Today's Read Team Education Under Surveillance: The Case of Dee
Introduction
The intersection of educational technology and student welfare is complex, as highlighted by the challenges faced by a 15-year-old student named Dee from Oakland. Dee’s experience offers a window into the moral and ethical dilemmas posed by stringent testing protocols enforced by educational institutions, especially for students with disabilities.
Background on Dee
Dee is a high school student diagnosed with clinical anxiety. He benefits from a Section 504 waiver that allows him to study from home during particularly challenging days. However, he faces difficulties at school where traditional testing methods undermine his ability to demonstrate his knowledge effectively. While his teachers previously allowed him to complete projects instead of taking tests, this support has since waned in the high-pressure environment of Oakland High School.
The Dilemma of Testing and Technology
As educational methods evolve, so too do the means of assessing student performance. Dee’s teachers, who view testing as a necessary tool to measure educational progress, have implemented remote invigilation technologies. These systems are designed to prevent cheating but inadvertently instill feelings of distrust among students.
Remote Invigilation: A Double-Edged Sword
Remote invigilation involves monitoring students during tests using software that tracks various metrics, such as eye movement and facial recognition. Dee describes his experience as invasive, where he must conduct a 360-degree webcam scan of his surroundings to prove his isolation during tests. This has become particularly challenging for those sharing spaces with family members or working-night shift adults.
Facial Recognition Technology
The use of facial recognition in testing software raises significant ethical questions, particularly in its reliability and potential bias. Dee experienced difficulties with the technology, which struggled to identify him due to lighting conditions, exacerbating his anxiety during tests.
Experiencing Failure
Under the weight of these technologies, Dee felt compelled to attempt cheating during a test to cope with his anxiety. This act of desperation led to serious repercussions, including a two-week suspension and a mark of academic dishonesty on his record. His attempt to use an old phone to access test answers resulted in an automated disciplinary response, prompting feelings of defeat.
The Role of Advocacy
Understanding the systemic issues at play, Dee sought to address the educational inequities and the surveillance practices he faced. After a series of discussions, he expressed a desire to expose the flaws of the system rather than seeking merely to evade it. This shift in focus represented a significant moment of empowerment for Dee, as it urged him to consider broader implications of technology in education.
Community Support and Legal Concerns
Though Dee engaged a lawyer to explore his options concerning the school’s disciplinary measures against him, the challenging bureaucratic landscape is intimidating. Nevertheless, he found temporary solace in a supportive community and was determined to advocate for himself and others facing similar situations in the educational system.
Conclusion
Dee’s journey illustrates the profound consequences of invasive educational technology on students, particularly those with disabilities. As schools increasingly embrace tools meant to ensure academic integrity, they risk alienating and punishing students instead. Moving forward, it is essential for educational institutions to recognize the complex realities of their students’ experiences and ensure that their methods of assessment are just and equitable.
