Indeed, by doing things that we can not otherwise do without tech... the transformative aspect of SAMR.

Then you have them taught by overworked adjuncts. Pay McDonald's wages, get McDonald's food.

Nurses. Eat. Their. Young.

OK, I have taught numerous aspirant nursing students. My partner is a nurse. Nursing is a really interesting test case of social justice pedagogy. On the one hand, you make life-and-death decisions. On the other hand, "nurses eat their young." Many nurses wash out—perhaps unnecessarily. Programs are often predatory. It is HARD to do nursing, particularly if, as many nursing students do, you have young kids or come from an underprivileged background. But... given that so much of healthcare is now on nurses, don't you want the person making those life-and-death decisions to have gone through the most rigorous education possible?

Or content of courses. Why the Global course I interviewed to teach last week was called the "West in the World" was a big topic of conversation.

I am all in favor of both reparations and inclusive design, but to someone who is not acquainted with CRT, this seems like a non-sequitur. We academics and social justice advocates need to write better in order to get the largest possible number of people on board (Bell's convergence theory).

Also Lave and Wegner?

This is Dewey, no?

Pavlov? Where would Skinner be in this...?

Ah, Bloom'd taxonomy! The problem I always had with it is it's so didactic. It also gets turned into a bureaucratic formula...

Yet, the government (i.e., the NSA's "Predator" program) can collect such data. However, it is, my cousin assures me, placed in a "black box" and only may be accessed with a search warrant. Not so with private companies.

Four

In Europe there is also "the right to be forgotten." This is the right of individuals to "determine the development of their life in an autonomous way, without being perpetually or periodically stigmatized as a consequence of a specific action performed in the past." You can have your information deleted from databases. See https://en.wikipedia.org/wiki/Right_to_be_forgotten.

Got it. So, while we must design curriculum and assessments for all students, we must also ensure that the tools we use to do so are themselves accessible to students with the four categories of disabilities, using the POUR criteria.

In Equity class, it was pointed out to me that asking students to write the "classic college essay" is essentially a racist practice. Asao Inoue, for instance, sees teaching writing as reproducing racism. Students from other cultures and with other abilities may benefit from different assessment. This is also related to a Funds of Knowledge approach.

This is very important, especially since many students—including ELL students—benefit, for instance, from captioned videos. However, it's beneficial to ALL students who have to watch educational videos when home alone and working online, since they can turn their volume down!

I would add: How recent an OS do you need? Not every student can afford the latest machine and OS.

Wix is also pay-to-play, which opens up accessibility issues. At UMass, we can get Adobe Dreamweaver for free. Of course, you also need a webserver...

This idea also seems more in keeping with the principles of Universal Design. This, in turn, is key for accessibility.

This is sorely needed in the field.

I should point out they also amount to unpaid labor. School districts and higher ed should support these activities.

This is true. However, on the negative side, I am very hesitant to put my failures in public, considering employers these days seem to take a panoptic view of one's activities.

I feel like there are also examples of mis-education. The Pandemic Pedagogy group on Facebook, for instance, is very popular with less-computer-literate academics, and has a lot of not-very-good advice alongside pure gold.