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Don't Be Evil: Should We Use Google in Schools?

Daniel G Krutka1, Ryan M Smits1, Troy A Willhelm1

  • 1University of North Texas, 1155 Union Circle, No. 310740, Denton, TX 76203-5017 USA.

Techtrends : for Leaders in Education & Training
|March 24, 2021
PubMed
Summary

This study audits Google

Area of Science:

  • Educational Technology
  • Ethics in Technology
  • Digital Pedagogy

Background:

  • Google's expansion into education is widespread.
  • Public scrutiny of Google is increasing, yet its educational tools face little debate.
  • Concerns exist regarding the ethical and pedagogical implications of Google's educational technologies.

Purpose of the Study:

  • To conduct a technoethical audit of Google's educational tools.
  • To address ethical, legal, democratic, economic, technological, and pedagogical concerns.
  • To inform educators, students, and community members about potential risks.

Main Methods:

  • Technoethical audit of Google's educational products and services.
  • Analysis of data extraction, legal compliance, profit motives, terms of service, content recommendation, and knowledge distortion.
Keywords:
Discriminatory designEducational technologyGoogleGoogle Workspace for EducationSurveillance capitalismTechnoethicsTechnoskepticism

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  • Review of existing literature on technology in education and corporate influence.

    • Main Results:

    • Google extracts personal student data for profit.
    • The company skirts laws designed to protect students.
    • Google's terms of service are obfuscated, and its recommendations can be harmful, distorting student knowledge.

    Conclusions:

    • Educators and scholars must critically examine Google's tools.
    • There is a need for more democratic and just uses of technology in schools.
    • Further research is required to understand the full impact of Google in education.