【作 者】：
李 畇 赟
【关 键 词 】：
教育技术； 全景敞视； 控制机制； 再分层工具； 隐私跟踪器
【栏 目】：
理论探讨
【中文摘要】：
我们身处一个技术深度嵌入社会的时代，技术蕴含着推动社会变革的强大力量，这一事实似乎已毋庸置疑。对于教育发展而言，技术也被赋予了改善学业与促进公平的使命与期待，作为学业助推器与均衡器的主叙述几乎主导了21世纪全球教育技术的话语实践。然而，技术干预教育的国际热潮很大程度上忽视了潜藏在屏幕背后的道德危机。在此背景下，福柯的全景敞视理论为我们提供了揭示教育技术另一个面相的视角。在教育技术的反叙述中，技术分别以控制机制、再分层工具以及隐私跟踪器等姿态出现，通过对学生的持续跟踪与分类，技术正在实现着对教育的强力操纵，有可能加剧社会分层并制造出新的不平等，同时，保护学生数据隐私的问题也变得更加复杂。
【英文摘要】：
In an era where technology is deeply embedded in society, there seems to be no doubt that technology is a powerful force for social change. For educational development, technology has also been given the mission and expectation to improve academics and promote equity, and the main narrative as an academic booster and equalizer has almost dominated the global discourse practice of educational technology in the 21st century. However, the international fervor for technological interventions in education has largely ignored the moral crisis lurking behind the screen. In this context, Foucault's panoramic open-view theory provides us with a perspective that reveals another facet of educational technology. In the counter-narrative of educational technology, technology appears as a control mechanism, a re-stratification tool and a privacy tracker, respectively. Through the continuous tracking and classification of students, technology is achieving a powerful manipulation of education, potentially exacerbating social stratification and creating new inequalities, while the issue of protecting student data privacy becomes more complex.