Read [[John Halbrooks]] in Respect for Working Writers

Employee Front Office HRSSC Level 2

Borhany, H., Golbabaei, S., Jameie, M., & Borhani, K. (2020). Moral decision making in healthcare and medical professions during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5c769

Code of Ethics and Conduct (2018) | BPS. (n.d.). Retrieved April 21, 2020, from https://www.bps.org.uk/news-and-policy/bps-code-ethics-and-conduct

As the educational system operates today, many teachers easily put in 60 hours of work per week. But when you teach remotely, it sounds like work becomes much more manageable.

Do I want to become a teacher? If I can teach like this I do—and no, not because it seems easier but because it seems easier AND more effective.

Though it’s not exactly the same thing, you could call this “instrumental” or “pragmatic”. Of course, you could have something very practical to amplify learning, and #EdTech is predicated on that idea. But when you do, you make learning so goal-oriented that it shifts its meaning. Very hard to have a “solution” for open-ended learning, though it’s very easy to have tools which can enhance open approaches to learning. Teachers have a tough time and it doesn’t feel so strange to make teachers’ lives easier. Teachers typically don’t make big purchasing decisions but there’s a level of influence from teachers when a “solution” imposes itself. At least, based on the insistence of #BigEdTech on trying to influence teachers (who then pressure administrators to make purchases), one might think that teachers have a say in the matter. If something makes a teaching-related task easier, administrators are likely to perceive the value. Comes down to figures, dollars, expense, expenditures, supplies, HR, budgets… Pedagogy may not even come into play.