Abstract
This paper examines the use of AI-driven surveillance technologies in higher education, with a focus on the academic surveillance of students. We begin with an introduction highlighting and exploring the issues related to these tools as used in academia, and then we walk readers through a hypothetical week in the life of a student in university, highlighting applications of AI-driven surveillance technology that are increasingly widespread in higher education in North America. We finish with a reflection on the narrative and suggest some considerations for institutions adopting these types of technologies.
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