Abstract
This commentary responds to claims Eugene Matusov makes about a student's right to the use of certain technologies in his or her education. We argue that the use, in particular, of adaptive technologies actually has the potential to inhibit a student's free choice (rather than facilitate it) and that through restricting certain technologies, genuine dialogic pedagogy may more successfully be promoted. We also engage Matusov's concept of the radical freedom necessary for education.
Highlights
In January 2019, we (Darren Dyck, James Cresswell) began teaching one course each in which we attempted to remove some forms of digital technology from our students’ pedagogical milieu
We did not provide any course materials to students using the online learning management system (LMS)—materials, in other words, which they could access at their leisure—or allow them to use the LMS to submit assignments digitally
James Cresswell shared our rationale for removing some forms of digital technology from our students’ pedagogical milieu on the Dialogic Pedagogy Journal Facebook page, which, in part, prompted Eugene Matusov to write “A student’s right to freedom of education.”
Summary
In January 2019, we (Darren Dyck, James Cresswell) began teaching one course each in which we attempted to remove some forms of digital technology from our students’ pedagogical milieu. James Cresswell shared our rationale for removing some forms of digital technology from our students’ pedagogical milieu (which we provided to our students in our syllabi) on the Dialogic Pedagogy Journal Facebook page, which, in part, prompted Eugene Matusov to write “A student’s right to freedom of education.” While Matusov does slightly mischaracterize our actions in his paper’s acknowledgements, his argument stands in opposition to some of the pedagogical ideas motivating these actions.
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