# data[].attributes.body
The market for surveillance technology (particularly plagiarism detection software, remote proctoring, and algorithmic retention solutions) is rapidly expanding in education, compromising student privacy, intellectual property, and interfering with progressive pedagogies.

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to include epistemic access: not just tech - content, knowledge form

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Similar principles to wider education apply.

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Support pedagogical research and educational outreach

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Support pedagogical research and educational outreach

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What are pedagogical responses that should accompany policy responses?

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Access is not enough - requires transformation of teaching

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Strengthen links between formal and non-formal education 

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Strengthen links between formal and non-formal education 

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Support a learning and education ecosystem 

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Support a learning and education ecosystem 

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that connects multiple context (school, home, peers, industry, government) and helps to build capacity across them. Think in ecological terms so the learning and opportunities expand across contexts and are available to all the actors and stakeholders.

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There is no one universal form of digital education. 

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There is no one universal form of digital education. 

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Instead, there are many modalities of it that need to be developed and deployed according to the needs, resources and capabilities of local communities and stakeholders. Initiatives that are co-developed with local stakeholders can be better attuned to the characteristics of social and cultural contexts

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Recognize that structural inequalities exist 

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Recognize that structural inequalities exist 

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and evolve in complex ways with digitization. Digital education needs to be designed acknowledging the existence of multiple gaps such as the ones of access to technology, skills development, quality content, and support.

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Critical pedagogy pushes back against a transactional, “banking” model of education, and calls for us to re-imagine assessment (and grades) from the ground up.

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Build digital infrastructure that includes support

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Build digital infrastructure that includes support

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Build digital infrastructure that mirrors what students would find at a bricks and mortar institution: social and community supports, advising centers, teaching and learning centers, food pantries, emergency aid, disability resource centers, offices of diversity, etc. Assure that these digital resources are operated primarily by humans not algorithms

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Focus investment on support for teachers and faculty 

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Focus investment on support for teachers and faculty 

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Focus investment (of time, money, and resources) on faculty preparation and support, not just new technologies.

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Develop appropriate  content and pedagogies for education 

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Develop appropriate  content and pedagogies for education 

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for citizenship/affective dimension of education framed within a social justice perspective

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Tackle privatisation and ed tech monopolisation of education in online learning/times of crises

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Tackle privatisation and ed tech monopolisation of education in online learning/times of crises

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Develop appropriate and relevant policies and regulatory frameworks 

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Develop appropriate and relevant policies and regulatory frameworks 

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to ensure that citizenship in the context of digitalisation protects education  as a public good and education rights

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ensure that all stakeholders (i.e. students, citizens) have a means of effectively participating in decisions

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for ways to involve all stakeholders in decisions about digital technologies. (E.g. formal channels for meaningful student involvement in decisions about what technologies to use in the classroom; formal structures for including social media users in decision-making about digital platforms)

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Invest in collaborative technologies as digital public infrastructure. 

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Invest in collaborative technologies as digital public infrastructure. 

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Might take the form of increasing support for participatory civic media projects (like Documentors.org), but also include more incorporation of collaborative digital projects (like Wikipedia)

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Prioritize transparency and accountability around the design of digital technologies

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Prioritize transparency and accountability around the design of digital technologies

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as well as efforts at training students/citizens to understand, interpret, and make use of that information to improve these environments for the common good.

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Foster intergenerational programmes for capacity building across the education system

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Foster intergenerational programmes for capacity building across the education system

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Intergenerational programmes must acknowledge the central role of children and young people in setting up the agenda, while understanding that adults must be aware of the challenges digital technologies pose

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enable adequate spaces for children and young people to fully exercise their citizenship by allowing them participation in the decision-making about the future of education. See Lundy (?? ) model of participation.

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Training and professional development for teachers

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Training and professional development for teachers

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Training and professional development opportunities are key for teachers to develop a critical digital pedagogy that will help them to act as mediators of the digital technologies / space in a way that effectively fosters learners' political participation and civic engagement.

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Strengthen the non-formal education sector for digital citizenship programmes and initiatives 

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Strengthen the non-formal education sector for digital citizenship programmes and initiatives 

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investing in non-formal initiatives and programmes helps in the construction of a contextualised and responsive digital citizenship education. For this, community groups and grassroots organisations, especially those led by children and young people need specialised supports.