spend most of their recovery funds by 2024, and many have already allocated much of that money, meaning that this golden opportunity would soon close. And summer is the main buying season, with the fiscal year starting July 1 and with educators wanting their new tools delivered in time for school to start in the fall.

Hanging over the proceedings was an undeniable irony: The extent of learning loss was closely correlated to the amount of time that students had spent doing remote learning, on a screen, rather than receiving direct instruction, and here companies were offering more screen-based instruction as the remedy. Few of the companies on hand were proposing to replace the classroom experience entirely with virtual instruction, but to the degree that their offerings recalled the year-plus of Zoom school, it could be a bit awkward. “A lot of people don’t like us, because we can do remote-school stuff,” said Michael Linacre, a salesperson for StarBoard Solution, before demonstrating one of the cool things a StarBoard whiteboard could do: He jotted 1+2= with his finger and up popped 3. “There’s a mixed feeling about that now.”

Most of the vendors were not about to let that awkwardness get in their way, though, as they cajoled teachers to listen to their pitch, often with the lure of free swag.

Categories Corporate Reform, Curriculum, Data, Disruption, Education Industry, Technology

Nancy Bailey: The Takeover of Houston Schools Is a Dire Warning for Other Districts

By dianeravitch
August 9, 2023 //
14

Nancy Bailey fears that the takeover of the Houston Independent School District should set off alarm bells in other districts. The new superintendent Mike Miles is taking steps to de-professionalize teaching and to impose untested programs on the schools. He is the tip of the spear of destructive education “reform.” Please recall that the Texas Education agency took control of the entire district because one high school—with disproportionate numbers of students who are in need of special education and in high poverty—was not getting the test scores the state expected (even though its scores increased in the year before the state takeover and the school rose to a C grade). Is Mike Miles a harbinger of the future or an echo of failed policies forged by No Child Left Behind and Race to the Top?

She writes:

I think there is a likelihood that we will be seeing more state takeover of districts. 

~Kenneth Wong, education policy researcher and former advisor to U.S. Secretary of Education Arne Duncan, March 28, 2023

Houston faces harsh public school reforms, a sad example of the continuing efforts in America to destroy all public education and end professional teaching.

State takeovers aren’t new. Nor are they known for innovation, but for creating school voids, cutting services, and firing key staff, promising to close learning gaps. Takeovers usually only weaken schools, breaking them up and leaving communities with fewer and poorer schools.

The Superintendent

Superintendent Mike Miles has never been a classroom teacher. Miles replaces Superintendent Millard House II, hired in 2021, only there two years before being hired elsewhere.

As CEO of Third Future Schools, Miles ran a network of public charter schools in Colorado, Texas, and Louisiana. The Texas Tribune describes his leadership in the Dallas Independent School District as tumultuous after six years as superintendent of the smaller Harrison School District in Colorado Springs.

The Dallas Morning News claims the district has few academic gains to show for all the disruption.

Miles participated in the Eli Broad program at Yale. On his LinkedIn page, another school reformer writes they matriculated through the Broad Academy now within the Yale School of Management.

The late Eli Broad pushed school privatization with a 44-page document to show how to break up public schools, originally reported by Howard Blume in the LA Times $490 Million Plan would Put Half of LAUSD Students in Charter Schools.

Those who subscribe to Broad’s philosophy disrupt public education to privatize it. Realizing Miles is a Broadie (name reflecting Broad’s agenda), makes what’s happening in Houston clearer.

Miles has degrees from the U.S. Military Academy at West Point, served in the army, and attended the University of California at Berkeley and Columbia University. His degrees are in engineering, Slavic languages and literature, and international affairs and public policy. He has no known formal education about running a school considering student developmental needs.

The New Education System (NES)

Miles’s program is called the New Education System (NES) and HERE. Principals, teachers, and staff join.

Under the NES, according to the Houston Chronicle, administrators will handle discipline, stand in hallways patrolling, and make children walk in single file, quietly, and schools look sterile, cold, and cookie-cutter. If they use the bathroom, they must carry an orange parking cone. Teachers might get to keep their desks.

Compensation under the NES will be differentiated. Teachers will likely be evaluated with test scores, and their autonomy is stifled. Curriculum developers will provide lesson plans and materials for grades 2-10, removing the teacher’s instructional expertise. Student work will be graded by support personnel, even though teachers glean information about students by grading their work.

The district will hire apprentice teachers. They will expand the reach of the best and brightest teachers. How will they make this determination? Shouldn’t all teachers be hired with the credentials they need to do the job?

The plan calls for four periods of the staff performing duties each month (75 minutes each time), and this is unclear.

Replacing School Libraries and Librarians with Disciplinary Centers

Most controversial is that when principals join the NES they can lose their school libraries and librarians. From Click2Houston: 85 schools that have joined Miles’ program, and of those, 28 campuses will lose their librarians. The district said they will have the opportunity to transition to other roles within the district.

Instead of school libraries, children with behavioral difficulties will face screens in “Teams Centers” or “Zoom rooms.” There’s concern they’ll associate libraries as punishing. Students who misbehave need human interaction and support, not to be left to face screens.

Librarians with advanced degrees in library science will be removed, despite being knowledgeable and critical to a child’s learning. They could be transplanted to non-NES schools, which will get school libraries and librarians.

Miles states:

We’re not doing things that are just popular. We’re not doing things that we’ve always done, we’re not doing things that are just fun, we’re not doing things that are just nice to have or good unless we can measure its success.

He’s not doing what works! It’s common knowledge among those who understand children that when children have access to great school libraries learning results improve.

Losing Teachers: Moving to Online Amplify to Teach Reading

HISD is losing qualified teachers, school libraries, and librarians, and advertising for 350 long-term substitutes who don’t require a college degree. The online program, Amplify, will be used.

In State Legislative news in May, Education Bill “Amplifies” StatePower, Threatens Teacher Autonomy, Jovanica Palacios states:

Despite promises to the contrary, this bill [House Bill 1605] would cut a slice out of Texas’ education funding, taking money out of school districts and giving it to a vendor. The proposed legislation is actually dubbed “the Amplify bill” due to its association with curriculum development company Amplify, which received a $19 million emergency state contract during COVID.

At least 85 NES schools under Miles will use Amplify, which advertises the Science of Reading, an online program once owned by the education division of Rupert Murdock’s News Corp. and purchased by Laurene Powell Jobs. Where’s independent research providing proof that this program is effective?

Please open the link to finish reading her important post.

Categories Broad Foundation, Curriculum, Discipline, Disruption, Education Industry, Houston, Standardized Testing, Students, Teachers and Teaching, Technology, Texas

Nancy Bailey: Why Do Corporate Reformers Love “The Science of Reading”?

By dianeravitch
June 20, 2023 //
72

I apologize in advance. I am habitually skeptical of fads and movements. When a hot new idea sweeps through education, it’s a safe bet that it will fall flat in the fullness of time. If there is one consistent theme that runs through everything I have written for the past half century, it is this: beware of the latest thing. Be skeptical.

The latest thing is the “Science of Reading.” I have always been a proponent of phonics, so I won’t tolerate being pilloried by the phonics above all crowd. If you read my 2000 book, you will see that I was a critic of Balanced Literacy, which was then the fad du jour.

Yet it turns my stomach to see Educatuon journalist and mainstream dailies beating the drums for SOR. As you know, I reacted with nausea when New York Times’ columnist Nick Kristof said that the SOR was so powerful that it made new spending unnecessary, made desegregation unnecessary, made class size reduction unnecessary. A dream come true for those in search of a cheap miracle!

Veteran teacher Nancy Bailey, like me, is not persuaded by the hype. She wrote a column demonstrating that the corporate reform world—billionaires and politicians—are swooning for the Science of Reading.

She writes:

Many of the same individuals who favor charter schools, private schools, and online instruction, including corporate reformers, use the so-called Science of Reading (SoR) to make public school teachers look like they’ve failed at teaching reading.

Politicians and corporations have had a past and current influence on reading instruction to privatize public schools with online programs. This has been going on for years, so why aren’t reading scores soaring? The SoR involves primarily online programs, but it’s often unclear whether they work.

The Corporate Connection to the SoR

Bill and Melinda Gates Foundation

The Bill and Melinda Gates Foundation fund numerous nonprofits to end public education. The National Council of Teacher Quality (NCTQ), started by the Thomas B. Fordham Foundation backed by Gates and other corporations, an astroturf organization, promotes the SoR.

SoR promoters ignore the failure of Common Core State Standards (CCSS), embedded in most online programs, like iReady and Amplify. CCSS, influenced by the Gates Foundation, has been around for years.

Also, despite its documented failure ($335 million), the Gates Foundation Measures of Effective Teaching, a past reform initiative (See VAMboozled!), irreparably harmed the teaching profession, casting doubt on teachers’ ability.

EdReports, another Gates-funded group, promotes their favored programs, but why trust what they say about reading instruction? They’ve failed at their past education endeavors.

But the Bill and Melinda Gates Foundation continues to reinvent itself and funds many nonprofits that promote their agenda, including the SoR.

Former Governor Jeb Bush’s Organizations

Former Governor Bush of Florida (1999 to 2007) promoted SoR, but if children have reading problems, states should review past education policies, including those encouraged by former Governors, including Mr. Bush. His policymaking in public education has been around for a long time.

One should question, for example, Mr. Bush’s third-grade retention policy ignoring the abundance of anti-retention research showing its harmful effects, including its high correlation with students dropping out of school.

He rejected the class size amendment and worked to get it repealed. Yet lowering class size, especially in K-3rd grade, could benefit children learning to read.

As far back as 2011, Mr. Bush promoted online learning. He’s not talking about technology supplementing teachers’ lessons. He wants technology to replace teachers!

Here’s a 2017 post written in ExelInEd, Mr. Bush’s organization, A Vision for the Future of K-3 Reading Policy: Personalized Learning for Mastery. They’re promoting online learning to teach reading as proven, but there’s no consistent evidence this will work.

Here’s the ExcelinEd Comprehensive Early Policy Toolkit for 2021 where teachers often must be aligned to the SoR with Foundations of Reading a Pearson Assessment. If the teacher’s role loses its autonomy, technology can easily replace them. 

Laurene Powell Jobs and Rupert Murdoch’s Amplify

How did Rupert Murdoch’s old program Amplify become the Science of Reading?

Rupert Murdoch invested in Amplify, News Corp.’s $1 Billion Plan to Overhaul Education Is Riddled With Failures. Then Laurene Powell Jobs purchased it. Does a change in ownership miraculously mean program improvement?

Teachers from Oklahoma described how student expectations with Amplify were often developmentally inappropriate, so how is this good reading science?

Many SoR supporters who imply teachers fail to teach reading do podcasts for Amplify. Are they compensated for their work? Where’s the independent research to indicate that Amplify works?

Amplify, and other online reading programs, are marketed ferociously to school districts with in-house research relying on testimonials. When schools adopt these programs, teachers have a reduced role in students’ instruction.

Chan-Zuckerberg Initiative (CZI) and Their Data Collection

Priscilla Chan pushes Reach Every Reader, including prestigious universities that write SoR reports.

Why must they collect data involving children and their families?

CZI promotes the Age of Learning and ABC Mouse for young children. The reviews of this program appear primarily negative.

Categories Accountability, Billionaires, Chan-Zuckerberg Initiative, Charter Schools, Class size, Corporate Reform, Curriculum, Education Industry, Fake, For-Profit, Funding, Gates Foundation, Bill Gates, Literacy, Online Education, Research, Teachers and Teaching, Technology

Tom Ultican: ETS and Carnegie Combine to Push an EdTech Zombie on Kids

By dianeravitch
June 5, 2023 //
71

Tom Ultican worked in technology before he became a teacher of advanced mathematics and physics in a California high school. He is now retired. Like many other people, he thought that the social isolation of the pandemic and the mental health problems it generated among young people would have dimmed the allure of EdTech.

But the Educational Testing Service and the Carnegie Corporation have latched onto EdTech as the future of education. And Ultican says they are promoting a zombie idea, that is, a policy that has failed and failed yet never dies.

He writes:

Educational Testing Service (ETS) and Carnegie Foundation are partnering to create assessments for competency-based education, claiming it will revive the zombie education policy tainted by a five decade record of failure. The joint announcement was made at the April 2023 ASU+GSV conference in San Diego with Bill Gates as the keynote speaker. Ultimately, it was to make the Orwellian-named “personalized learning”viable for issuing digitally earned certifications.

ASU is Arizona State University and GSV is the private equity firm, Gold Standard Ventures. GSV advertises “The sector’s preeminent collection of talent & experience—uniquely qualified to partner with, and to elevate, EdTech’s most important companies.” It profits from the corporate education ideology that holds job training as the purpose of public education….

The 1970’s “mastery learning” was detested and renamed “outcome based education” in the 1990s. It is now called “competency based education” (CBE). The name changes were due to a five-decade long record of failure. CBE is a move to use “mastery learning” techniques to create individualized certification paths. However it is still the same mind-numbing approach that the 1970s teachers began calling “seats and sheets….”

Unfortunately the potential for large profits is huge and serially failed education policies are zombies that will not die….

Renewed neoliberal effort to revive CBE now has new players seeking to be big contributors while old hands are filling leadership roles. For example, at the best-known new group called Mastery Transcript Consortium, board member, Tom Vander Ark, the former education director at the Gates Foundation 1999-2006 remains engaged in pushing edtech.

There is very little real change. CBE continues to put kids at computers learning scripted chunks of information and testing for mastery, promising to increase edtech profits and reduce education costs especially teacher salaries. It is awful education and the children hate it.

Just because “children hate it” is not a good reason to axe a zombie idea.

Ultican writes that machine learning can never be authentic education. Students want to interact with teachers and other students.

To me, the biggest problem is that “mastery learning” is proven lousy pedagogy that is unaligned with how learning happens.

In his book Soka Education, Daisaku Ikeda writes,

“Recognizing each student as a unique personality and transmitting something through contacts between that personality and the personality of the instructor is more than a way of implanting knowledge: it is the essence of education.”

Socrates likened this education process to being“kindled by a leaping spark” between teacher and student. CBE, “mastery learning,” “outcome based education” or whatever name is given to teaching students in isolation is bad pedagogy, bordering on child abuse.

Open the link and keep reading for the latest venture into the bold old world of EdTech.

Categories Corporate Reform, Curriculum, Education Industry, Ethics, Failure, For-Profit, Technology
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