The school choice movement is contributing to segregation — but it doesn’t have to
By Kalinda Ukanwa of University of Southern California
What is learning and where and how does it happen? The pandemic let us consider these questions in new ways.
Disciplines:
Education & Library & Information SciencesDr. Elisabeth ("Lis") Sylvan is the Managing Director of the Berkman Klein Center for Internet & Society at Harvard University. Dr. Sylvan’s lifelong interest is in sociotechnical systems that support creativity, shared knowledge, and collaboration. This background allows Dr. Sylvan to spearhead new programs and educational initiatives and to support the center to work in a more integrated and collaborative manner. She has launched new educational initiatives such as the Summer Institute and BKC Research Sprints. The Research Sprints are part of the Ethics of Digitalization program and include Digital Ethics in Times of Crisis: COVID-19 & Access to Education Learning Spaces, Digital Self Determination, and AI Policy Research Clinic. She leads multiple initiatives within the Policy Practice on AI on topics related to education, youth, and technology. Dr. Sylvan also co-organizes the Tech through Spec working group.
Before joining BKC, Dr. Sylvan worked for herself and for multiple nonprofits. She was the Vice President of Education at The Tech Museum in Silicon Valley (now The Tech Interactive) where she created a new education department. While Maker in Residence at the Krause Center for Innovation at Foothill College, she launched a makerspace for K14 educators and community college students and taught classes on makerspace practices and instructional design. As a Fellow and Director of Learning and Community at Manylabs she developed programs for communities to use environmental and social sensors for civic action. As a Researcher Scientist and Project Director at TERC, she project directed a web-based community of practice focused on data literacy and researched both the creative design processes of game design teams and the diffusion of ideas in communities of science inquiry within games. Her consulting practice focused on research, education, and technology for nonprofits and museums.
Dr. Sylvan’s M.S. and Ph.D. are from the MIT Media Lab where her work addressed how sociotechnical systems support shared knowledge and group action. There, Dr. Sylvan received fellowships from Highlands and Islands (2005-2006) and Media Lab Europe (2003-2004.) She was also a fellow with International Society for Design and Development in Education (2011) and served on the advisory boards of the Silicon Valley Education Foundation, the Krause Center for Innovation at Foothill College, zSpace, and the Stanford d-school Build Lab.
Disciplines:
Education & Library & Information SciencesSandra Cortesi is a Fellow at the Berkman Klein Center for Internet & Society at Harvard University and the Director of Youth and Media. She is responsible for coordinating the Youth and Media’s policy, research, and educational initiatives, and is leading the collaboration between the Berkman Klein Center and UNICEF. At Youth and Media Sandra works closely with talented young people and lead researchers in the field as they look into innovative ways to approach social challenges in the digital world. Together with Berkman Klein Center’s Executive Director Urs Gasser and the Youth and Media team, she focuses on topics such as inequitable access, information quality, risks to safety and privacy, skills and digital literacy, and spaces for participation, civic engagement, and innovation.
Sandra works in close collaboration with the Digital Asia Hub and FIR.
By Elisabeth Sylvan and Sandra Cortesi, Harvard University
The most unusual and stressful school year in recent memory in the U.S. just came to a close. Across the world, the COVID-19 pandemic disrupted education for a generation of young people, and students, educators, and parents turned to digital technologies to fill the gap. They used text messages to communicate about homework in rural India, broadcast lessons over radio in remote Himalayan villages, and conducted classes via Zoom in the U.S. Students learned science from YouTube and TikTok videos and collaborated on homework using messaging apps like WhatsApp and WeChat.
Technology was always set to play a major role in education’s future, but the pandemic kicked this transition into high gear. While it introduced exciting new ways to learn, just as often it showed how limiting tech-centric approaches can be and how existing inequalities prevent many people from fully participating. We heard of students chasing down Wi-Fi signals for class or stealing a few precious moments on a shared family phone to do their homework. Half a billion young people were cut off from school entirely during the pandemic because they don’t have the technology or connectivity to participate in remote learning.
The past year offered a preview of what education might look like as it becomes increasingly digital. To find out how we can use technology more effectively and equitably, we gathered experts from across the world for a research sprint at Harvard University’s Berkman Klein Center for Internet & Society. Here’s what we learned about how to make education accessible for everyone by thinking more broadly about what learning is and where and how it happens.
Read the full article at Fast Company.
This article was produced by Footnote in partnership with Harvard Berkman Klein Center for Internet & Society.
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